ECG 300 Working for Global Justice with CRS

April 11, 2021

Schedule is subject to change.

Overview of “Working for Global Justice with CRS” –

Cabrini ECG students lobbying at the U.S. Capitol December 2019

SEE: You will examine the root causes of these international issues:

  • Refugees and migration
  • Climate change
  • Global poverty and hunger

JUDGE: You will develop and clarify your value system.

ACT: You will develop your voice and leadership, your power to make change:

  • By connecting these issues with your major and future career profession;
  • By informing your family and friends;
  • By writing to and speaking with decision-makers in government, including our elected representatives in Congress.

OUR PARTNER ORGANIZATION: This course works in partnership with Catholic Relief Services, the international relief and development agency of the US Catholic Church. The on-the-ground work of CRS provides us with in-depth insights into the present and future conditions of the world. After learning about global issues, we will look at what our response might be, individually and as a country and world.

Probably no in-person lobbying in Washington, DC., this year. We’ll try for online lobbying.

  • This schedule will be updated and adjusted throughout the semester. 

Welcome!

I am excited to begin the semester with you! In this course, I hope you will continue to expand your global understanding and compassion..

This is the site where each week I will be giving you full directions for your homework. Your homework for me is done in Google Docs on one single Google Docs page for entire semester. The newest entry is on top. It must be dated and titled. I specify the date and title for each homework. I created this Google Doc for you and sent it to you from my account jerry@jerryzurek.net.

Here’s what your homework should look like.

  • How to do your homework. Here’s an example of how to do it on a Google Doc. Marissa got an A grade: https://goo.gl/BGc4w7

In class T Jan. 26 (https://us02web.zoom.us/j/87258813505 – Use this ZOOM link for each class): We’ll answer these questions in class :

    • What’s this course about? Global human rights issues.
    • Why worry about global issues? Don’t we have enough to worry about at home? Let’s talk!
    • Are we just going to learn about these issues? No, you are going to help bring about social change.
    • Why do we take ECG (Engagements with the Common Good) courses? The world’s pretty messed up right now. ECGs look at how we can repair the world together. 
    • What’s Cabrini’s MissionCabrini University has a commitment to social justice and to prepare students to become “engaged citizens of the world.”
    • What is Social Justice? (“Social justice is the view that everyone deserves equal economic, political and social rights and opportunities.” We, as concerned members of society, must work to open “the doors of access and opportunity for everyone, particularly those in greatest need.”)
    • Why do we work with Catholic Relief Services?  CRS helps 100 million people in 100 nations without regard to race, religion, or nationality, and the majority of CRS employees aren’t Catholic either. What if I’m not Catholic?
    • What issues are we going to study? 1) Refugees and migrants. 2) Climate change. 3) Global hunger. 4) Global poverty. This summer, With COVID-19 and the many anti-racist demonstrations all over the country, many Americans realized the depth of racism in the US. Racism is a global issue! Global poverty has deep roots in colonialism and racism. The US is one manifestation. 

Homework for Thursday, Jan. 28 – How you can connect with this course

  • For Thursday, Jan. 28, do these 3 jobs (Part 1, Part 2, and Part 3):
    1. Part 1. Find in your email the Google Doc I created for you to use for your homework. Your homework for me is done on one single Google Docs page for the entire semester. The newest entry is on top. It must be dated and titled. I specify the date and title for each homework.
    2. Part 2. For Thursday:  Read the SYLLABUS, especially the Course Description, Global Learning Outcomes, and Learning Outcomes. Reflect on the description, global learning outcomes, and Learning Outcomes I have set for this course.
    3. Call this part of the homework entry: “Jan. 28. How I relate to this course.”
      • In your Google Doc site, please write your thoughts about the Course Description, Global Learning Outcomes, and Learning Outcomes.
        • a. Which of these outcomes are most meaningful to you? Please name and explain why.
        • b. Do you have any background from high school, from your family, or from any other way by which you connect to the course outcomes or theme of the course, Global Justice? No specific length for your writing, just explain your background adequately.
        • c. What are you good at in and outside school?  What do you care about, both in terms of your academic work as well as outside school? This is a core class, but what is your major and what do you hope to do after college. If so, tell me about it. If I know about your interests and strengths, maybe I can find a way for you to use it in this course.
        • d. (optional) Tell me on the homework if there is anything about yourself that you’d like me to know so I can teach you more effectively?
    4. Part 3. For Thursday: Talk to your family. If you can, talk to older members of your family and find out about your immigration story: Who came when, from where, and why?

Part I Migrants and Refugees

In Thursday’s Jan. 28 class discussion:

Detention center. ABC News. https://abcnews.go.com/Politics/doctor-compares-conditions-immigrant-holding-centers-torture-facilities/story?id=63879031

Learning Goals for section on migrants and refugees:

  • To examine the needs and challenges of refugees and consider necessary policies, procedures and systems to promote, protect, integrate and welcome refugees.
  • To understand how CRS responds around the world and what role(s) we can play in the US.
  • Class prep for section on migrants and refugees:
      • (a) Why do families uproot themselves and migrate? Write down all the situations and reasons you can think of that cause people to migrate.
      • (b) Personal: what conditions or circumstances would make you leave home? If you were forced to leave home with only a backpack, what would you take with you?
      • (c) What do you think refugees need?
      • (d) Structural: What countries do you think host the most refugees? What policies do you think are needed to protect and support migrants when they arrive in a new community?
      • (e) How do you think refugee needs are met?
      • (f) Now let’s think about your family. Write down what you know about
          • Your family’s migration stories, if known: Why did your families migrate?
      • (g) How are migrants portrayed by our government leaders and in some media? (for example, 3-minute video with Donald Trump’s comments about refugees and migrants.) Why do leaders talk about refugees and migrants in those ways? What is the role of racism in countries’ responses?
      • (h) Finally here’s what you need to know to do the homework over the weekend:
      • Watch 5-min. video on  refugees in Philly.
  • As the new administration and 117th Congress get settled, Catholic Relief Services is excited to continue our work together advocating for just policies that support our global family. Building relationships with your members of Congress is the best approach for effective advocacy, so please take 30 seconds to find out who your members are! 

Homework for Tuesday, Feb. 2: Syrian refugee crisis – what is it like to live in Syria?

(ZOOM https://us02web.zoom.us/j/87258813505)

      • Note: when you write your homework, it is done on the SAME Google Doc. Put the new one ABOVE the older ones. If I have multi-part questions, try to label them so I can read them easier.
      • For Tuesday, Feb. 2, homework due for class:

        • Watch “The Children of Syria” carefully and thoroughly before class. (1 hour)
        • Think and write for Tuesday:  Call your entry “Feb. 2 The Children of Syria.” Write a reflection on what you learned from “The Children of Syria.” Write at least 500 words, thoughtful and edited. Focus on what is it like to live in Syria. Please label your sections: (a), (b), (c-i), (c-ii), and (c-iii).
          • (a) key factual take-aways you learned living in a war zone and then about being a refugee;
          • (b) insights you never realized before about being a refugee, such as the contrast between the German response vs. the US response;
          • (c) conclusions about refugees you came to as a result of watching each section: –
            • (i.) “Children in War,”
            • (ii) “Children as Refugees,”
            • (iii) “Children Resettled.”

In class: 

  • I will show Elias’s story Baltimore PPT.pptx. Watch and think about your own backpack and how well what you pack would last: 1 minute video on board a smuggler’s boat

  • “Lead The Way on Migration” (2 minutes) — as you learn more about migrants and refugees, think about what you can say and do to lead the way: https://bit.ly/leadthewayonmigration
  • Watch together: “Lead The Way on Migration”: https://bit.ly/leadthewayonmigration

    • What can we do? JOIN THE MOVEMENT! Text University to 306-44
  • Other videos to be shown in class. View these short videos. Just in your notebook, write down a little about the video so we can have a discussion about each video.

  • How are CRS and other refugee agencies responding?
  • How are migrants portrayed by our government leaders and in some media? (for example, 3-minute video with Donald Trump’s comments about refugees and migrants.) Why do leaders talk about refugees and migrants in those ways?

 

Homework for Thursday, Feb. 4 – Understanding and responding to the refugee crisis

(ZOOM https://us02web.zoom.us/j/87258813505)

 

Note: when you write your homework, it is done on the SAME Google Doc. Put the new one ABOVE the older ones. If I have multi-part questions, try to label them so I can read them easier.

