Unit 3
MAKE SURE THAT YOU SCROLL DOWN AND LOOK AT EACH LINK TO VIDEOS THAT YOU MAY HAVE MISSED.
Agenda:
1. Unit 3: Economic Racism.
2. Essential Question: What is
economic racism and how does it affect our lives?
3. Objective: to Evaluate how the economic system (the American Free
Market economy) works or does not work for all Americans.
4. The Final Project (an Expository Essay)
at the end of the Unit.
After completion of the Unit each student will have to write
a expository essay paper using the resources provided in this unit.
The following link is to the Purdue online writing lab. This
is a resources that can help because it explains the structure of a Expository
Essay (https://owl.english.purdue.edu/owl/resource/685/02/)
The Expository Essay will be a minimum of 2 pages. However, do not be lolled (another word for
convinced) into a sense of ease. You
must include information from each of the exercises and tasks, such as, the various
“Do Now,” “warm ups,” class notes on videos, notes on lectures, notes on
documentaries, and notes from each of the articles.
A rubric and criteria chart will be provided.
Each student will be provided with a folder to keep track of
each of the tasks and time will be provided in class for students to get their
writing completed.
Teacher distributes manila folders and asks students to
write their name and period on their folders. Explain to students that at the
end of class the folders will be collected.
Do Now -- Below
are the features of the American free market economy.
n
Economic Freedom:
individuals have the right to choose
n
Competition: more than one
producer of good/services insures choice
n
Private Property:
individuals have the right to own their own property, including business
n
Self-Interest: individuals make
decisions based on what is best for them
n
Voluntary Exchange:
individuals may freely buy and sell goods
n
Profit Motive: individuals
are driven by a desire to profit (make money)
Write a statement about how you feel the above features or
characteristics of the American economic system has impacted your life? You do
not have to speak to each of the 6 features but must mention at minimum
two. (5- 10 min)
Teacher reminds students that by writing the above “do now”
they are beginning a paragraph that could be used as an intro to their essay do
at the end of this unit.
NOTE:
remember that each time you are asked to write your thoughts about a task or
respond to questions you are collecting information and resources to use in
your final essay and must all be kept in your folder.
Class discussion:
The classroom is a safe place/setting the ground rules.
The following questions are meant to spark a conversation about how students
should conduct themselves in the classroom while we explore topics that are very
sensitive.
n
Why is it important to
discuss Economic Racism?
n
Teacher facilitates a
discussion about respect for opinions and using appropriate and academic words
to make your point instead resorting to name calling.
n
Teacher discusses the why
this particular unit might be a sensitive topic. Explain the various tasks of this unit and
that there will be videos and articles that can be very controversial.
CATCH: Teacher
discusses using the C.A.T.C.H Annotation system to evaluate the articles students
will read during Unit 3.
Teacher distributes “The CATCH Method for Annotating” book mark to each
student. This is to be kept in their
folders.
When Annotating Articles, Use The C.A.T.C.H Method!
Circle challenging words and
define them. (at least 6)
Acknowledge confusion by asking questions. (at least two per page)
Talk to the text by making comments (at least two per page)
Capture the main idea/claim/most important part by putting a box around it. (only one!)
Highlight details that are connected to the main idea/support the claim, etc
Acknowledge confusion by asking questions. (at least two per page)
Talk to the text by making comments (at least two per page)
Capture the main idea/claim/most important part by putting a box around it. (only one!)
Highlight details that are connected to the main idea/support the claim, etc
Discussion about Privilege:
Teacher previews the unit by sharing two video which focuses
on privilege, races and ethnicities. Teacher asks students to write done some
notes about what they are about to witness.
Teacher distributes manila folders and asks students
to write their name on their folders and period. Explain to students that this
is the folder where they will organize their project. Each of the writing
assignments will be kept in this folder. This folder will be collected at the
end of each period and returned to you at the beginning of each period.
Students:. Write their name and period on each of their
folders and then they make sure that the “do now” from the previous class and
todays assignments are in their folder before those folders are returned to the
teacher by the end of the class.
