Economics & Politics Mini-Unit

What is the relationship between Economics & Politics?

Before the final exam, we learned several economic terms, such as inflation, economic policymaking, unemployment rate, exchange value, capitalism, etc.  See your online textbook (under "links") to review the Economic Policymaking chapter (uses Wal Mart as a case study).

(1) Case Study: Tunisia
In class, we highlighted & marked the attached article to identify which issues and events in Tunisia are primarily economic, and which are political, and took notes on the three news clips inserted into the article.

THE ECONOMY: Production & production relations... how people meet their basic needs.

POLITICS: Decision-making & influencing who gets what, where, when and how.

(2) Homework answered the question, "How does Tunisia show the relationship between economics & politics?" and you were asked to fill an index card with your answer.

(3) Economics & Politics Homework
For homework, we answered some questions about economics, politics, and capitalism.

(4) Economics & Politics Quiz
We took a quiz that used questions from the homework, to assess your knowledge of the relationship btwn economics & politics.

(5) "The Corporation" - this version has some ads
We watched this documentary and took notes on how corporations are both economic & political, and tried to deepen our understanding of capitalism by exploring the question, "Are corporations that take advantage of people in developing countries just a case of 'a few bad apples'?"

(6) Corporation Presentations
In class, we presented in groups, an answer to one of five questions relevant to the documentary, including, "How are corporations political?," "How/why is our survival based on the decisions of unelected people?," "How do U.S. corporations effect world economies?" and "What do corporations control, and what is out of their control?"

(7) Socialism: Utopian & Scientific
This is an excerpt from the above work by Frederick Engels, who puts forward a theory on the transition between feudalism & capitalism, and the re-organization of production that this consisted of.  Knowing that this is an attempt to describe the evolution of economics and its relationship to societal conflict, you annotated independently, and then were graded on your participation (checking your own understanding through discussion) in a conversation that went deeper into the claim that the combination of socialized production with privatized appropriation "contains the germ of the whole of social antagonisms of today."

(8) Mapping the System Project

Remember Thursday Offices Hours 3:10-4:30!  Those who attended last time had a much easier go at this quiz!

These are your eight grades so far for the 2nd semester.  Stay on top of it.

Elections 2010 Portfolio Artifact

Project Description:
We have reviewed this year's candidates and propositions, analyzed voting culture and party image, and deconstructed the system that employs government, big business, mass media, special interest groups, and finance.

     Now for a case study research task - a magazine expose portfolio artifact.  You will work as a team of reporters, hunting down data on a proposition or candidate from the 2010 mid-terms, analyzing their backgrounds, finances, & media coverage.  You will gather facts, but dig deeper into secrets and contradictions.

     You must question everything you read, see, and hear.  You must choose your team, set and meet your own deadlines, and adhere to your team contract at all times.

Unit Norms:
-ENGAGE: every single one of us
-Wrestle the angel     -Challenge everything  
-Consider: Everything you know is wrong
-Research with wild abandon (and research your research)
-Know your enemy     -Be scientific     -Trust outrage, but dig deeper

Research Prep: Reading
1. "For Governor, Vote None of the Above"
2. Ch. 11: Special Interest Groups 
    Notes: Special Interest Groups
3. Ch. 7: Mass Media
    Notes: Mass Media
4. CA Elections Cheat Sheet

Research Prep: Video Analyses
1. Don't Vote
2. Democrats are For the People (Paid For By Liberals)
3. The Tea Party is For the People (Paid For By Conservatives)
4. The Voting Trap

Artifact Materials
1. Artifact Assignment
2. Artifact Example

Teaming
1. Marshmallow Tower Video
2. Team Contract

Research Links

Alternative Constitution

In our efforts to imagine a better world, here is one well thought out alternative.  (Click on post title)

Field Trip This Sunday & Monday!

UPDATED:  Conservative Values, Rural Life, and the Tea Party Perspective.

Thank you to Sav & Lauren Bonty for hosting what will be a great time in Nicasio this weekend.  RSVP to Suzanne immediately if you are interested!

Permission Slip & Trip Details

Confirmed Guest List:

Kirsten, Sean, Gio, Merlin, Allie, Dalila, Edgar, Quinn

Parents & Students: if you can drive on Sunday, please meet me at 1:00 at Metro.  Some students may need to take public transportation if there are not enough cars.

Prepare for rain!  Bring BOOTS and a SLEEPING BAG, but don't worry about tents.

See you soon!

A Letter I Wrote To Your Teachers

Senior Teachers,

I wish you could have seen your students yesterday.  They latched on and warmed up to the speakers who were engaging, knowledgeable, and passionate about views that have been marginalized as "radical" such as:

-After all the changes I've seen in 47 years in Washington and 27 of them in the CIA, the most important for you to know is that there is no longer such thing as a free media in this country.

-(On his arrest) We can write all these intellectual papers and have deep conversations, but sometimes you have to put your body into it.

-Our troops used to be able to look their families in the face after having been to war, because they could know, "After all I've done, I've never tortured another man."  That has been taken from them.

-It is now an acceptable part of discourse within Congress to not answer the question, and then move on to the next question.

-This is a broken system. There are enough resources, and the CIA has enough information, to solve the world's woes, but this corrupt system that serves the few won't let it.

3rd period took a little longer to warm up than 4th,  Everyone in 4th period deserves props for digging in, sharing their beliefs and being honest about their misconceptions, grappling with abstract concepts, and taking advantage of the situation they were in.  Stamp.  Ready for college on that front.

There were many kids in 3rd period who are more introverted around strangers, especially experts, and would rather absorb and reflect than jump in and grapple, which is valid.  However, I wanted to highlight three individuals from that class who elegantly broke the formidable ice early on and made it easier for the rest of them to take some risks.  

Jack - He was intellectual and respectful, sometimes trying to answer the question the right way, but more often just openly seeking knowledge to add to his own, and humbly attempting connection-making between what he's heard and what he's hearing.  Philosopher.

Gio - After a few failed attempts to get them to vocalize how we'd prepared, I broke and said, "Oh, you guys are just nervous."  Giggles erupted and several admitted it was true.  Gio broke the wave of giggling with a three minute editorial: summary of the media we'd watched from WikiLeaks, the significance of the implications of the footage, and his emotional reaction and opinions on those matters.  Philosopher.

Maria - She was focused for 70 minutes, boldly stating her opinion when appropriate, and honestly admitting when she didn't understand certain implications, by respectfully interrupting the speakers and asking them for more information.  The presenters fell in love with her, and began to rely on her.  Philosopher.

I think I will give Fearless Philosopher Awards at the next CM.

Have a good weekend,
--
Suzanne Malek-Carter
Global Studies & AP U.S. Government
Metropolitan Arts and Tech HS
(415) 550-5920 ext. 123