    • Watch this 3-minute video “Providing Comprehensive Care for Children Displaced, Uprooted by Conflict or Crisis.” This shows how children are affected by the circumstances leading to being a refugee. How do we address the “whole needs of the whole child”?
    • A. Feb. 4 Download and Study Global Migration Intro pp. 7-17 (10 pages). The short chapter 1 p. 7-17 gives different contexts (different ways) by which to see and judge the issues surrounding refugees and migrants. Written Homework: A. Feb. 4: Explain your understanding of the contexts the authors provide (Explain the faith context, the American historical context, the global context, and then in the “SEE” section, the various ways people “see” migrants and refugees.) Call this written portion: A. Feb. 4 Global Migration Intro. (about 250 words)
    • B. Feb. 4 Download and Study “Meeting the Challenges of the World’s Refugee Crisis: CRS’ RECOMMENDATIONS FOR A PATH FORWARD.” (13 pages). CRS, from its 70 years’ experience working with millions of migrants and refugees, offers an analysis of the world refugee problem. Then it offers numerous recommendations. Please pull out and explain 5 key recommendations you found most important. Call this part of the homework: B. Feb. 4 Meeting the Challenges of the World’s Refugee Crisis.(about 250 words)
    • In class, discuss this 3-minute video “Providing Comprehensive Care for Children Displaced, Uprooted by Conflict or Crisis.” List how are children affected by the circumstances leading to being a refugee? How do we address the “whole needs of the whole child”?
    • Then discuss: (1) How is the world responding? Why such a small response? (2) How do you think we should respond? Why? (3) How do you think we should respond (a) as a world? (b) as a country? (c) as an individual person? Why?
    • In class, let’s learn about Catholic Social Teaching Principle 1: Human Dignity. Dignity of the Human Person. How does looking at refugees and migrants through the lens of Human Dignity–that every individual deserves our respect as humans–help us think about this issue in a new and different way?
    • In class, introduction to the true crisis at our border. Is it the wall or is it caring for refugees seeking safety?
    • What are CRS and other refugee agencies doing and saying?
    • How can we help?
    • WHAT do some government leaders say about refugees and migrants? (If you need to review comments by a national leader, here is a 3-minute video with Donald Trump’s comments about refugees and migrants.)
    • WHY do you think people speak about refugees and migrants in such a negative way?
    • Watch the UN video again: Global Trends Video (5 min.). How does hearing the stories and viewing the faces behind the statistics help you develop your own ethical evaluation of this human tragedy?
    • These two short articles about how the United States and the rest of the world are responding to this crisis.
      • Pres. Trump has closed the door to refugees from Syria. Based on these 2 articles and book chapter above, think what you believe the response by the US and the rest of the world should be, if looked at from the common good? What are the reasons upon which you base your conclusion?

Homework for Tuesday, Feb. 9 – Who is a refugee? Learning about our law and ethics toward refugees.

(Zoom https://us02web.zoom.us/j/87258813505)

  • Homework Part 1: UNDERSTAND migration from a LEGAL perspective
  • Learn what Article 14 of the Universal Declaration of Human Rights means: “Everyone has the right to seek and to enjoy in other countries asylum from persecution,” by watching 2 short videos: (1)   What Rights Do Refugees Have? (2)  Who is a refugee?
  • Then write answers to these questions and call it: “Feb. 9 Part 1 Refugee Rights and how we treat refugees”:
    • (a) Define asylum seeker, refugee, and migrant.
    • (b) What is non-refoulement? Do a little googling and find how the US is violating the rights of people seeking asylum on our southern border.
    • (c) What are the three “durable solutions” that refugees have a right to?
    • (d) See the rights of asylum seekers (p. 22 of the reading in Part 2 below.) and google to find out how the US is doing.
  • Homework Part 2: UNDERSTAND migration from an ETHICAL perspective. Study Global Migration chapter 1, pp. 19-27.
  • Then write answers to these 5 questions and call it: “Feb. 9 Part 2 Refugee Rights and how we treat refugees”:
    • (e) On p. 24 of the Global Migration chapter, CRS addresses the evolving needs of refugees. The first bullet speaks of new types situations that now cause forced migration that the UN agreement written decades ago does not cover. Now people are fleeing gangs, climate change, domestic violence, etc., situations never anticipated 75 years ago. How do you think the definition of who is a refugee should be modified to meet new problems?
    • (f) Why should humanitarian aid be linked to development aid?
    • (g) Why should aid work through local organizations?
    • (h) On p. 24-25, CRS recommends we shift the way we view refugees from seeing them as victims to seeing them as agents (people in charge of their own lives)? What does that shift mean and why does CRS recommend it?
    • (g) This is a harder question. See if you can think through an answer. On p. 26, the authors write about our “common complicity in the economic and climate forces that result in migration… What are people (in countries like the US) doing in our daily lives that contribute to or exacerbate (make worse) those issues that result in people needing to migrate? What trade policies, consumption trends, and business practices contribute to the problems that require people to move?” Hint: how does our consumerism contribute to global warming/climate change that affects people in poor countries? Hint: How do the business practices of companies like Walmart affect people in poor countries?

Homework for Thursday, Feb. 11– What you want to say about refugees and COVID-19

(ZOOM: https://us02web.zoom.us/j/87258813505)

  • Write a draft: Feb. 11: Writing to Congress about COVID and need for funding to help REFUGEES.
  •   Use this outline format to write your draft for homework. Mine just gives a very brief outline of how to format your letter. Modify my form letter sample and try to write in your own words, fully informed by all that you learned above, a substantive, fully developed draft email that fully lays out arguments to your two senators and one representative what you believe he/she should do about refugees during COVID-19. 
  • Consider this advocacy point to make:
    • Urge Congress to include no less than $20 billion for foreign assistance funding to help meet the needs of our global family in the next COVID-19 supplemental package. (see link above.)
  • Find your 2 senators and 1 U.S. representative in Congress. Please take 30 seconds to find out who your members are!
  •  
  • DON’T SEND YOUR MESSAGE FOR HOMEWORK. JUST WRITE A DRAFT ON YOUR GOOGLE DOC. YOU WILL SEND IT AFTER I CHECK IT OVER.
  • Extra credit: Prepare 3 social media posts about refugees. Include your media in your Google Doc. You can be inspired by these on Instagram: https://www.instagram.com/refugees/?hl=en Use social media hashtags about refugees: #RefugeesWelcome2021, #RefugeesWelcome, #AmericaWelcomes, #WithRefugees Tag CRS: @CRSUniversity

Omit the following until after COVID-19:

    • For semesters after COVID: Two is foreign economic aid to reduce the root causes that drive refugees to leave their country. 
    • Third is economic aid for refugees in neighboring countries that bear most of the burden of hosting refugees (see page 4 of the CRS Policy Paper).
    • Fourth is receiving our fair share of refugees into the US. The Jesuit Refugee Service urges this: “take action by urging your Representative and Senators to co-sponsor the GRACE Act,” which sets a minimum refugee admissions goal of 95,000.
  • In Feb. 11 class:
  • We will go over in small groups what you wrote. What did you write to Congress about refugees? Explain what you said and why you said it?
  • How we can take action!
  • Find where on your Senators’ and Representative’s site you will send your email. The sites usually ask you to put your message in a category.For this message you can choose either Foreign Relations or Migration. Fill in the subject line with your own words.
  • Post 3 social media posts about refugees for extra credit.
  • Here are additional references on refugees and migrants.
  • We begin a new section on Climate Change and Climate Refugees.

We can start to have class on campus on Tuesday. On the homework Google Doc, please answer if you will be coming to class a) always  b) sometimes c) never

CALL REVISED Homework. Revised Homework for Tuesday, Feb. 16: 

  1. Revise your letter to Congress according to what you learned in class today. I’ll ask a few of yours to say portions in class.
  2. Watch these 3 short videos below to start our section on Climate Change:
    1. Watch his perspective video, What We Saw in Madagascar, (Turn on sound, 7 minutes) and
    2. Then Watch the 13-minute video based on the work of the Intergovernmental Panel on Climate Change. The video considers several questions, among which:  a) In what ways are people mitigating and adapting to climate change? b) What will enable necessary mitigation and adaptation internationally?
    3. Then Watch Climate Change in Africa Will Hit the Poor the Hardest 1-min.

DON’T the rest of the homework:

Read: Climate change crash course 1: How bad is climate change? or download Just part 1. We can do one part per day.

Climate Crisis hurts the poor first and worst!

  • Write answers to these questions, making specific references to your homework readings and viewing:
    • (a) Citing the three videos, explain how and why climate change is hurting the poor first, as seen in Madagascar and other poor countries. What role does inequality play in the way climate change impact is felt?
    • (b) Citing the three articles,
      • explain what are some of the ways climate change hurts people in general?
      • Why are scientists using the terms climate emergency or climate crisis rather than climate change?
      • What do you think we in the rich countries should do once we realize how our lifestyles of consumption, tremendous use of fossil fuels, and throw-away culture affect the lives of poor people? Refer with specific references to what you learned in the homework.
    • Call your 500-word entry: “Feb. 16 – Poor hurt worst”

In class Feb. 16: Discussion of homework and Climate Refugees video

Greta & Trevor Noah Greta Thunberg – Inspiring Others to Take a Stand Against Climate Change

Homework for Thursday, Feb. 18 Climate change increases MIGRATION

(Zoom https://us02web.zoom.us/j/87258813505)

Read: Climate Change Crash Course 2: How do scientists know what they know?or download

Climate change increases MIGRATION:

Write: “Feb. 18 Climate migration” – 500 words min. (referencing your homework readings and viewing).

  • a) Basing your answer on THE GREAT CLIMATE MIGRATION and the other articles, please explain why climate change increases migration.
  • b) Basing your answer on THE GREAT CLIMATE MIGRATION and the other articles, please explain what the results of increased migration are?

In class: Climate Deniers and Liars

  • In class, let’s learn about the Catholic Social Teaching Principle on the Care and Responsibility for Ecology and all Creation. “This means people are caretakers, or stewards, of their gifts, their talents, their resources, and the natural world. They are obligated to use their gifts in the service of their community.” How does looking at a specific issue through the lens of Care and Responsibility for Ecology and all Creation help us think about that issue in a new and different way?
  • Where did climate change denial come from?  What Exxon Mobil Didn’t Say About Climate Change
  • The Birth of Climate Change Denial
  • Changes in government actions on climate in last two years. 95 Environmental Rules on the Way Out Under Trump
  • Major Climate Change Rules the Trump Administration Is Reversing.
  • Discuss what are our options.
  • Discuss advocacy positions on Climate Change. CRS makes three points. (1) Support the Green Climate Fund, which is extra foreign aid targeted at helping poor communities lessen effects and adapt to the new environment; (2)  poverty-focused international humanitarian and development assistance to meet immediate needs; and (3) poverty-focused international humanitarian and development assistance to help communities become more resilient in the future. Discuss in class the different points of view on mitigating and adapting to Climate Change and reflect: What can I do personally? What policies should the US adopt? And what should we do about aid for poorer nations suffering now and in the future?