Teacher asks students to consider the following questions
after they view the video:
n
How were the groups
divided?
n
What did the teacher, Oprah
and her staff do to divide people?
n
What were some reaction
people had?
n
How did brown eye people
feel or behave?
n
How did blue/green eye
people feel behave?
n
What was the point of the
experiment?
n
What comment stood out the
most made by an audience member, Oprah or the teacher?
n
Class discussion about each
of the questions.
n
Ask students to take notes
about what they feel is important about the second video.
n
Play video for students
(second video)
Second Video. Part 1 debrief: https://www.youtube.com/watch?v=l8PicAzrNU0
n
Class discussion about what
they just saw.
n
Ask students share the
notes they took
n
Replay the video for
students to highlight certain aspects of what Jane Elliot had to say about
white privilege and racism.
n
How do you feel about the
racism that the children already knew about?
n
What were things that the
children said that indicate that they already had been exposed to racist ideas?
n
Did the teacher explain to
the children the experiment?
n
At the start of the video
did the children show signs of disliking each other or social division?
n
What signs of social
division did the students show after the teacher taught them the “brown eye”
students where better than blue/green eye students?
n
What are some of the
reactions of the students?
n
How did privilege effect
the students with blue/green eyes?
n
How did privilege effect
students with Brown eyes?
n
How did the children feel
about being divided by color?
n
How did the children react
to the teacher explaining the results of the experiment?
Debrief:
n
What did we learn about
racism?
n
Discuss the third video in
relation to the first two
n
Where were some important
results about the experiment that you learned?
n
How do you feel about the
experiment on social division? How long did it take for social divisions to take place?
n
Did anyone have privilege
over others?
April 10, 2018
Agenda: 1.
Warm-up 2. Privilege walk 3. Reevaluate the warm-up 4. Privilege videos, 5. Debrief
Task 1.
(Warm-up)
Write a brief description of what your thoughts are on privilege
and how you define it. If you use the dictionary definition, please make sure
to explain if this description of privilege applies to you in any way, shape or
form. Make sure to explain whether or not you feel you have any privilege of
any sort in your day to day life. Consider
each of the writing exercises that we have done so far and the videos that you
have watched.
NOTE:
remember that each time you are asked to write your thoughts about a task or
respond to questions you are collecting information and resources to use in
your essay.
Class discussion (10 – 15 minutes)
Task 2.
Activity:
Step Up, Step Back 30 minutes
• Ask participants to stand in a line next to each other in
the middle of the room
• Read the following statements to the group, but give
people a second to think before they move • Ask participants to observe how
other people are moving as the statements are read
• Tell participants that if their parents or grandparents
had different experiences, then they should do the exercise with one parent or
grandparent in mind
• After you have read the last statement, have people stay
where they are standing, and look to see where others are standing, and where they
are in relation to other people
Read the following statements:
• If your parents, grandparents or ancestors were not
allowed to attend a college or university because of their race, take one step
back
• If you expect to inherit some type of asset (property,
cash, stocks, bonds, etc.) from a relative, take one step forward
• If your grandparents or ancestors were ever enslaved, take
one step back
• If your grandparents’ first language is English, take one
step forward
• If you have a parent or grandparent that earned a graduate
degree, take one step forward
• If members of your race or ethnicity were legally
prevented from voting, take one step back
• If most of your
teachers were from the same racial or ethnic background as you, take one step forward
• If you routinely see people from your racial or ethnic
group heading up companies and organizations, take one step forward
• If you come from a racial group that has ever been
considered by scientists as “inferior,” take one step back
• If your parents, grandparents, or ancestors were forced to
come to the U.S., take one step back
• If your parents or grandparents have inherited wealth,
take one step forward
• If you had a parent, grandparent, or family member that
was ever beaten or lynched because of their race, take one step back
• If you have a relative that earns more than $250,000 per
year, take one step forward
Debrief: What patterns or themes did you
notice about where people were standing in the end? Why did people end up
standing in the positions they were in? Take a look at the
Task 3
n
Ask student to look at what they wrote about
privilege for TASK 1 above. Students should make changes based on the activity (Task
2) and on the notes they took on the videos (Privilege discussion)
The
purpose of task 3 is for students to evaluate their initial response to the
warm-up question to write a “brief description of what your thoughts on
privilege and what how you define it,” after participating in the privilege walk.
