Thanks for your presence and active participation in today’s class (Wed, March 1st).
Note: the “Daily ‘Reflection Questions'” were done in class; there is no need to type up and submit any responses to the Learning Activities that we did.
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Here are the four questions that I invited you to think about over spring break — and even to talk about with other people in your life who might be interested. (We’ll be discussing these four questions when we meet again after spring break. You are not required to write anything about any of them.)
A question about “the way things are”
1) To what extent are issues of wealth and poverty in the United States about “the fish” – and to what extent are they about “the “lake”?
Another question about “the way things are”
2. Are there enough resources to meet the essential needs of every person – in our US society? in the world?
A question about “the way you believe the world could/should be”
3. In the United States, when the topic of “human rights” are discussed, the focus is on “political rights” (e.g. the right to vote), and on “social rights” (e.g. freedom of speech; freedom of religion).
The “UN Declaration of Human Rights”, passed in 1948, states that there are also “economic rights” — that there are things that human beings have a right to, regardless of whether they can pay for them. Examples include “the right to nutritious food”, “the right to safe housing”, “the right to quality health care”, “the right to an education”.
Do you believe that there really are “economic rights” that apply to the lives of all human beings? If so, what are examples of those rights for you? If not, why not?
A question about whether or not there are any actions that we can take to move “the way things are” more toward “the way things could/should be”
4. Are there any examples – in history (US? other countries?) and/or in the present day – of people working to change “the way things are” more toward “the way you believe things could/should be”?
List of Topics and Sub-Modules for Daily “Reflection Questions” — Classism/Economic Justice Unit (Lesson Three)
Daily “Reflection Questions” (for students absent on Wed, March 1st)
Classism/Economic Justice Unit – Lesson Three
due by Tues, March 14th
Learning Activity #1: An Introductory Perspective
Consider the following saying:
“If you walk up to a lake and see one fish belly up,
you ask, ‘What is wrong with that fish?’
If you walk up to that same lake and see 100 fish belly up,
you ask, ‘What is wrong with the lake?'” (Pastor Richard Sheats)
One message that is often promoted in the US society is that “as long as a person works hard and makes good
choices, they will become increasingly economically successful” – and that “if someone is not economically
successful, it must be because they are lazy and/or make bad choices”.
In the words of the saying above, about the fish and the lake, that would be like asking, “What’s wrong with
those people who are suffering economically?”
But the saying above challenges that question. The saying above says that the question we need to ask is
“What’s wrong with the environment, the systems, of our US society?”
The rest of the Learning Activities in this lesson focus on this question.
Note: there is no “Reflection Question” related to this Learning Activity
Learning Activity #2: Inequality for All (a documentary)
In 2013, American economist, author, and professor Robert Reich, in collaboration with Jacob Kornbluth, made
a documentary entitled “Inequality for All”.
The film examines the widening inequality of income and wealth in the United States.
You can access the film on YouTube at:
Step One: Please watch at least the following two segments from 3:10 – 14:30
from 21:00 – 38:00
(You can certainly watch more of the film if you wish)
Step Two: Open, and then read care-fully through, the handout entitled, “Inequality for All (some excerpts and
some explanations)”
Question: What are your reactions to the documentary and the handout – what thoughts, feelings, and/or
questions do they cause in you? (15 lines minimum, 12 point font)
Learning Activity #2: A variety of reactions from former students
The document entitled “Some Student Reactions to ‘The Way Things Are'” contains a number of “reaction-
statements” that former students have shared with me at this stage in the “Classism/Economic Justice” unit.
Open the handout, and read care-fully through those “reaction-statements”, and then answer the questions.
Questions: Do any of these “reactions” by former students fit with your thoughts, and feelings, and questions
about what we have studied thus far in this unit on Classism/Economic Justice? (10 lines minimum – 12 point
font)
1) If so, which one(s), and why?
2) If not, how would you describe your reaction to this handout – and why?Once you have completed all of the questions on the “Reflections Handout” for this Lesson, “Save” your
responses, and submit it to the (absent for Wed, March 1st) “Daily ‘Reflection Questions’ —
Classism/Economic Justice unit (Lesson Three)” folder in the “Assignments” section of D2L.
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