Day 34/67 of GED in Five Months, circles, and Flu-Safe Homes?

Coop, High School Education, , , ,

 Adulting is also about understanding how history and science fit together, just as circles and triangles fit together, and impact us today. 

This and last year’s Covid-19 pandemic is not so different from the 1918-1920 wrongly-named Spanish Flu pandemic.  How could someone from 1918, or from NY at the time of Typhoid Mary, protect their home from the flu pandemic?

Middle of week 9/18
Lesson plan, Day 34, Wk 9
Grammar: semicolons and colons
How to find the height of a triangle
Math: Circles and Pi
See Computer Model with today’s Science reading: Flu pandemic…

Day 34 Exit Tix

(Day 33 … Day 35)

Action Questions:

1.) What do you think is the level of importance of history, vs. science, and how might both help, if you think they do, with Adulting?

2.) Share your  thoughts on how adult learning can help us Do Better over the long term, in building both empathy, and our democracy,   and

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, have you any ideas on learning, especially multiple , on-going education and empathy-building, to , ,  & achieve freedom for All HumanKind? 

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Click here to read, if you like:

Babylon 5, Hakan: Muhafiz/The Protector, Lupin, & La Casa de Papel (Money Heist) Reviews

Holistic High School Lessons,

 

Shira

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

About ShiraDestProjectDoBetter

Shira Destinie Jones is founder of #ProjectDoBetter, a long term plan proposal for community building, and a published poet, academic author, and advocate for improving our #PublicDomainInfrastructure. Her other book, Stayed on Freedom's Call, on Black-Jewish Cooperation in DC, is freely available via the Internet Archive. She has organized community events such as film discussions, multi-ethnic song events, and cooperative presentations, and is a native of Washington, DC. She promotes peaceful planning, NVC and the Holocene Calendar, and is also a writer. More information at https://shiradest.wordpress.com/

47 thoughts on “Day 34/67 of GED in Five Months, circles, and Flu-Safe Homes?”

    1. A teacher contributes by both teaching others, and by offering tools, like this lesson plan, to others for help in learning, be it to fellow instructors, or to people learning on their own.
      This is part of both empathy building, during all 4 phases, and also part of Phase I of Project Do Better, as a tool for adult education.

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        1. Yes, indeed! There are as many ways to contribute to this work as there are individuals with their own callings to read and share, to write, to draw, to teach, to build, etc! As the professor said of the striking teachers, “this is also abolition work.” In terms of being a part of what works to make the world a more just place, certainly there are many ways. What is essential to hold on to is the idea that there is more than just the one song, strike, campaign, movement, or even decade: each action that we take must be tied to a larger picture, so that that movement will keep generating progress for the whole, and to remember that there is always a next step to take.

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  5. Pingback: Day 34/67 of GED in Five Months, circles, and flu – Educating for Future Democracy Collaborative
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  7. The importance of science vs. history depends how you’ve been taught these subjects. I prefer to see their integration as an interdisciplinary subject. That way, you don’t have to decide which takes more priority as a favored subject.

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    1. Likewise! Glad to meet you, finally! I’m trying to tie my own work in interdisciplinary study and teaching into a larger umbrella project that I hope will encourage our individual work as part of a longer term vehicle for change.

      Project Do Better needs you, Sir.

      Shira

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        1. Not far off from my earlier work on Economic Social Policy. I’ve now expanded it to include education and empathy, and wrapped it all up in Project Do Better in hopes of making cooperation with others easier over the next 70 years.

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  9. You wrote about this idea. Shall we proceed further being as non politically biased as possible?

    Share your thoughts on how adult learning can help us Do Better over the long term, in building both empathy, and our democracy, and

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  10. How about this question as you put it so succinctly? Share your thoughts on how adult learning can help us Do Better over the long term, in building both empathy, and our democracy, and

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      1. That would be my question to discuss with you in more detail? To start, I pose the idea that we teach adults to go beyond learning skills to help others not just themselves. Think reading and writing to start here.

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        1. Exactly: that is what I try to propose and lay out in both Phases I and II, as prep. for Phase III volunteers (aka Serving Adults) to both teach and help produce autobiographies for those who wish to do so.

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    1. No worries: I’ve been working at writing up various summaries, over the past year or so, which unfortunately means that my summaries both get lost in the posting shuffle, and also go out of date as soon as I talk with other folks, make major edits to the book, and then have to go back and update the old explanation posts. That was my thinking in using the Preface as an explanation for the project, until I finished the 1st draft of Do Better, and realized that chapter 11, the last chapter, which also summarizes the entire project, was a better form of an abstract. So now I’ve been trying to edit and update my summary/explanatory posts at the same time, and gotten a bit lost, sorry. I see that you’ve started reading chapter 11 as an abstract, which is what I ended up having in mind after I finished drafting Do Better, and realized after all of that writing that the summary might make a good Abstract, as you say. My apologies: I was not planning on making this public until November, when a friend here strongly urged me to start looking for help on the Project right away instead of waiting to finish and publish the Do Better manifesto. Now, in hindsight, I think that my instinct was correct, and that it would have been better to wait until I’d finished editing Do Better to make the Project public. So again, I apologize for the messiness of the Project posts.
      Shira

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    1. Chapter 11, I believe? A good start: I’ve been pondering replacing my earlier blog posts with that summary chapter, as an explanation for the project.4

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  14. On a federal level, your project of building universal empathy amid a democracy framework seems well researched. . However at the state level, conservative resistance will obviously be severe.I would hope to read about your ideas about how to overcome that problem.

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    1. I am leaving that to the community organizers in the various states, since each state has it’s own culture and set of local laws and policies, even from county to county, in some states. This will have to be updated as needed by those who live in the various communities, and likely multiple times, over the next few decades, in response to the resistance you mention, as persuasion and education grows.

      That is why I need many more hands to take on this project (preferably young hands).

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  15. Freedom from fear seems at the forefront of notice here with the lingering doubt about the continuance of Roe vs. Wade. You could do a separate study on that trend alone

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