NOTE:
remember that each time you are asked to write your thoughts about a task or
respond to questions you are collecting information and resources to use in
your essay.
Task 4
After
discussing the results of Task 2 activity students will evaluate how other
groups have reacted to the same activity.
Students are asked to answer question based on what they observe from
each of the videos.
The
purpose of this lesson is to expose students to how other groups have either
had similar or different reactions to the Task 2 activity.
NOTE:
remember that each time you are asked to write your thoughts about a task or
respond to questions you are collecting information and resources to use in
your essay.
Privilege (Unequal Opportunity Race)
Questions to answer.
What did you notice about the race?
who had a privilege?
What were some of the obstacles?
What was the race all about or what was the final goal?
Social privilege (video 1)
Questions to answer.
What was the point of the race?
Who participate?
Who was mostly up in the front?
Social privilege (video 2)
Questions to answer:
What was the point of the race?
Who participate?
Who was mostly up in the front?
Are European-American males the only people that experience
social privilege?
Debrief: We
have watched three videos related to the privilege walk that we went through as
a class. We also watched three videos about racism where we saw that some
groups had privilege over others (the brown eyes green eyes experiments with
teacher Jane Elliot). Read your thoughts on privilege from the earlier warm-up
exercise and write your response to the following question.
n What information can you add to your writing after observing the
last three videos?
Look at the notes you took on the video and the questions you
answered to help guide your writing.
Taking Inventory
Agenda: 1.
Pick up your folders. 2. Check to see if A through D has been completed. If
not, students should make sure to complete the whatever they have missing. 3. Teacher projects each of the assignments
for students to take Inventory.
Students should have completed the following
A. Do Know
B. Discussion on Privilege (Three videos) Students
should have answered a series of question after watching each of the three
videos related to privilege in our society.
After each video class discussion followed. During that discussion class
discussed their answers to the questions and any other question they had about
the videos they observed.
C. Warm-up: Your
thoughts on the concept of Privilege. Students wrote a brief response on what
they felt privilege was and how it has impacted their lives.
D. Privilege Walk Videos: Students
are asked to respond to a series of questions after watching three videos
related to the topic of privilege. Students
watched three videos on related to privileged.
They are asked to compare their experience with the privilege walk with
what they observed in the videos. S
Agenda: 1. Warm-up 2. Evaluating the first article 3. “the economics of
Racism” 4. Exit ticket.
Warm-up:
How does racism work to provide an economic advantage to some
people and a disadvantage to others? (in a few sentences write down your
response) (10 min)
Task 5 (articles)
Handout
A was distributed and the article by Michael Reich “the economics of Racism.”
Teacher asks students to respond to the questions in handout
A.
Students first read three articles related to economics, class
discussion and then they respond to a series of questions about the articles.
NOTE:
remember that each time you are asked to write your thoughts about a task or
respond to questions you are collecting information and resources to use in
your essay.
Teacher models how to apply the CATCH method for annotating
to the Intro, of the article “the economics of Racism” (15 minutes)
Teacher asks students to use the CATCH method on section 1
of the article (20 min)
Class discussion on intro and section 1. (20 min)
Students finish annotating section 1 (20 min)
Exit ticket.
Reevaluate your answer to the warm-up question after reading the intro
and section one of “the economics of Racism” (5-10 min)
Article 1
Michael Reich “the economics of Racism”
(note students will be given the printed pdf version)
Questions from the reading that students should answer.
Chunking the reading (section one reading, see
attachment)
Students will accomplish this task
by reading in chunks instead of the whole thing at once. Teacher reviews CATCH annotation
strategies.
The the
CATCH annotation method is was modeled for section one or the first section of the
reading.
Handout A. This handout includes a
series of quotes from the first section of the reading and questions for
students to answer regarding the quotes.
The teacher reads the final directions of Handout A. “Directions: Write a one-paragraph summary
statement of the introduction and include your thoughts, ideas, interpretation
and connections with the issues presented.
Agenda: 1. Warm-up, 2. Do Now, 3, Group work, 4. Section 2 and 3
of “the economics of Racism,” 5. Class discussion 6. Exit ticket.
Warm-up. List
a few things that have stood out the most from any of the six videos that we
have watched.