Homework for Tuesday, Feb. 23 | Climate change increases HUNGER

(Zoom https://us02web.zoom.us/j/87258813505

Study:  3.Who is influencing key decisions? or download

Climate change increases HUNGER

  • A. Study: Effects of Climate Change on global hunger:
  • B. Study CRS Policy paper on climate change and global solidarity.
  •  
  • Write (referencing your homework readings): Feb. 23 Hunger and our need to act. (500 words)
    1. A. Cite the five readings in A. above on climate change and global hunger to answer these questions. What is the effect of climate change on global hunger? How severe is the problem?
    2. B. Cite the CRS policy paper in B. on climate change and global solidarity to answer these questions. Why must we in a rich country like the US take a leading role in addressing Climate Change? What do you believe are the most important actions we must take to combat climate change, according to the CRS policy paper?
  • In class Feb. 23
    • Can we work together? Conservative and liberal positions on Climate Change:

Thursday, Feb. 25  What we must do to reduce Climate Change: MITIGATION 

(Zoom https://us02web.zoom.us/j/87258813505)

  • Definitions:
    • Mitigation: Climate Change Mitigation refers to our efforts, especially in the rich nations, to reduce or prevent our emission of greenhouse gases before they happen. Right now, we cause carbon emissions by our rich lifestyles while poor communities suffer.  Mitigation means lessening the CAUSES of climate change by reducing emissions.
      1. One way would be to put a price on emissions so we emit less.
      2. “Mitigation can involve using new technologies and renewable energies,
      3. making older equipment more energy efficient, or
      4. changing management practices or
      5. consumer behavior. It can be as complex as a plan for a new city, or as a simple as improvements to a cook stove design.
    • Efforts underway around the world range from high-tech subway systems to bicycling paths and walkways. UN Environment takes a multifaceted approach towards climate change mitigation in its efforts to help countries move towards climate-resilient and low emissions strategies.”
    • SO: Mitigation means lessening the CAUSES of climate change by reducing emissions.
    • Adaptation: Adaptation is dealing with the effects of climate change, especially in poor communities. Adaptation is the principal way for poor countries to deal with the impacts of a changing climate. It involves taking practical actions to manage risks from climate impacts, protect communities and strengthen the resilience of the economy. Adaptation seeks to lower the risks posed by the consequences of climate changes that we in the rich world have caused.

MITIGATION: HOW TO REDUCE AND PREVENT THE CAUSES OF CARBON EMISSIONS

  1. Watch: Among the 100 backward changes made, the worst anti-climate change is Trump pulling the US out of the Paris Climate Accord. Watch this video, What U.S. withdrawal from Paris climate deal means for a warming planet
  2. Study this article about Carbon Tax. A Carbon tax is a “fee on the carbon content of fossil fuels. It discourages carbon emissions by making goods with larger carbon footprints more expensive.” or download.
  3. Study: How do we stop fossil fuel emissions? Another way in addition to a carbon tax is with new technology in place of oil, gas, and coal. or download.
  4. Study: Is what I do important?
  5. Eat less meat? What good does that do? Actually a lot, up to 15 percent of global warming.
  6. Study Cut down on how much food we waste. Reducing food waste is a great way to reduce carbon emissions.
  7. Study: Here’s the 80 most effective ways to lessen carbon emissions. Click on Scenario 1 and explain how hard enacting the top 3 would be in your life.

WRITE: “Feb. 25 Mitigation” 500 words.

  • A. Explain how you would weigh the pros and cons of enacting a carbon tax (reading 1).
  • B. Explain how you would weigh the impact of pulling out of the Paris Climate Accord.
  • C. If reducing food waste, eating more plant-based food and less meat, and buying fewer but longer-lasting products are the most significant personal actions to reduce carbon emissions, how would you get your family on board with these best personal ways to reduce carbon emissions? Which ones would you be most successful with? Which ones least successful?

In class:

  • The most effective ways to curb climate change might surprise you. Take this quiz. Play this game. What did you learned. The most effective ways to curb climate change might surprise you.
  • Switch to green energy. If you are from Pennsylvania, look for RENEWABLE. If you are from New Jersey, see which are green or renewable.
  • Global Warming & Climate Change Myths: What are the most popular myths and what does science say?
  • What new ideas did you garner from reading these overviews of the effect of climate change on many areas of life in developing countries. Citing the CRS proposal and the articles, how would mitigating (lessening) our contribution to global warming reduce these broad effects? How do you think we should assist developing countries adapt to climate change?
  • Extra credit if you send me the results of your carbon footprint calculator:
    • Carbon Footprint Calculator (more thorough–20 min., if has a calculator to change from metric to our units)(You can do this as a guest without an account.)

Tuesday, March 2 –– How we must help poor communities ADAPT

(Zoom https://us02web.zoom.us/j/87258813505)

  • Review Ch 2 Climate Refugees pp. 28-35. People often talk about the need to go to poor countries and fix their problems, “give them what they need.” People also think they are more kind when they want to “teach” poor people how to do things the right way (our way), “teach a man to fish.” These views assume we in the rich West are superior. In contrast, CRS takes a different approach: Integral Human Development (or asset-based community development). Integral Human Development helps us see communities differently. We see what they have, their assets, as well as the shocks and cyclical problems that impact them. The climate change poor communities experience are caused by us in the rich West, even to the point of forcing them to migrate!
  • Study CRS Policy Paper on ADAPTATION for a HARSHER CLIMATE. (6 pages) This paper explains how CRS assist global communities adapt to climate change as well as what your role and my role can be.
  • Study  What US development aid can do to help farmers adapt. (2 pages) And this short article shows what CRS’s assistance looks like.

Write and call homework “March 2 Help poor communities ADAPT” (500 words):

Basing your answer on Ch 2 Climate Refugees and CRS Policy Paper.  please explain how CRS’s concept of Integral Human Development (or asset-based community development) helps us think differently about poor communities. With this different approach, how does CRS assist communities adapt to climate change? What role can you and I have in helping poor communities to adapt (will Congress act without our advocacy?)

In class:

  1. Show homework samples. Need to become articulate about key points. IPCC Reports.
  2. In class writing and discussion: what are the effects of climate change on poor people?
  3. Review CRS policy briefs on climate change from last week. From these sheets, what are the points you want to write to Congress about (Google: Who is my representative Common Cause):
    • Mitigation thru Paris Accord and other ways.
    • Helping poor adapt. Show Interaction 1 and 2
  4. Think about our own ways to reduce climate change: educate, advocate, reduce consumption, food habits.

Homework for Thursday, March 4 –– Climate Advocacy

(Zoom https://us02web.zoom.us/j/87258813505)

Learn: What is the Green Climate Fund?

Learn: What Is the Paris Climate Accord?

Write to Congress about CLIMATE CHANGE. USE THIS PAGE TO HELP YOU WRITE YOUR EMAIL.

  • Support developing communities by helping them adapt to a changed planet: Here are recommendations from CRS about why we must work together, whether Republicans or Democrats, to fight Climate Change.  FIRST, Review (1) CRS Policy Paper on ADAPTATION for a HARSHER CLIMATE. (2) CRS Policy paper on climate change and global solidarity.
  • Write 3 emails to 2 senators and 1 member of congress. USE THIS PAGE TO HELP YOU WRITE YOUR EMAIL. Add your own ideas about why your representative should do. Choose from these three points to advocate for:
    • (1) Support funding for the Green Climate Fund. Interaction says this: “https://www.interaction.org/choose-to-invest/fy2020/multilateral-assistance/green-climate-fund/” The community of international development agencies like CRS are asking for $500 million to help poor communities adapt to climate change.
    • (2) Support extra foreign aid targeted at helping poor communities lessen effects and adapt to the new environment;   send to poor communities more poverty-focused international humanitarian and development assistance to meet immediate needs and help communities become more resilient in the future.
    • (3) About the US returning to the Paris Agreement. What is your position on returning to the Paris Agreement and why?
  • Write 3 emails to 2 senators and 1 member of congress. USE THIS PAGE TO HELP YOU WRITE YOUR EMAIL. Add your own ideas about why your representative should do. Choose from these points to advocate for Your thesis: 
  • Find your 2 senators and 1 U.S. representative in Congress. https://www.commoncause.org/find-your-representative/
  • Find where on their site you will send your email. The sites usually ask you to put your message in a category. For this message you can choose either Foreign Relations or Environment. Fill in the subject line with your own words.
  • DON’T SEND YOUR MESSAGE YET. JUST WRITE IT ON YOUR GOOGLE DOC. YOU WILL SEND IT AFTER I CHECK IT OVER.
  • Call this: “March 4 Climate Advocacy”

Part III: Our Values

Homework for Tuesday, March 9

(Zoom https://us02web.zoom.us/j/87258813505)

We are at a point now where we need to clarify the “lenses” by which we see the realities in the world. Our eyes are opening to the conditions of refugees and those affected by climate change. Throughout the course, we have been drawing on a variety of “lenses” through which to view these contemporary global problems. Sometimes we ask Is it practical? as when we asked if building a border wall would work. Other times we view an issue through the lens of economics (what are its costs and benefits). Other times we think about the political or social dimensions. But as an ECG course, we want to ask is something just or unjust, is it for the Common Good? Does it add to or detract from the Common Good? For this class, we are going to study, in particular, the Common Good as seen through (a) Catholic Social Teaching, (b) the Universal Declaration of Human Rights, and (c) basic principles of American democracy.

Please study each of these.

