Teaching in the Trump Years (Part 4)
The following lesson was posted on a blog written by Ed Realist, “a teacher at a Title I high school who usually teaches math, but every so often jumps at the opportunity to teach US history. Ed has credentials in math, social science, and English.”
I have kicked off my planned US History curriculum and on one day’s experience, it’s going gangbusters. I decided the students would best grasp the significance of the electoral college if we began with the recent election–give them a frame of reference as we then look back.
First, I gave them a copy of Article II, section 1 and the Twelfth Amendment, explaining that the elections we’d be reviewing would use both the original and amended text. But the big takeaway I wanted them to get for the first go-round was: Each state shall appoint, in such manner as the Legislature thereof may direct, a number of electors, equal to the whole number of Senators and Representatives to which the State may be entitled in the Congress: but no Senator or Representative, or person holding an office of trust or profit under the United States, shall be appointed an elector.
This was new information–well, more accurately, it was relevant information, something they’d clearly been wondering about. When we got to the text about the electors meeting to elect the president, I played that Martin Sheen et al video.
“These actors were trying to change the electors’ minds. As we just read, if no candidate receives more than half the electoral vote, the House of Representatives elects the president. So you can see they didn’t have to change everyone’s minds, just enough to push the vote below the halfway mark.”
“And they’re Democrats?”
“No. The House is controlled by Republicans. I have to say I never quite Teaching in the Trump Years (Part 4) | Larry Cuban on School Reform and Classroom Practice:
