This is my 19th year teaching, and 16th here at the home of the Wolves. I have a passion for history; especially American History and the Civil War. If you saw the movie "Lincoln" then you saw the story of a President working with a divided Congress to pass a very bitterly contested piece of legislation - the 13th Amendment banning slavery. Today President Obama finds himself working with a divided Congress on hotly contested pieces of legislation as well. History informs us that Lincoln was right in doing what he did to get the law passed. History will tattle on President Obama informing future generations if what he did was right or not.
The Chandler Unified School District learning objectives for Government are written with an emphasis on the historical perspective of Government. What did the Founding Fathers believe? Where did the ideas for our government derive from? Who did what and when and with what motivations that have impacted the decisions Presidents, Congresses, and Supreme Courts have made?
I find the study of how culture collides with government and economics fascinating. It tells us so much about who we are as a nation, as a society, as a collection of individuals. The following link is an excellent example of what I am trying to help make understood:
I believe my role as a Government/Economics instructor is to help the student understand for themselves what it is they believe is the answer to the questions about the role of government, a consumer based economic structure and materialism, personal accountability, freedom, freedom of opportunity, and others. My lessons reflect my beliefs about encouraging and supporting the student to think for themselves.
I am a lifelong learner. I earned my B.A. at Grand Canyon University, and earned my M.Ed. at Northern Arizona University. Additionally, I have continued my education by earning 69 graduate credit hours beyond my Master's degree. I continue to seek out new learning opportunities to enhance my teaching lessons of Government and Economics.
I enjoy getting away with friends, going on long motorcycle rides with my wife, and having wonderful times together with our family.
Curious about your grade? Check out the Infinite Campus student portal:
The study of economics is the study of making choices amidst scarcity - the selection taken from the various choices or opportunities available, the rational for making that particular selection, and the examination of the resulting consequences of the decision.
Our study of Economics will be guided by a series of essential questions - Why did you make the choice you did? - like coming to school today - How did you reach your decision? What forces motivated you in your decision making process? What were the results of your decision? What did you give up?
Lessons will be presented in ways that make a seemingly complicated subject easily understood and user friendly.
The point to this class is to get the student to consider to think and reason for themselves. What do they believe to be right and why.
Our study of the government will be guided by a series of essential questions - What do you believe should be the role of government? What are the duties and responsibilities and the purpose of the various governments - local, county, state, national?
Abraham Lincoln said that government should not do for the people what the people can do for themselves. So then what can the people not do for themselves? And what are those items that they can do for themselves? Would not the answer to these questions suggest a framework of government?
Kennedy famously told us to not ask what the government can do for us, but to consider what we can do for the government. What he was saying was to take personal responsibility and think about what are the reasonable expectations that the people should put on government - local, county, state, national.
Eisenhower told the American people in his farewell address to “beware the military industrial complex”. He foreshadowed the day when big business would be the tail that wagged the dog of government. He understood that when a nation builds an army it will use it, and he feared for the young soldier, their mother, and the effects on the mental and emotional well-being of the nation.