  • STUDY these “Justice Lenses” that help us to see the world in a new way:

 

  • WRITE: Basing you answer explicitly upon the two readings above, how you would apply one of the CST principles/themes to the issues of
    • (1) refugees and migrants
      • and then apply a different principle to
    • (2) climate change?
    • By this I mean: First choose the “migration and refugees” issue and look at it through one CST principle/theme and then pick the “climate change” issue and look at it through the lens of a different CST principle/theme.) Call it  “March 9 Justice Lens” (at least 250 words for each of the issues, 500 words total).
    • Call it  March 9 Justice Lens

Part IV: Global Poverty

Homework for Thursday, March 11 – What causes global poverty?

(Zoom https://us02web.zoom.us/j/87258813505)

  • Some of the miracles you will be witnessing in your lifetime are the decrease in desperate poverty in the world, lessening of death from diseases, and the empowerment of women. The world is really getting to be a better place for millions of people. We will study some of the factors at work in the improvement of many people’s lives. Yet, there is still plenty of suffering around. What are the reasons why 1 billion people still live is crushing poverty and die far too young? Why do the world’s 26 richest people own as much as the bottom 50%.
  • Let’s take a look at a Global Family Portrait. The factors of global poverty according to Jeffrey Sachs.
  • Read and Study Sachs xvi-25 – Global Family Portrait.  Here is the chapter to download (Sachs xvi-25).Watch these short videos on Malawi and Bangladesh 1 and Bangladesh 2. 
  • Then write your thoughts in a section called March 11 Global Family Portrait.” (400 words).
    • In this entry, based on Sachs’s Intro and Chapter 1 and the 3 videos, summarize the principal differences between the three types of countries represented by (1) Malawi in extreme poverty, (2) Bangladesh on the first rung of development, (3) India and China rising into the global middle class.
    • Spend some time explaining what are the causes of the differences that distinguish the two lowest level countries represented by (1) Malawi and (2) Bangladesh from each other and then the causes of the differences between the two poorest countries from the rising countries like (3) India and China. This site gives you some basic facts: http://hdr.undp.org/en/countries

______________

In class:

What are NGOs (Non-Governmental Organizations) and what is CRS’s Role in International Development

  • CRS Identity. What is the approach that CRS takes to community development as seen in this video? Watch this video several times with the transcript of the words– Create a Better World – text with questions – next to you.
      1. Pick out two words, phrases, or concepts presented in the video that resonated with you. Write down the two words, phrases, or concepts and explain what meaning they had to you.
      2. The video does not use the term Catholic Social Teaching, but which of the seven teachings do you see guiding CRS’s work as shown in the video.
      3. Let’s learn about the Catholic Social Teaching principle on Standing together with the Poor. This mean: “While all people are to be viewed as brothers and sisters because they are precious in God’s eyes, those with the most pressing needs must be central to Christian stewardship.” How does looking at a specific issue through the lens of the Preferential Option for the Poor help us think about that issue in a new and different way?
    • CRS uses a special approach to development called Integral Human Development. The difference is that CRS tries to help a whole community or nation, in ALL of its aspects, development. This is in contrast with many organizations that just focus on one aspect like building houses or feeding. CRS also makes sure the people are in charge. You will look at your own life first and see how your life is made up of many aspects: financial, spiritual, personal, community, etc. In class: What are examples in each of the six types of ASSETS on the Asset page of this IHD Worksheet for CRS_updated that you find in your life that allow you to flourish? Also The video above did not use the phrase Integral Human Development, but explain how the video demonstrates IHD in action.

Tuesday, March 16 – What causes global poverty?

(Zoom https://us02web.zoom.us/j/87258813505)

  • Sachs continues to explore the causes of extreme poverty and asks if we have ever really tried to diagnose and attack the root causes.
  • Please study TOP 9 CAUSES OF GLOBAL POVERTY
  • Please study Chapter 3 pp. 50-73 (download) the theories that Sachs offers on the Causes of Extreme Poverty (ch. 3: 50-73).
  • Please study Chapter 10 pp. 188-209 (download) he digs deeper. He reviews the crippling effects of colonialism, the post-colonial greed for resources, and then the awful scourge of disease. He concludes Chapter 10 with a belief that we have to really attack the problem at its roots.
  • Please write the conclusion you come to about the main causes of extreme poverty (how you would explain the causes of extreme global poverty to your parents or friends) that you think are key (out of all the ones Sachs gives (500 words min.).
  • Call this homework: –”March 16 Causes of Extreme Poverty”

In class:

Supporting Early Childhood Care in Lesotho:

Let’s look at how poverty and climate change combine to affect people;

The Last Hunger Season Film Series

Homework for Thursday, March 18 – What can be done about Global Poverty?

(Zoom https://us02web.zoom.us/j/87258813505)

Study Foreign Aid 101.pdf.

Remember from Foreign Aid 101.pdf that Poverty-Focused Development Assistance is a particular form of Foreign Aid (aka Foreign Assistance). The other forms are Humanitarian Assistance (aka disaster relief) and Political Aid. We will focus mainly on a particular kind of Foreign Aid, Poverty-Focused Development Assistance*. PFDA’s goal is to reduce poverty and encourage economic growth in low-income countries, including programs for agriculture, health, family planning, education, the environment, and democracy and governance. Therefore Poverty-Focused Development Assistance is long-term aid that helps communities develop out of poverty in order to become self-sufficient.

*In class and for homework we’ll use the abbreviation PFDA, but in your advocacy, you should call it by its full name, Poverty-Focused Development Assistance.

Write: (call it March 18 Foreign Aid 101)

Using the knowledge and information from the Foreign Aid 101.pdf, answer the following questions and make reference to this booklet.

  1. Why does the US give Poverty-Focused Development Assistance?
  2. How much do we as a country contribute to Poverty-Focused Development Assistance?
  3. What are some of the myths about Poverty-Focused Development Assistance?
  4. What is the US doing to improve Poverty-Focused Development Assistance?
  5. What are two Poverty-Focused Development Assistance programs that have made a great impact?

This site gives to most up-to-date data on current numbers: US Foreign Assistance Dashboard  You will need this site for the rest of the semester to look up facts.

In class: look up your U.S. Senator and Representative in the House of Representatives (first 3 on list). https://www.confrontglobalpoverty.org/find-members-congress/

With the information from the above, fill this form in about who your members of Congress are..

Homework for Tuesday, March 23–

(Zoom https://us02web.zoom.us/j/87258813505)

In class you will learn about how the federal budget works. Right now, until Sept. 30, we are in the last year of Trump’s budget for FY 2021. Biden has not yet proposed next year’s federal budget (FY 2022). But we can start to get ready by studying trends and key issues. This 3-page document for FY 2022 sets some key issues: migration, hunger, poverty. Here’s the newest information on the foreign assistance budget for FY 2022..

Study:  Trump wanted to gut foreign aid. Trump had proposed a (Study pages 1-11:) 22 percent cut to the foreign aid budget for 2021, down to $16.8 billion next year. Biden is just in the second month of his presidency and has not yet made the budget proposal for next year, so we are still working off what Trump proposed a year ago.

Foreign Aid – Poverty-Focused Development Assistance – is used for many purposes. Here are some areas that the U.S. invests in to improve the lives of poor communities. Call your homework March 23 My 2 PFDA areas

  • Pick out two areas (below) that have special meaning to you and learn more about them. I will try to give you your No. 1 area but may have to give you your No. 2. For each of the two areas, download and print out the fact sheet and learn about each area very well. These are the type of programs that the $25 billion of Poverty-Focused International Development Assistance (PFDA) supports. NB: Some areas are supported by several programs or pieces of legislation while other areas have just one main program/piece of legislation.
  • Then choose your top PFDA area and write: (a) How do the programs in your PFDA area help poor communities rise out of extreme poverty and get on to the first step of the ladder of development?
  • Then (b) write why you think your PFDA area should be supported by our tax money and not cut.
  • Then (c) Google each of your programs in your PFDA area along with the words “US foreign assistance” and find another site that seems really helpful to understand each of your programs and add to your homework some background from the additional sites. (Hyperlink to the site.)
  • Then (d) explain what might be the effect of cutting your program area. Support your position with information from the Interaction site and your second reference.
  • GENDER
  • MIGRATION AND REFUGEES
    • Migration & Refugee Assistance NGOs was asking for $3.6 B. In 2021, Congress enacted: $3.43 Billion. Trump proposed a ridiculously small amount: $365.06Million – 1/10th of what NGOs say is needed! When migrants and refugees are unaided, they are prey to trafficking as this video hereshows.
  • CLIMATE CHANGE
    • NOTE: Congress has two programs that address helping poor communities overseas adapt to Climate Change. Understand both programs but in doing your homework, treat them as two funds addressing the same goal of helping poor countries adapt. Therefore, you don’t have to write two separate answers. Write one answer but show awareness that there are two budget funds that address the one problem.
    • Adaptation, Clean Energy, & Sustainable Landscapes. Trump proposed: $38.4 million. In 2020 Congress enacted: $529.4 Million. NGOs are asking for $502 M. total  plus the Green Climate Fund Asking for $500 M. In 2020, Congress enacted: $0. Trump is proposing: $0. Watch the video here how climate change affects farming, increases hunger, and then children can’t learn. When we cut foreign assistance, see the effects. With foreign aid, see the improvements.
  • GLOBAL HUNGER
  • EDUCATION
  • HEALTH
    • NOTE: Congress has two programs that address helping poor communities overseas fight life-threatening disease and the first 1,000 days of life. Understand both programs but in doing your homework, treat them as two funds addressing the same goal of helping poor communities deal with life-threatening health issues. Therefore, you don’t have to write two separate answers. Write one answer but show awareness that there are two budget funds that address the one issue.
    • Maternal And Child Health NGOs are asking for $868 M. In 2020 Congress enacted:  $851 M. Trump proposed: $619.6 M. Here’s a video to show how important aid is for Improving Maternal and Child Survival is.
    • The Global Fund: NGOs are asking for $1.56 B. In 2020, Congress enacted:  $1.56 Billion. Trump proposed: $958.4 M. See how important it is to fight malaria: Together We Can Stop Malaria.
  • CLEAN WATER
    • Water Trump proposed: $164.63 Million. In 2020 Congress enacted: $450 Million. NGOs are asking for $459 M.  Clean water is crucial. See this video why and understand how foreign assistance is crucial.