Do Now: How
are the six videos we watched on privilege related to the intro and the first
section of the article? (10 min)
Group Work: 4/18/2018
instructions.
1. Students get into groups
of four, six groups. 2. Each group must present a poster where they write at
least two bullet points explaining the purpose of the intro to this article. 3.
Write one quote, and explain why it is important to understanding the main
point of the article.
Do the same for section one, section two, three and four of the article by Michael Reich “the economics of
Racism”
Use the Yellow poster board paper..
Make sure you have Handout
B. Handout B provides section 1, 2
and 3 of the article “the economics of Racism” in an alternative format
for annotating. The article is centered
while on the left students have a section for noting “What the text does” and
on the right there is a space for “what the test says.” Teacher models how to use this new format
for annotating the article by reading the first section paragraphs and working
with students to fill in the answers by deconstructing the article. (15- 20
min)
Students read section 2 and
attempt to deconstruct the article. (30 min)
Class discussion about section
3 and how it relates to section 1 and the intro (15 min)
Exit ticket: What are you understanding about economic
racism and privilege in the U.S economic system that you were not aware of
prior to reading the the first three section of this article? (10 min)
April 23, 24, 25
Agenda
1. Warm, up, 2, Do now, 3. What is globalization, 4. Evaluate Article 4.
Lesson title: Globalization and Racism
Objective: To evaluate how the U.S economy is linked to the global economy and how racism is not just an issue that affects the United States.
Essential Question: What is globalization and does racism affect it such as it affects the U.S Economy?
Warm-up:
- Get your folders. Make sure to get a copy of the article “UN links globalisation to racism”
- On a sheet of paper write your name and date
- Write about three things that have stood out the most about any of the videos or articles topics that we have discussed so far.
Do Now:
Discuss with your elbow partner the following question. How many things do you have that are made in the United States? Where was the shirt you are currently wearing made? Where was the bag you are using made?
Do Now --
What is globalization.
Take out a sheet of paper put your name and date on it and write down the following questions:
Questions.
1. What does the video say about the production of products like Toyota cars?
2. What does the video say about many foreign made products after 1996?
3. What does the video say about globalization being much more than international trade, global chains and cheap goods?
4. According to the video, how did China create an enormous export machine or economy?
Agenda: 1. Warm-up, 2, Do Now
3, using WARP, 4 Finish annotating Section three, 5, exit ticket.
Warm-up:
What are you understanding
about economic racism and privilege in the U.S economic system that you were
not aware of prior to reading the the first three section of this article? (10
min)
Do Now: Do
you feel that the racism that Michael Reich writes about in “the economics of
Racism” applies to present day life in the United States?
Using WARP:
WARP stands for
W – Write summary
R – Respond
A – Analyze
P – Predict and propel
· Teacher distributes the WARP
handout.
· Teacher read the handout to
students and students fallow along.
· Teacher stops to ask students if
they have any questions regarding the use of the WARP method. (20 – 30 min)
· Teacher explains that after
students they finish annotating the article they will use the WARP system to
write an analysis of the article.
Please finish annotating section 3. (20 min)
Class discussion about
section three and its connections to the intro, section 1 and 2. (10 – 15
min)
Exit ticket:. Start to apply
the WARP system to the article. Take 10 minutes to work on the “W” of WARP.
Agenda: 1.
Warm-up. 2, Do Now, 3, WARP writing of article Michael Reich “the economics of
Racism,” 4. Class discussion
Warm-up
Take a moment and write down
what you remember from the privilege walk the class participated in and the
videos of privilege walks we watched. What was similar or different about your
experience with your peers and what you saw in the video? (5- 10 min)
Do Now: Take out the exit ticket that you started writing at
the end of the last period. Finish writing this summary. (class discussion,
5- 10 min)
WARP: Pull
out the WARP handout and begin to apply the method to the article by Michael
Reich “the economics of Racism” (30 – 40 min)
Class discussion: our understandings of the articles.
· What are the main points we
should take away from this article? (30 min)
Agenda: 1. Warm-up, 2. Do
now, 3. Article, 4. Exit ticket.
Warm-up
Ferguson Mo. Take out a
Chromebook and locate any information about why Ferguson, Mo. was in the
national news recently. Write down the answer in a few sentences. (5 – 10
min)
Do now,
Write a few sentences
about how your research on Ferguson, Mo. Relates to the article “Economic
Racism.”
