I’m going to go to work as a curriculum writer.<\/p>\n
I’ve got some samples I’m going to start sending around to school districts.<\/p>\n
Sample 1<\/strong><\/p>\n This activity illustrates the fact that whether or not your faith believes dogs and pigs are “unclean” or not, dogs and pigs should be regarded as a beneficial. Making dogs and pigs socially acceptable gives us bacon and big warm pillows on cold mornings. 1. Write “Bacon and Fetch” on the board. 2. Explain that Bacon and Fetch are two of life’s great joys and stress relievers, and that people who don’t think so really are weird. 3. Ask students to think of reasons why people in societies would find dogs and pigs unclean would like bacon and “fetch”, and write the responses in a column to the left of “”Bacon and Fetch”. 4. Next, have students think about why people in other societies love bacon and playing “fetch” with a loveable puppy, and list all of their responses in a column to the right of “Bacon and Fetch”.<\/p><\/blockquote>\n I’ll give you all $1,000 when it’s accepted by the public school system!<\/p>\n Sample 2<\/strong><\/p>\n This activity illustrates the fact that whether or not one believes there is a scientific basis to the theory that part of intelligence is genetic, and part of that genetic makeup is ethnic and racial, there is a need to observe this fact. As Will Saletan noted in that conservative tool Slate<\/em><\/a>:<\/p>\n Among white Americans, the average IQ, as of a decade or so ago, was 103. Among Asian-Americans, it was 106. Among Jewish Americans, it was 113. Among Latino Americans, it was 89. Among African-Americans, it was 85. Around the world, studies find the same general pattern: whites 100, East Asians 106, sub-Sarahan Africans 70. One IQ table shows 113 in Hong Kong, 110 in Japan, and 100 in Britain. White populations in Australia, Canada, Europe, New Zealand, South Africa, and the United States score closer to one another than to the worldwide black average. It’s been that way for at least a century…<\/p>\n …So, what should we make of the difference in averages?<\/p>\n We don’t like to think IQ is mostly inherited. But we’ve all known families who are smarter than others. Twin and sibling studies, which can sort genetic from environmental factors, suggest more than half the variation in IQ scores is genetic. A task force report from the American Psychological Association<\/font><\/a> indicates it might be even higher. The report doesn’t conclude that genes explain racial gaps in IQ. But the tests on which racial gaps are biggest happen to be the tests on which genes, as measured by comparative sibling performance, exert the biggest influence.<\/p><\/blockquote>\n Admitting the genetic basis for intelligence makes it safer for the who have to deal with intelligence. 1. Write “Emotional Response” and “Scientific Fact” on the board. 2. Explain that 100 is traditionally deemed to be the “average” IQ for people in the world. 3. Ask students to think of reasons why ignoring the scientific evidence of the genetic and ethnic link to intelligence is dumb, and them under “emotional response”. 4. Next, have students think about why it’s smart to think the truth, and list all of their responses in a column under “Scientific Fact”.<\/p><\/blockquote>\n I’m told I might have a little trouble getting this one passed, too. Stay tuned. [*<\/a>]
\nSample 3<\/strong><\/p>\n