Homework for Thursday, March 25 – Written homework = 500 words total.

(Zoom https://us02web.zoom.us/j/87258813505)

a) Study the reaction of NGOs (Non-Governmental Organizations) to devastating cuts to Poverty-Focused Development Assistance in Trump’s  budget proposal. How these proposed Cuts Cost Lives! Explain in writing why cuts to poverty-focused development assistance will cost lives.

b) Study the reaction of 120 generals and admirals to proposals to slash the budget for Poverty-Focused Development Assistance. Explain in writing which of their reasons seem to you to be most important?

c) Study this web page Top 10 Reasons To Support U.S. Leadership In Ending Extreme Poverty. Read the 10 reasons. Explain in writing which of the 10 are most compelling and persuasive to you and explain why.

Homework for Tuesday, March 30

Catch-up day. Get caught up on your work.

Homework for Tuesday, April 6

Apply what you learned from Catholic Social Teaching and Top 10 Reasons To Support U.S. Leadership In Ending Extreme Poverty as well as any other resources you have learned (such as Foreign Aid 101) to the issue you have selected. Why is it important to fund Poverty-Focused Development Assistance for your issue area? Write: April 6 Why foreign assistance for my issue should be funded. 

Homework for Thursday, April 8

In class Tuesday, we watched Hunger and Hope video. Basing your answer on the video we watched (as well as other knowledge), Write: April 8 What does extreme poverty look like, what’s causing it, and especially how can we end it? Be sure to acknowledge your sources of knowledge.

Your Advocacy Makes a Difference https://bit.ly/2GbsyWw

Homework for Tuesday, April 13 – Write to your Members of Congress about why Poverty-Focused Development Assistance should remain strong and not be cut.

  • Write: April 13: Poverty-Focused International Development Assistance. If cuts were made to the budget for Poverty-Focused Development Assistance, what would happen?
  • In your own words, informed by what you learned from CRS here and review what you learned last class from Interaction here, write to your president, two senators and one representative about what you advocate he/she should do about Poverty-Focused International Development Assistance. Go to your 2 senators and 1 House member where you can write your message, and also go to WhiteHouse.gov. Write your own message. You want your first sentence to be your thesis (like Please protect International Development Assistance. I am especially concerned about …[one of the underlined topics in Mar. 23.) Fill in the subject line with your own: “International Development Assistance for see the underlined topics for Mar. 23.” Carefully fill-out all the info and send your message to your Members of Congress. Then Copy and paste in your Google Doc for me to read. Call it: April 13 Poverty-Focused International Development Assistance

 

 

Thursday, April 15  – SUSTAINABLE DEVELOPMENT GOALS

(Zoom https://us02web.zoom.us/j/87258813505)

Learn about the Sustainable Development Goals.

The Millennium Development Goals (MDGs), adopted in 2000 was a plan that cut world poverty in half, “providing much needed access to water and sanitation, driving down child mortality and drastically improving maternal health, … and combatted HIV/AIDS.” The Sustainable Development Goals (SDGs) were adopted in 2015 and set 17 achievable goals “go the last mile on ending hunger, achieving full gender equality, improving health services and getting every child into school beyond primary. The SDGs are also an urgent call to shift the world onto a more sustainable path.”

The U.S. helps to achieve these SDGs by means of Foreign Aid, specifically Poverty-Focused Development Assistance. What is Poverty-Focused Development Assistance? Why should we (the US) provide Poverty-Focused Development Assistance to poor countries? How much Poverty-Focused Development Assistance should we provide to poor countries?

Write: (500 words)

  • (a) What are the SDGs?
  • (b) Why is there a need for the world to achieve sustainable development?
  • (c) How will assisting the poorest nations of the world to achieve these Development Goals benefit both them and us?

 

Part V: Becoming an advocate for others

Homework for Tuesday, April 20  –

(Zoom https://us02web.zoom.us/j/87258813505)

D. If your focus is GENDER: review key information about GENDER. 

    1. Write: What are key points of the issue? Refer to GENDER.
    2. Write: What is President Trump proposing for 2021?
    3. Write: What are the key dimensions of the problem of GENDER and what are our advocacy position on GENDER?
    4. Write: Why do we advocate these positions? (See section below called Why do we advocate these positions)

E. If your focus is HEALTH: review key information about HEALTH. 

    1. Write: What are key points of the issue? Refer to HEALTH and MATERNAL HEALTH  And all click on others on left side. Look up acronyms on site.
    2. Write: What is President Trump proposing for 2021, Maternal and Child Health and click on others on left side.
    3. Write: What are the key dimensions of the problems of WATER & SANITATION, HIV/AIDS, THE GLOBAL FUND, REPRODUCTIVE HEALTH, TB, and MALARIA , for MATERNAL & CHILD HEALTH) and what are our advocacy position on WATER & SANITATIONHIV/AIDS, THE GLOBAL FUND, REPRODUCTIVE HEALTH, TB, and MALARIAMATERNAL & CHILD HEALTH)
    4. Write: Why do we advocate these positions? (See section below called Why do we advocate these positions)

F) If your focus is EDUCATION: review key information about EDUCATION. 

    1. Write: What are key points of the issue? Refer to EDUCATION . Look up acronyms on site.
    2. Write: What is President Trump proposing for 2021?and 2021 McGovern-Dole Foord for Education?
    3. Write: What are the key dimensions of the problem of EDUCATION and International Food for Education and what are our advocacy position on EDUCATION and International Food for Education?
    4. Write: Why do we advocate these positions? (See section below called Why do we advocate these positions)

Homework for Thursday, April 22 –

IN THIS HOMEWORK, YOU ARE WRITING YOUR INTRO AND THESIS. THE THESIS MUST BE YOUR SPECIFIC REQUEST TO YOUR ELECTED REPRESENTATIVE CONCERNING WHAT YOU WANT THEM TO DO. FOR EXAMPLE, YOU WANT FULL FUNDING OF THE GREEN CLIMATE FUND [OR WHATEVER YOUR KEY ADVOCACY TOPIC IS]. NEXT HOMEWORK YOU WILL BE DEVELOPING YOUR THREE ARGUMENTS TO SUPPORT YOUR THESIS.

First, you’d identify yourself, not just your name but all the reasons why you are connected with your issue. Then Say briefly what you are asking for. Here are some example of how to start so that you CONNECT a particular issue with the 2021 budget:

  • If I (JZ) were speaking about Climate Change: As a young adult, I am concerned about our planet and climate change. I am a member of xxx club on campus that xxx. I am especially concerned about how climate change is affecting poor people around the world and even in our own country. I want to make sure there is money in the budget to help poor communities adapt to climate change. Specifically this year I want the Senator (or Representative) to xxx. (See Interaction and CRS)
  • If I (JZ) were speaking about refugees: Every time I see pictures of Syrian refugees, it breaks my heart. I want the US to honor its commitment to assist countries near Syria to care for all the refugees now in their country. I am a member of xxx club on campus that does xxx about migration. Specifically this year I want the Senator (or Representative) to xxx.(See Interaction. and CRS) 
  • If I (JZ) were speaking about foreign aid: My family is originally from Poland. Poland was in ruins after World War II but through foreign aid, the US helped rebuild Poland. It was the right thing to do and now Poland is a strong democratic country and an ally of the US. I support a full foreign aid budget so poor countries can help their own people and become strong in the future. I support programs like Feed the Future,, basic education, climate change, water, and basic education. (See Interaction.)

See how I found a way to tie a personal connection to the larger foreign aid budget?

Now consider the following questions. You do not have to hit on them all, but think of them as prompts that get you thinking about how to develop your points. Are there one or two you can get off on? Do not follow them slavishly. Think of the stories you told last week. Can you fit in a moving story?

  1. How would a decrease in Poverty-Focused Development Assistance affect the lives of poor communities, especially with regard to aspects of their lives that you are concerned about? Here’s what CRS and Interaction have to say about Trump’s proposed budget cuts.
  2. What is the aspect of the lives of poor communities that are of particular interest to you? What might be the immediate as well as LONG-TERM impact of cuts in Foreign Aid on them? (Might it have a long-term impact of leading to conflict? Trouble adapting to Climate Change? Cause more migration? Lead to more Human Trafficking?)
  3. What are you asking the senator’s or representative’s office to do?
  4. What motivates you to lobby on the behalf of poor communities?  (Is it because of some aspect of Catholic Social Teaching? Is it because of the Cabrini Mission? Is it because of Human Rights? Is it because it is strategically important for our country (USGLC)?)
  5. What is the status of the issue you are concerned about? Is progress being made? What more still needs to be done?  Do you have a human-interest story that captures the issue well that you would like to tell?
  6. Does the senator or representative have a particular connection to your issue interest? Does he hold a position similar to or different from you? What’s his or her track record on this?

Write a two-three-minute spoken explanation about what you think. Picture you are saying it to your mother, father, or friend. Put it in your own words. This will be like an “elevator speech” about what you think. Write it down. Call it: April 22 INTRO AND THESIS.