Article 2.
Use the CATCH annotation
method to take notes on this article
History
of economic exploitation still hinders black Americans
SEP 09, 2014 | 5:00 AM
Now
that the confrontation between outraged black protesters and heavily armed
white police in Ferguson, Mo., has subsided, most of America has moved on to
other news. The police shooting of Michael Brown that sparked those
protests did prompt a brief debate about the use of force by police in African
American communities, and the U.S. Justice Department has stepped in
to investigate bias, bad policies and poor community relations in the local
police departments. But, as concerning as deadly encounters between cops and
black kids may be, they are just one symptom of a far deeper problem of race
that Americans continue to evade.
Yes, it is true that the most overt forms of racial
discrimination have been banished. A black family lives in the White House.
Black celebrities and sports stars are widely admired, even beloved, by white
Americans. Where, 40 years ago, African Americans were nearly absent from TV
screens, now black actors take the lead in numerous popular television programs
and black spokesmen are the public faces of insurance companies and other
corporate advertisers who would not be doing such a thing if they thought it
would lose them money.
Plenty of examples can be found to
show that the country has changed, enabling thousands of individual black
Americans to achieve great success. As a result, many -- maybe most -- whites
believe racism is a problem that has been solved. When it is pointed out that a
high percentage of blacks still lag far behind in household income and net
worth, as well as in educational achievement, the not-always-unspoken
assumption among many white people is that blacks just need to work harder, get
off welfare and stop committing crimes.
That assumption betrays a woeful
ignorance of history and economics.
All but the most unrepentant
racist knows that slavery was evil and that the years of Jim Crow and
segregation in the South were little better. But, not everyone recognizes how,
though those wicked days are past, their negative effects linger and fester.
The economic toll on black people during the long decades of oppression was
staggering. Many immigrants -- Irish, Italians, Chinese and others -- came to
this country and suffered discrimination, too. Eventually, though, doors opened
for all of them and bias withered away. They, or their descendants, were able
to take part in the economic life of this society and build wealth over time.
For black Americans, that opportunity came very late, if it came at all. (Only
Native Americans were as cut off from America's ever-expanding riches.)
From the arrival of the first
slaves in the 17th century until emancipation in the 1860s,
most blacks not only had no economic opportunities, the fruits of their very
hard labor were stolen from them by their slave masters. After the Civil War,
most continued to be locked in servitude as sharecroppers and servants. They
were cheated, they were robbed, they were marginalized, brutalized and lynched.
Economic advancement was nearly impossible.
A great many Southern blacks moved
north seeking a better deal. Some found it, but many also found they were
blocked from getting better-paying jobs, from putting their children in the
best schools and from buying homes, even in poor neighborhoods. The economic
rules and the legal system were rigged against them.
The cost of this exploitation is
almost incalculable in monetary terms. The extreme damage done to community
life, however, is all too obvious. It is the same damage evidenced in any poor
community, but compounded by generations of neglect: poor health, undermined
family structures, inadequate education, underemployment, crime, addiction,
incarceration and social alienation.
Year after year, America spends
millions of dollars on cops and prisons to contain the worst manifestations of
this legacy of discrimination, but never do we take on the burdens of the black
community as a burden we all share. Of course, black Americans must do their
part -- and a great many are trying with all their might to break out of the
cycle of violence, despair and economic insecurity in which they find
themselves. But white Americans need to break out of the lazy smugness that
allows them to ignore their own responsibility to their fellow citizens.
We are all in this together. It is
long past time to face up to America's greatest shame and spend the money, time
and effort it will take to erase it once and for all.
Exit ticket:
Summarize the article..
3.
Use the CATCH annotation
method to take notes on this article
Roots of Latino/black anger
THE ACRIMONIOUS relationship between Latinos
and African Americans in Los Angeles is growing hard to ignore. Although last
weekend's black-versus-Latino race riot at Chino state prison is unfortunately
not an aberration, the Dec. 15 murder in the Harbor Gateway neighborhood of
Cheryl Green, a 14-year-old African American, allegedly by members of a Latino
gang, was shocking.