 

Homework for Tuesday, April 27

(Zoom https://us02web.zoom.us/j/87258813505)

IN THIS HOMEWORK, DEVELOP YOUR FIRST ARGUMENT TO SUPPORT YOUR THESIS. YOU DRAW YOUR ARGUMENTS FROM INFORMATION SUPPLIED BY INTERACTION, CRS, AND OTHER SOURCES THROUGHOUT THE SEMESTER. YOU WILL HAVE THREE SUPPORTING REASONS ALTOGETHER.

Remember that we are partnering with CRS. Here are CRS’s positions on

 

Here’s Interaction information on various topics:

  1. REFUGEES and MIGRATION and Migrant Crisis.
  2. WATER, SANITATION, AND HYGIENE
  3. CLIMATE CHANGE  and Green Climate Fund
  4. 2021 McGovern-Dole Foord for EducationInternational Food for Education
  5. FOOD SECURITY AND AGRICULTURE and FOOD SECURITY and  Food for Peace.
  6. BASIC EDUCATION and 2021 McGovern-Dole Food for Education
  7. GENDER EQUALITY
  8. HEALTH: THE GLOBAL FUND TO FIGHT AIDS, TB & MALARIA and GLOBAL HEALTH, MATERNAL AND CHILD HEALTH.
  9. DON’T CUT POVERTY-FOCUSED DEVELOPMENT ASSISTANCE.

Go back and look at the Sustainable Development Goals. Are there points there you can incorporate?

For today’s homework, I need everyone to revise what you wrote last week. Make sure you have studied what Interaction and CRS say about your particular area(s) of focus. Some in your prior homework just talked about what you yourself felt but didn’t incorporate details and nuance that studying Interaction’s and CRS’s analysis would bring. So revise last week’s homework making sure you are bringing in CRS, Interaction, and what you learned from the SDGs’ site. Label it April 27 SUPPORTING ARGUMENTS 1.

Homework for Thursday, April 29

(Zoom https://us02web.zoom.us/j/87258813505)

IN THE HOMEWORK, DEVELOP YOUR SECOND TWO ARGUMENTS TO SUPPORT YOUR THESIS. YOU DRAW YOUR ARGUMENTS FROM INFORMATION SUPPLIED BY INTERACTION, CRS, AND OTHER SOURCES THROUGHOUT THE SEMESTER. YOU WILL HAVE THREE SUPPORTING REASONS ALTOGETHER.

Remember that we are partnering with CRS. Here are CRS’s positions on

 

Here’s Interaction information on various topics:

  1. REFUGEES and MIGRATION and Migrant Crisis.
  2. WATER, SANITATION, AND HYGIENE
  3. CLIMATE CHANGE  and Green Climate Fund
  4. 2021 McGovern-Dole Foord for EducationInternational Food for Education
  5. FOOD SECURITY AND AGRICULTURE and FOOD SECURITY and  Food for Peace.
  6. BASIC EDUCATION and 2021 McGovern-Dole Food for Education
  7. GENDER EQUALITY
  8. HEALTH: THE GLOBAL FUND TO FIGHT AIDS, TB & MALARIA and GLOBAL HEALTH, MATERNAL AND CHILD HEALTH.
  9. DON’T CUT POVERTY-FOCUSED DEVELOPMENT ASSISTANCE.
  10. Make sure you refer to specific requests. Always look at these sites and then Interaction here:
  11. Foreign Aid 101reminds us of that Poverty-focused Development Assistance supports our security and 
  12. Go back and look at the Sustainable Development Goals. Are there points there you can incorporate?

For today’s homework, I need everyone to revise what you wrote last week. Make sure you have studied what Interaction and CRS say about your particular area(s) of focus. Some in your prior homework just talked about what you yourself felt but didn’t incorporate details and nuance that studying Interaction’s and CRS’s analysis would bring. So revise last week’s homework making sure you are bringing in CRS, Interaction, and what you learned from the SDGs’ site. Label it April 29 SUPPORTING ARGUMENTS 2 & 3.

Tuesday, May 4 – Putting the parts of the final paper together

(Zoom https://us02web.zoom.us/j/87258813505)

Now bring the component parts of what you have written together.

This week and next, for Tuesday and Thursday, pull your final paper together. Over these days, I’d like to see each day an increasingly improved draft of the final paper: (1) An interesting title; (2) a strong intro that draws your reader in; (3) a bridge to your thesis; (4) a strong, specific thesis that states clearly what you are asking to be done (see below); (5) a brief summary of what will be your three arguments; (6) three supporting arguments; (7) each argument has a transition and (8) a topic sentence; (9)  scholarly or authoritative references properly cited; (10) a conclusion that is personal and powerful; (11) works cited in APA or MLA format; (12) well edited

ECG Final Paper Instructions

1. College-wide ECG Final Paper Instructions:

  • • The paper should be 4-6 pages in length.
  • • The paper must require students to incorporate at least 3 outside sources (scholarly articles, theoretical texts, etc. NOT popular newspaper or magazine articles.).
  • • The paper must take a position on an issue and make a case for what you hold.

2. Instructions particular to our ECG course:

  • The paper should give your position on a topic you advocated for in Congress, such as not cutting Poverty-Focused Development Assistance, full funding for Syrian Refugee assistance, funding for the climate adaptation, etc.
  • The audience for the paper are your political leaders (senators and representatives). You are transforming your short lobbying presentation into a longer, more detailed position paper.
  • The paper must begin in an interesting way, to capture the reader’s attention. You can use “I” in the intro and conclusion.
  • It must have a clear thesis that states your position and summarizes your reasons (the thesis).
  • The body of the paper must contain your supporting points (a.k.a. arguments). The supporting arguments must include references (at least three) to authoritative or scholarly sources, not popular sources. Your arguments may come from class readings, scholarly (library) sources, and/or authoritative websites like Interaction or CRS .
  • It should conclude with a personal statement of why you hold your position (in place of a boring conclusion that merely restates what you just said)..
  • It should be carefully edited for transitions, writing errors, and plagiarism.

I suggest you follow this model of how to set up your paper (you don’t have to follow this literally–provided as an example of a possible framework):

A. INTRO: Begin with an interesting story, incident, experience, moving vignette/story from your reading or personal experience. Why are you involved in THIS issue? (or you can just do a dry old intro).

B. Lead into your thesis by writing a section that completes this prompt statement. “Right now, Congress is formulating the 2021 federal budget. With regard to Poverty-Focused Development Assistance to combat global poverty (or the Green Climate Fund, or Syrian Refugees, etc.), my position is that …” (complete this sentence with a sentence/paragraph that states your position/thesis). In this paragraph, follow your thesis statement with a brief summary of your reasons, like this:)”I hold this position for these three reasons.” (Begin developing your principal reasons for your position. They can be a combination of moral, religious, political, economic, personal reasons—to support your thesis–Catholic Social Teaching, UN Declaration of Human Rights, etc.) This portion should be about 3-4 pages long.

C. Conclusion. Explain how you were personally affected by learning about these global justice issues and by your experience of lobbying on them. This paper is due at the time for our course listed on the registrar’s calendar) uploaded as a file on Blackboard. https://www.cabrini.edu/about/departments/academic-affairs/final-exams Your final paper is due May 11, 11:59 p.m.  on Blackboard/Learn.

D. List of References. APA or MLA style acceptable. See Citation Machine on the web.

For after the pandemic: Find out what your 2 senators and 1 House member has to say about international foreign aid and your focus. (Who are your US Senators and 1 House member?)

Researching your two Senators’ and one House member’s positions.

Find out what your Congressional representatives have said about your topic. See if this site helps. https://justfacts.votesmart.org If you can’t get something specific on your issue, just use “Foreign Aid.”

You can also see what committees they serve on by looking on their websites.

 

In your Google Doc site, use the title “Dec. 1: My Senators and Representative said this about my issue. How does his/her position relate to mine?” write the names and political parties of your two senators and the name and party of your one House member (with their Congressional district). Write what they have said. Write how it matches (or not) your position. What what you would say to him or her if he/she disagrees with you?

 

Thursday, May 6: 

(Zoom https://us02web.zoom.us/j/87258813505)

 

Here are key resources:

 

For after the pandemic: Write your letter to Members of Congress

Please make your almost-final draft of your final letter to Congress about 500 words

 

Your final paper is due May 11, 11:59 p.m.

ECG Final Paper Instructions

1. College-wide ECG Final Paper Instructions:

  • • The paper should be 4-6 pages in length.
  • • The paper must require students to incorporate at least 3 outside sources (scholarly articles, theoretical texts, etc. NOT popular newspaper or magazine articles.).
  • • The paper must take a position on an issue and make a case for what you hold.

2. Instructions particular to our ECG course:

  • The paper should give your position on a topic you advocated for in Congress, such as not cutting Poverty-Focused Development Assistance, full funding for Syrian Refugee assistance, funding for the climate adaptation, etc.
  • The audience for the paper are your political leaders (senators and representatives). You are transforming your short lobbying presentation into a longer, more detailed position paper.
  • The paper must begin in an interesting way, to capture the reader’s attention. You can use “I” in the intro and conclusion.
  • It must have a clear thesis that states your position and summarizes your reasons (the thesis).
  • The body of the paper must contain your supporting points (a.k.a. arguments). The supporting arguments must include references (at least three) to authoritative or scholarly sources, not popular sources. Your arguments may come from class readings, scholarly (library) sources, and/or authoritative websites like Interaction or CRS .
  • It should conclude with a personal statement of why you hold your position (in place of a boring conclusion that merely restates what you just said)..
  • It should be carefully edited for transitions, writing errors, and plagiarism.

I suggest you follow this model of how to set up your paper (you don’t have to follow this literally–provided as an example of a possible framework):

A. INTRO: Begin with an interesting story, incident, experience, moving vignette/story from your reading or personal experience. Why are you involved in THIS issue? (or you can just do a dry old intro).

B. Lead into your thesis by writing a section that completes this prompt statement. “Right now, Congress is formulating the 2021 federal budget. With regard to Poverty-Focused Development Assistance to combat global poverty (or the Green Climate Fund, or Syrian Refugees, etc.), my position is that …” (complete this sentence with a sentence/paragraph that states your position/thesis). In this paragraph, follow your thesis statement with a brief summary of your reasons, like this:)”I hold this position for these three reasons.” (Begin developing your principal reasons for your position. They can be a combination of moral, religious, political, economic, personal reasons—to support your thesis–Catholic Social Teaching, UN Declaration of Human Rights, etc.) This portion should be about 3-4 pages long.

C. Conclusion. Explain how you were personally affected by learning about these global justice issues and by your experience of lobbying on them. This paper is due at the time for our course listed on the registrar’s calendar) uploaded as a file on Blackboard. https://www.cabrini.edu/about/departments/academic-affairs/final-exams May. 5, 11:59 p.m., on Blackboard/Learn.

D. List of References. APA or MLA style acceptable. See Citation Machine on the web.

 – 

Unused homeworks:

CRS and Integral Human Development:

 Call this homework “Nov. 3 CRS”

1) What is CRS? Read CRS: About Us and write your own summary of what CRS is. (about 3 sentences.)

2) What is the relationship of CRS and Cabrini College? Read this page and describe the relationship. (5-10 sentences)

3) How does CRS provide aid? CRS uses a holistic approach to International Development called Integral Human Development. Explain IHD in your own words. (5-10 sentences.)

4) What is Poverty-focused international assistance? How does the process of providing Poverty-focused international assistance work? What should we Americans care about Poverty-focused international assistance? (10 sentences)

The MDGs: Implementing Poverty-Focused Development Assistance

Review:

Then study the one Millennium Development Goal you have selected to focus on.

  • Study the Fact Sheet for your selected Goal:
  1. Goal 1 Eradicate extreme poverty and hunger: 2013 Fact SheetPDF document
  2. Goal 2 Achieve universal primary education: 2013 Fact SheetPDF document
  3. Goal 3 Promote gender equality and empower women: 2013 Fact SheetPDF document
  4. Goal 4 Reduce child mortality: 2013 Fact SheetPDF document
  5. Goal 5 Improve maternal health: 2013 Fact SheetPDF document
  6. Goal 6 Combat HIV/AIDS, malaria and other diseases: 2013 Fact SheetPDF document
  7. Goal 7 Ensure environmental sustainability: 2013 Fact SheetPDF document
  8. Goal 8 Develop a global partnership for development: 2013 Fact SheetPDF document

Write:

  • WordPress title: “The MDGs”
  • Write an explanation of why you are committed to the MDG you chose. THEN write a summary of how well we are progressing on meeting your specific goal. How much further do we have to go on this goal?

 

Address these questions:

  • -what are some differences between relief and development?
  • -in what ways does Farmbook exemplify long-term development?
  • -in what ways does Farmbook illustrate CRS’s goal of Integral Human Development?
  • -besides helping this community to become better farmers, what other outcomes or results does Farmbook achieve?

 

Call your homework: Feb. 25 Farmbook

another booklet. You studied the Oxfam brochure on Foreign Aid 101. A second booklet, “Smart Power 2.0,” is a very good statement from a broad-based non-partisan influential network of 400 businesses and NGOs; national security and foreign policy experts; and business, faith-based, academic and community leaders in all 50 states that supports “a smart power approach of elevating diplomacy and development alongside defense in order to build a better, safer world.”) Members include business leaders, U.S. military including 4-star General Colin Powell, and government officials from both political parties who support Poverty-Focused International Assistance in the U.S. budget.

Your homework is to study Smart Power 2.0 especially pages 3 and 8-9, this short video, and what CRS asks of us.  

After you finish reading, write a reflection called “The Case for Poverty-Focused Development Assistance.” In 300 words, explain why Americans should support poverty-focused international development assistance.

Humanitarian Aid for Syria

Please study these resources about Syria. We will discuss more in class. Over the weekend, I will ask you to write what you want to ask Congress and President Obama to do. For Thursday, I just want you to study about Syria.

Earlier this month, the U.S. Senate introduced S.2145 – The Middle East Refugee Emergency Supplemental Appropriations Act of 2016. This bipartisan bill will allow the United States to allocate an additional $1 billion to respond to the refugee crisis resulting from conflict in the Middle East. This funding will both support humanitarian relief efforts and increase the U.S. capacity to resettle refugees.

As Congress considers S.2145, please send a message to your Senators urging them to take quick action in moving this legislation forward. Time is of the essence and policymakers need to know that Americans care about the plight of refugees and are calling for action.

  • Write for homework for Sept. 6: 1) What effect is the violence having on children? Please be specific and include examples from The Children of Syria and Refugee Children in Crisis (UNHCR),   (400 words.)
    • Due before class Thursday on your WordPress site. Name this entry: Sept. 6: How these four children in Children of Syria and others in the readings are being affected. Use Heading 3 style for the heading. Use paragraph style for the body.  Your entries should be written with this rubricin mind.)

Interaction’s 2017 US Federal Budget recommendations:

  • https://www.interaction.org/choose-to-invest-2017
  • StudyOverview on this page.
  • On the left sidebar, study and almost memorize the “10 Reasons To Support U.S. Leadership In Ending Extreme Poverty.”
  • Choose two to learn more about:
  • Please write: (1) explain why Interaction thinks we should invest in combatting extreme poverty. (b) Choose two of the above and explain why each of the budget areas you chose is important to overall alleviation of global poverty. (c) Explain how each of the two areas you chose has made progress in combatting global poverty. Write 400 words. Name: March 15 Interaction 1.

Explaining your MDG through stories

Watch the videos pertaining to your goals. Each of you should have selected one of the MDGs. Watch the videos pertaining to your MDG. Find one that speaks to you, one that has a story you can tell in an interesting and compelling manner. I don’t want you to write anything but in class Tuesday, each of you will tell us a story. Think 2-3 minutes tops. In order to tell a good story to us and when you lobby:

  • Begin by asking: Who is my audience and what is the message I want to share with them?
  • What is the challenge in the story?
  • What is the message I want to share?
  • Memorable stories are relatively simple and straightforward: less is more.

1. Eradicate extreme poverty and hunger

2. Achieve universal primary education

3. Promote gender equality and empower women

4. Reduce child mortality and 5. Improve maternal health

6. Combat HIV/AIDS, malaria and other diseases

7. Ensure environmental sustainability

8. Develop a global partnership for development

In class, you have studied Catholic Social Teaching and have applied some of the 10 themes to situations in our own lives. Now I’d like you to look at a couple of brief videos that capture the needs of many around the world.

https://www.ted.com/talks/alessandra_orofino_it_s_our_city_let_s_fix_it#t-89392

https://www.youtube.com/watch?v=F3TZGDaM6O4&feature=youtu.be .

Here is the way some Americans have spoken about these people you see in the video:

  • “Triple the size of the Border Patrol.” “Ship millions back to Mexico.” “Half of the undocumented residents in America are criminals.” “Texas will not accept any Syrian refugees.”

It’s hard when you hear so many voices shouting different views to focus on what we should do. If we have a “Justice Lens” to help us think about what we see in the world, it gives us a clearer way to see. It doesn’t give “answers” but it helps us to think about core values we should consider. Use the sheet handed out in class (10 themes of Catholic Social Teaching) and (a) apply one of the themes to one of the situations mentioned in the brief video above. (b) Then choose one other issue in the world (like increased use of fossil fuels that increases climate change, use of slave labor, sweatshop labor to produce cheap goods, etc.) Explain how CST would help you think about that issue. Call your homework Feb. 25 Justice Lens 2 (400 words)

 

Attachments area

 

Preview YouTube video How Do We Tackle The Root Causes of Displacement?

 

 

How Do We Tackle The Root Causes of Displacement?

 

Let us do a little more thinking by putting the current crisis in some historical context. Please read this short article that sets some context about refugee crises in the recent past: Powerful Gestures

Please view these brief videos:

 

 

 

Let us look at the Learning Outcomes for ECG and ask ourselves about how the Learning Outcomes help guide our thinking about Syrian refugees.

 

You will demonstrate–by articulating how your disposition to the Mission of Cabrini College has changed since you took ECG 100 and ECG 200—if and in which ways efforts towards a more inclusive and socially just worldview reflect your own beliefs and the lens of terms and concepts like human dignity, right relationships, solidarity, human rights, environmental sustainability, concern for the needs of the poorest and most vulnerable, and the common good.

 

Education of the Heart

Cabrini College is a Catholic institution of higher education dedicated to academic excellence, leadership development, and a commitment to social justice.

The College welcomes learners of all faiths, cultures, and backgrounds and prepares them to become engaged citizens of the world.