Yet there was
nothing really new about it. Rather, the murder was a manifestation of an
increasingly common trend: Latino ethnic cleansing of African Americans from
multiracial neighborhoods. Just last August, federal prosecutors convicted four
Latino gang members of engaging in a six-year conspiracy to assault and murder
African Americans in Highland Park. During the trial, prosecutors demonstrated
that African American residents (with no gang ties at all) were being
terrorized in an effort to force them out of a neighborhood now perceived as
Latino.
For example, one
African American resident was murdered by Latino gang members as he looked for
a parking space near his Highland Park home. In another case, a woman was
knocked off her bicycle and her husband was threatened with a box cutter by one
of the defendants, who said, "You niggers have been here long
enough."
At first blush, it
may be mystifying why such animosity exists between two ethnic groups that
share so many of the same socioeconomic deprivations. Over the years, the
hostility has been explained as a natural reaction to competition for
blue-collar jobs in a tight labor market, or as the result of turf battles and
cultural disputes in changing neighborhoods. Others have suggested that perhaps
Latinos have simply been adept at learning the U.S. lesson of anti-black
racism, or that perhaps black Americans are resentful at having the benefits of
the civil rights movement extended to Latinos.
Although there may
be a degree of truth to some or all of these explanations, they are
insufficient to explain the extremity of the ethnic violence.
Over the years,
there's also been a tendency on the part of observers to blame the conflict
more on African Americans (who are often portrayed as the aggressors) than on
Latinos. But although it's certainly true that there's plenty of blame to go
around, it's important not to ignore the effect of Latino culture and history
in fueling the rift.
The fact is that
racism — and anti-black racism in particular — is a pervasive and historically
entrenched reality of life in Latin America and the Caribbean. More than 90% of
the approximately 10 million enslaved Africans brought to the Americas were
taken to Latin America and the Caribbean (by the French, Spanish and British, primarily),
whereas only 4.6% were brought to the United States. By 1793, colonial Mexico had a
population of 370,000 Africans (and descendants of Africans) — the largest
concentration in all of Spanish America.
The legacy of the
slave period in Latin America and the Caribbean is similar to that in the
United States: Having lighter skin and European features increases the chances
of socioeconomic opportunity, while having darker skin and African features
severely limits social mobility.
White supremacy is
deeply ingrained in Latin America and continues into the present. In Mexico,
for instance, citizens of African descent (who are estimated to make up 1% of
the population) report that they regularly experience racial harassment at the
hands of local and state police, according to recent studies by Antonieta
Gimeno, then of Mount Holyoke College, and Sagrario Cruz-Carretero of the
University of Veracruz.
Mexican public
discourse reflects the hostility toward blackness; consider such common phrases
as "getting black" to denote getting angry, and "a supper of
blacks" to describe a riotous gathering of people. Similarly, the word
"black" is often used to mean "ugly." It is not surprising
that Mexicans who have been surveyed indicate a disinclination to marry
darker-skinned partners, as reported in a 2001 study by Bobby Vaughn, an
anthropology professor at Notre Dame de Namur University.
Anti-black sentiment
also manifests itself in Mexican politics. During the 2001 elections, for
instance, Lazaro Cardenas, a candidate for governor of the state of Michoacan,
is believed to have lost substantial support among voters for having an Afro
Cuban wife. Even though Cardenas had great name recognition (as the grandson of
Mexico's most popular president), he only won by 5 percentage points — largely
because of the anti-black platform of his opponent, Alfredo Anaya, who said
that "there is a great feeling that we want to be governed by our own
race, by our own people."
Given this, it
should not be surprising that migrants from Mexico and other areas of Latin
America and the Caribbean arrive in the U.S. carrying the baggage of racism.
Nor that this facet of Latino culture is in turn transmitted, to some degree,
to younger generations along with all other manifestations of the culture.
The sociological
concept of "social distance" measures the unease one ethnic or racial
group has for interacting with another. Social science studies of Latino racial
attitudes often indicate a preference for maintaining social distance from African
Americans. And although the social distance level is largest for recent
immigrants, more established communities of Latinos in the United States also
show a marked social distance from African Americans.
For instance, in
University of Houston sociologist Tatcho Mindiola's 2002 survey of 600 Latinos
in Houston (two-thirds of whom were Mexican, the remainder Salvadoran and
Colombian) and 600 African Americans, the African Americans had substantially
more positive views of Latinos than Latinos had of African Americans. Although
a slim majority of the U.S.-born Latinos used positive identifiers when
describing African Americans, only a minority of the foreign-born Latinos did
so. One typical foreign-born Latino respondent stated: "I just don't trust
them…. The men, especially, all use drugs, and they all carry guns."
This same study
found that 46% of Latino immigrants who lived in residential neighborhoods with
African Americans reported almost no interaction with them.
The social distance of Latinos from African
Americans is consistently reflected in Latino responses to survey questions. In
a 2000 study of residential segregation, Camille Zubrinsky Charles, a sociology
professor at the University of Pennsylvania, found that Latinos
were more likely to reject African Americans as neighbors than they were to
reject members of other racial groups. In addition, in the 1999-2000 Lilly
Survey of American Attitudes and Friendships, Latinos identified African
Americans as their least desirable marriage partners, whereas African Americans
proved to be more accepting of intermarriage with Latinos.
Ironically, African
Americans, who are often depicted as being averse to coalition-building with
Latinos, have repeatedly demonstrated in their survey responses that they feel
less hostility toward Latinos than Latinos feel toward them.
Although some
commentators have attributed the Latino hostility to African Americans to the
stress of competition in the job market, a 1996 sociological study of racial
group competition suggests otherwise. In a study of 477 Latinos from the 1992
Los Angeles County Social Survey, professors Lawrence Bobo, then of Harvard,
and Vincent Hutchings of the University of Michigan found that underlying prejudices and
existing animosities contribute to the perception that African Americans pose
an economic threat — not the other way around.
It is certainly true
that the acrimony between African Americans and Latinos cannot be resolved
until both sides address their own unconscious biases about
one another. But it would be a mistake to ignore the Latino side of the
equation as some observers have done — particularly now, when the recent
violence in Los Angeles has involved Latinos targeting peaceful African
American citizens.
This conflict cannot
be sloughed off as simply another generation of ethnic group competition in the
United States (like the familiar rivalries between Irish, Italians and Jews in
the early part of the last century). Rather, as the violence grows, the
"diasporic" origins of the anti-black sentiment — the entrenched
anti-black prejudice among Latinos that exists not just in the United States
but across the Americas — will need to be directly confronted.
Task 7 (documentary)
Documentary:
Saving Capitalism. (this documentary can be found on Netflix)
Vocabulary:
1. Bankruptcy
2. share holders
Teacher distributes
documentary questions and
Documentary Questions and
notes:
People in America want to be heard because they are frustrated
and angry they are worried about their jobs and their wages and they feel that
they do not have a voice politically and economically. Americans are asking “how can we make our
voices heard?”
People want to be heard but no one is listening
Question 1:
What does Professor Reich say about economic systems when asked “how can you
reform something that is immoral at its core?”
Question 2: What does Professor Reich say about the
notion or idea that government should not intrude in a free market system. (7:12)
Property: until the 1860 human beings were
considered lawful property it took a civil war to change this concept of
bankruptcy.
Bankruptcy: big business can declare bankruptcy over and
over to protect assets but if you are a student you cannot use bankruptcy to
clear what you owe or of you are a
homeowner trying to protect your property because the economy has collapse you
cannot use bankruptcy.
Question 3:
Who does Professor Reich say make the rules that govern our economic
system? (8:38)
Question 4:
What did professor Reich notice about the wages of the vast majority of
Americans. (11:00)
Question 5: What did the farmer say about
his income? And what did he say about what he buys at the grocery story?
(12:36)
Question 6:
What happened to corporate profit as of 2014 and what happened to the
wages of everyday working people? (14:12)
Question 7: What does Professor Reich say
about the way money flows? (14:38)
NOTE:
1967 people in the bottom 20% of the economy were getting ahead meaning
they were progressing financially. In
the 1960s corporate money had not yet fully entered Washington to influence
political representatives. In the late 1970s, the Federal Trade Commission
wanted to create a rule that would stop producers of sugary and unhealthy
products drinks to advertise directly to children.