 

 More factors of global poverty

  • Let’s take a look at a few of the complicated reasons why some countries are poor. The causes are complex, but these examples will give us a broader view: Democratic Republic of Congo and Guatemala. In Chapter 3 of Sachs, you learned a number of the causes of poverty, such as the poverty trap, geography, cultural barriers, and others. But Sachs doesn’t look at the origins of these countries and how they got their start. So today, we will look at the history of colonialism, with the example of the Congo.
  • I would like you to watch this video on the Congo, called “King Leopold’s Ghost.”
  • Please view the video and write on this topic: The Congo, also called the Democratic Republic of the Congo (DRC), is a country deep in poverty, yet it possesses all the attributes of a rich country. I want you to understand the legacy of colonization. Colonialism is the ownership of countries in Africa, Asia, the Middle East, and Central and South America by Western countries. This video will give you an idea of why the DRC is so poor. https://www.dropbox.com/s/3bn33o4hr8n4gf1/King_Leopold%27s_Ghost_1_hour.mov?dl=0
  • After watching this hour-long video, please write 300 words in your WordPress site, titled “The Congo. Homework for Feb. 2,” in which you answer the question “What is the role of colonialism in the DRC’s poverty? What factors contributed to poverty after 1960 independence? “

1) Read CRS’s page on the need to maintain or increase funding for Poverty-Focused Development Assistance.

2) Read Interaction’s position on Poverty-Focused Development Assistance: (Interaction is the coalition of major NGOs like Catholic Relief Services and has the most precise, up-to-date info on the subject.)

3) Write: In your own words, in a conversational manner, explain your position on Poverty-Focused Development Assistance. Synthesize what you read for today, along with all you have been studying so far, and tell others what you think the US should do with regard to long-term development assistance to the most poor countries. (Picture yourself speaking to a family member or friend who may know less or may even not understand why we should even have any foreign aid, and explain to them where you stand and why you think what you think.) Call your WordPress entry: This is what I think about Poverty-Focused Development Assistance.

 

Please answer these questions about foreign aid in your own words (some of the answers are found in the booklet, but I want to hear your way of stating it). Call your homework Oct. 13 Foreign Aid 101. (http://goo.gl/EQiMzy)

  1. What is Poverty-focused development aid (or assistance)?
  2. The Millennium Challenge Corporation (MCC) of the U.S. government sets high standards of how poverty-focused development assistance should be done. Explain after watching the video and reading the page how (a) countries are selected for aid, (b) how countries are involved in their own development, (c) how countries must practice good governance, (d) how programs are focused on results.
  3. How have two major programs in agriculture and health brought about great success in increasing food security and combatting HIV/AIDS?
  4. What is the difference between (a) humanitarian aid and (b) poverty-focused development assistance?

In class, you have studied Catholic Social Teaching and have applied some of the 10 themes to situations in our own lives. Now I’d like you to look at a couple of brief videos that capture the needs of many around the world.

https://www.ted.com/talks/alessandra_orofino_it_s_our_city_let_s_fix_it#t-89392

  • Please study Oxfam Foreign Aid 101. (http://goo.gl/EQiMzy)
  • This booklet summarizes clearly the essential ways our country approaches assisting the most poor and vulnerable communities. This booklet (1) explains what foreign aid is, (2) lists the reasons why our country gives assistance, (3) counters myths about aid, and (4) explains how to make aid effective.

Sachs Ch. 11 and Ch. 13:

  • STUDY: CH.11. pp. 210-218 and CH. 13. pp. 259-265.
  • WRITE: (a) Ch. 11. Many people believe the answer to terrorism is to kill and obliterate whole regions of the world. Presidential candidate Ted Cruz has said: “We will utterly destroy ISIS. We will carpet bomb them into oblivion. I don’t know if sand can glow in the dark, but we’re going to find out.” The Millennium Development Goals and Jeffrey Sachs offer a different approach, that of Foreign Aid and Development. Explain what Foreign Aid and Development accomplish in countering terrorism that a purely military approach doesn’t. and (b) Ch. 13. How would you explain to people who have little hope that progress can be made in eliminating extreme poverty that there are many examples of progress and hope. Call your homework Feb. 18 Ch. 11 and 13.
  • DON’T DO THIS: Study parts of two chapters (13 & 16) in Sachs.
    • Then SKIP Chapters 14-15.
    • Study Chapter 16 (pp. 309-328). When you read Chapter 16 Myths and Magic Bullets, realize Sachs is playing Devil’s Advocate when he says things like “Africa is corrupt” and therefore we’d waste money helping. He is showing how some of these myths are FALSE.)
    • Write: In Ch. 16, most people who have not studied the developing world as you have begun to do believe the myths are true. (1.) Why do you think people believe the myths? (2) What are 2-3 points you have learned this semester that help you see the greater complexity of the causes of poverty than the stereotypes/myths that most people believe?
    • Call your homework Ch. 13 and Ch. 16

Let’s review the homework from last Thursday.

Focus especially on advocacy and WHAT YOU WANT TO SAY, BASED ON WHAT YOU KNOW AND THE LINKS FROM LAST WEEK.

 

There are three actions the US and other countries can take:

  1. Pursue diplomacy and negotiations for a political solution with all the concerned parties in the negotiations. Right now in the last few days, the beginnings of negotiations are just underway. Read more here.
  2. Humanitarian aid from the federal budget. You read this last week that aid agencies are supporting $1 billion in additional aid.: Take Action: urge funding to address refugee crisis: http://goo.gl/4ZO4ZH
  3. Resettlement of refugees in the US. So far we have taken in 1,700 out of the 4+ million refugees. Pres. Obama is asking for us to take in 10,000 Syrian refugees next year. Some humanitarian agencies say we should take in 100,000 next year. What do you think?

So what do you think? Please write a brief 200-300 words on what you believe our country should do. Write it to be spoken. Call your WordPress entry Refugee Humanitarian Aid.

 

Homework for Tuesday, Feb. 18 –  What is a Modern Slave? – vocabulary

Learning Objectives:

  1. Understand the current definitions under relevant legal frameworks (with a focus on the Palermo Protocol and U.S. law).
  2. Have a concrete sense of the different ways in which human trafficking presents itself around the world (especially where there is force, fraud, or coercion).
  3. Distinguish human trafficking and modern-day slavery from other types of human exploitation that are not slavery or slavery-like.
  • For Tuesday, Feb. 18, homework due for class:

    • Read and Watch. What are all the ways Forced Labor and Trafficking are all around you?
      • Take notes as you read this multi-part website so that your homework is thorough.
      • Modern Slavery. Intro to a multimedia story that scrolls continuously. These are the parts for handy reference:
  • Think and write for Tuesday: Call your entry Feb. 18 Many Aspects of Modern Slavery (referencing your homework readings and viewing). Write a reflection on what you learned about modern slavery and forced labor, how it’s way more than sex trafficking, which is just a portion.
    • about 500 words, more or less, about the many aspects of modern trafficking you didn’t know as much about.
  •  
  • In class: Let’s learn about the Catholic Social Teaching principle on the Dignity of Work and Rights of Workers. The dignity of work flows from the dignity of the human person and the rights of the person to participate in using his or her gifts and skills to provide for one’s livelihood and that of one’s family. Everyone should be involved in decisions that affect their lives. How does looking at one issue through the lens of the Dignity of Work and Rights of Workers help us think about that issue in a new and different way?
  • Modern_slavery_fact_sheet.

 

Homework for Tuesday, Feb. 14 – Sex slavery and trafficking

An Introduction to Labor Trafficking – Understanding Supply Chains.

  • View and Study The Dark Side of Chocolate: The Dark Side of Chocolate, a 46-min. video, will graphically show you how child labor is in the delicious taste of chocolate.
  •  
  • Look up Hershey’s slavery statement and see what they say about slavery in their supply chain. Then look up what an independent audit says to see if what Hershey claimed is true. Dig deeper hereand be sure to scroll down.
  •  
  • Write a post. Call it Feb. 20 How is slavery is hidden in plain sight all around us in our household products. How do supply chains make it easy for brand names like Nestles and Hershey to claim ignorance of slavery in their products? What is the truth? (400 words. (referencing your homework readings and viewing))

Homework for Tuesday, Mar. 3 – Forced labor and our food

Study:

Product of Mexico Part 1 Harsh Harvest.

Product of Mexico Part II No Way Out.

Product of Mexico Part III Company Stores.

Product of Mexico Part IV Child Labor.

  • Write: Mar. 3 (referencing your homework readings and viewing):  Our food is sometimes grown and harvested by people who live and work in slave-like conditions. (a) Summarize three or four working conditions that exemplify slave-like work conditions in the 1st section of the series. 100 words. (b) Describe some of the living conditions of the workers as presented in the 2nd section. 100 words. ( c) Explain how the 3rd section show that workers are held through a system called “debt bondage.” 100 words. (d) The 4th section focuses on child labor. Here focus on the impact of the entire series upon you. (200 words).  Label your homework (a) work conditions, (b) living conditions, ( c)  debt bondage,  (d)  impact.

In class:

Watch: The lives of the workers who made our shirts.

Check your clothing brands.

Where can I buy ‘clean’ clothes?

Your technology and conflict minerals. Answer: 1.) Name the 3TG Conflict Minerals. 2.) What are the top-five tech companies with best conflict-free mineral scores? 3.) What has been the benefit to the Congolese people of these companies sourcing conflict-free minerals? 4.) What happened in 2017 to the Dodd-Frank Bill provision that required reporting about sourcing of conflict minerals? Google what happened and why. Search:  U.S. Securities and Exchange Commission Dodd-Frank Conflict Minerals Rule under attack.

Forced labor list. 1.) Pick out 2 products from 2 countries and report whether child or slave labor is used, what percentage, and if it’s getting better or worse.

Look up Hershey’s slavery statement and see what they say about slavery in their supply chain. Then look up what an independent audit says to see if what Hershey claimed is true. Dig deeper hereand be sure to scroll down.

Fishing: https://www.cfr.org/interactive/modern-slavery/#!/section3/item-19 1.) Name some of the abuses to migrants that occur in the Thai fishing industry.

Supply chains.

Source