Consumer groups (Parents) and the
FTC were concerned about the health of children but candy, soda and toys did
not like the limitations that government wanted to put on their business.
Questions 8: As a result of the rule the FTC commission
made to stop advertising non-healthy sugary products to children, what does
Prof. Reich say happened to the power balance in Washington between corporate
America and the average citizen? (17:02)
Questions 9: What did mist of the people around the
dinner table look like speaking to Prof. Riech?
Were most of them male or female? Were most of them African-American,
European-American or Latino? (19:38)
Question 10: A rich woman creates a business that has
created 200 jobs and she and her husband put children through college. Her theory of life is “work, take care of
yourself, accept responsibility for yourself regardless of what life throws at
you.” The woman that works at McDonalds
follows those ideas. Should she get paid
more? Is the rich woman a more valuable
person that deserves more money? (23:27)
.
Question 11: What does Prof. Reich mean by a “two tiered society?”
NOTE: The rules of Capitalism can change, changing
the rules depends on us.
Prof. Reich wanted to change the tax subsidy (corporate welfare) A CEO (Chief Executive Officer, is the
highest ranking person in a company and is responsible for making managerial
decisions) is an executive at a corporation like B 0f A (a bank)
Excessive executive pay means that these people get millions
of dollars per year. Those payments to
executives gets tax breaks for the corporation and the executive. That means that average Americans subsidies
the payments made to executives by the corporations they work for.
But President Clinton did not listen to Prof. Riech.
A subsidy is
a form of financial aid or support extended to an economic sector (or institution, business, or individual) generally with the
aim of promoting economic and social policy. Subsidies come in various forms
including: direct (cash grants, interest-free loans) and indirect (tax breaks, insurance, low-interest loans, accelerated
depreciation, rent rebates.
Tax
break is any item which avoids taxes, including any tax exemption, tax deduction, or tax credit. It is also used in the United States to refer
to favorable tax treatment of any class of persons.
The tax break means that the government takes money from the
wages of workers and transfers it to corporations. Many people call this corporate welfare.
NOTE ___The great
recession of 2008___________
In 2008 the disparity in wealth had hit an all time
high. Many people with bad credit were
given loans to buy homes. These loans
were called “sub-prime loans.” The loans
were not a fixed rate. A fixed rate loan
is a loan that requires the person that has taken the loan to pay a fixed amount
of monthly payments. That monthly
payment is set and does not change until the loan is paid off. For example, if a person has taken out a loan
for $400,000.00 their monthly payment might be $700.00 per month, until the
loan is paid. But the “sub-prime loans”
were variable rate loans. This means that the monthly payment will vary with
the stock market. For example, the
person that takes out a home loan for $400,000.00 might start off paying
$350.00 per month until the loan is paid off but if the stock market goes down,
and interests rates are raised by the monthly payments that bank is asking for
might claim to $1200.00 per month. If
the person that took out the loan cannot afford to make these monthly payments
the bank will take back the house or foreclosure. Thousands of people lost their homes this
way in 2008 when the stock market crashed.
Corporate America did not want government to regulate the
stock market
The Glass-Steagall Banking Bill was a 1933 law to protect
people saving from wall street speculators (a
person who invests in stocks, property, or other ventures in the hope of making
a profit.) Banks that used their money
on risky business opportunities could now become partners or merge as one
business with banks that held the money of everyday hard working people. If the risky business lost the bank money the
money of everyday people would be lost too.
When these big banks merged and then their
risky business caused them to fail the federal government stepped in to bail
them out of trouble using the money that people pay the government from their
taxes. Instead of our money going to
rebuild or schools, roads and help everyday Americans it went into the pockets
of corporations and their CEOs.
Question 12: What does Professor Reich say about
government regulations. (37:08)
.
Task 8 (essay)
Agenda. 1, open up a google doc and title it with your name
and “Econ Essay.” 2. Write a thesis, 3, create an outline of your paper, 4,
rough draft 1, 5. Rough draft 2, 6. Final paper..
Create rubric and criteria chart.
Each period for the next two weeks we will be writing our
essay. You should have agenda item 1, 2
and 3 finished by day 9.
Agenda item 4 should be completed by day 10
Agenda item 5 should be completed by day 11
Final paper should be completed by day 12..
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