Health https://www.morningsidecenter.org/ en Juul & a Vaping Crisis for Teens https://www.morningsidecenter.org/teachable-moment/lessons/juul-vaping-crisis-teens <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Juul &amp; a Vaping Crisis for Teens</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><strong>To the Teacher</strong></h4> <p>As of October 31, 2019, e-cigarettes had caused almost 1,900 illnesses and 37 deaths in the U.S., according to the U.S. <a href="https://www.cdc.gov/tobacco/basic_information/e-cigarettes/severe-lung-disease.html">Centers for Disease Control</a> (CDC).&nbsp; While the CDC has not yet determined exactly how vaping causes the lung disease, federal and state governments have introduced a variety of measures to slow or halt the sale of vaping products.</p> <p>This lesson examines the current state of the vaping crisis, how e-cigarettes work, the role of Juul, marketing to teens, and the government response to the vaping phenomenon. Students will discuss the business ethics and government role in controlling the use of vapes.</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="E-Cigarettes" data-entity-type="file" data-entity-uuid="1135d202-7620-4cca-be58-35cdb3e2b501" src="/sites/default/files/inline-images/ecigarette_0.jpg" width="1920" height="1280" loading="lazy"> <figcaption><em>E-Cigarettes. https://pixabay.com/users/sarahjohnson1-9536297</em></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <hr> <h3>&nbsp;</h3> <h3><strong>Student Quiz</strong><br> &nbsp;</h3> <p><strong>1.</strong> True or False</p> <p>In 2014, the Oxford English Dictionary named “vape” as its word of the year.<br> &nbsp;</p> <p><strong>2.&nbsp; </strong>Which two of the following are NOT stated values of Juul Labs, the American electronic cigarette company?</p> <p>a. Think big<br> b. Think small<br> c. Own the action<br> d. Move fast<br> e. Demand high standards<br> f.&nbsp; Make a meaningful, positive impact on our communities.<br> g. Grow money<br> &nbsp;</p> <p><strong>3.&nbsp;</strong> Percentage that Juul increased its sales between 2016 and 2017:</p> <p>a. 100%<br> b.&nbsp;67%<br> c.&nbsp;238%<br> d.&nbsp;-3%<br> e.&nbsp;641%<br> &nbsp;</p> <p><strong>4. </strong>True or False</p> <p>Nicotine causes cancer.<br> &nbsp;</p> <p><strong>5.</strong>&nbsp; What percentage of high school seniors (in 2018) said that they had vaped?</p> <p>a. 9.5%<br> b. about 80%<br> c.&nbsp;37%<br> d. between 50 and 60%<br> e. none of the above</p> <p>&nbsp;</p> <p><strong>Answers</strong></p> <p><strong>1. </strong>True &nbsp;&nbsp;&nbsp;<br> <br> <strong>2. </strong>b &amp; g: “think small” and &nbsp;“grow money”)<br> <br> <strong>3. </strong>e: 641%</p> <p><strong>4. </strong>False. Nicotine is dangerous because it is highly addictive, but it is the tar and other ingredients in cigarettes that cause cancer. A few&nbsp;<a href="https://en.wikipedia.org/wiki/Carcinogens" title="Carcinogens">carcinogens</a>&nbsp;commonly found in tar include&nbsp;<a href="https://en.wikipedia.org/wiki/Benzene" title="Benzene">benzene</a>,&nbsp;<a href="https://en.wikipedia.org/wiki/Acrylamide" title="Acrylamide">acrylamide</a>,&nbsp;and&nbsp;<a href="https://en.wikipedia.org/wiki/Acrylonitrile" title="Acrylonitrile">acrylonitrile</a>. According to the World Health Organization, 80 percent of all cases of lung cancer are attributable to smoking. Tar is present in marijuana smoke as well as cigarette smoke.</p> <p><strong>5.&nbsp;</strong> c: 37%&nbsp;&nbsp;</p> <p>&nbsp;</p> <hr> <h3><br> <strong>Student Reading:<br> Juul &amp; a Vaping Crisis for Teens</strong></h3> <p><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Juul%20%26%20a%20Vaping%20Crisis%20for%20Teens.pdf"><strong>pdf version</strong></a></p> <p><br> In the summer of 2019, the U.S. Centers for Disease Control (CDC) announced a pattern of vaping-related illnesses caused by e-cigarettes. By the end of October, the agency reported almost 1,900 vaping illnesses and 37 deaths.</p> <p>The victims were mostly young: two-thirds were aged 18 to 34 and 14 percent were under 18. The vape products involved mostly, though not always, THC as an ingredient. THC, or tetrahydrocannabinol, is a chemical in marijuana that is responsible for most of its psychological effects.</p> <p>In response to the crisis, both the CDC and the Food and Drug Administration (FDA) have recommended that people not use vape liquids that have THC and not buy any vaping products off the street.&nbsp; Some states have initiated their own bans on vaping products.</p> <p>The sudden health crisis reignited the controversy over e-cigarette marketing practices and what overall regulation is necessary.</p> <p><br> <strong>The Debut of E-Cigarettes</strong></p> <p>The modern e-cigarette made its debut in 2003 as a supposedly safer alternative to cancer-causing tobacco products. Instead of burning tobacco leaves, e-cigarettes heat a nicotine-laced liquid until it becomes an aerosol (or vapor), which the user then inhales. &nbsp;The main components of the device itself are a battery, heating unit and a liquid container. The e-liquid (aka vape juice) may contain nicotine, THC, and flavorings, in addition to the chemicals that enable the vaporization. Some vapes are refillable; others contain sealed pods.</p> <p>Juul began making e-cigarettes in 2010 with a pen-like device and introduced its current flash drive-like model in 2015. With its sleek design and quick nicotine effect, it caught on exceptionally quickly. The elegant design has been praised as “the iphone of smoking.” The pods are easily changed, and the battery easily charged. Juuls are small and resemble a USB flash drive. The size and innocent appearance are part of what makes Juuls attractive for students—they are easily hid from parents and teachers. And there is no cloud of smelly, toxic smoke.</p> <p>While e-cigarette sales had been flat for the years prior to the introduction of Juul, overall sales doubled in the two-and-a-half years following the introduction of Juul. Their sales went from&nbsp; 2.2 million devices in 2016 to 16.2 million in 2017.&nbsp; By the end of 2018, Juul accounted for almost 75% of all e-cigarette sales.</p> <p><br> <strong>Health Impact of Vaping</strong></p> <p>Vaping has been touted as a safer alternative to smoking, a way for addicted cigarette smokers to reduce the harm caused by smoking. Unfortunately, e-cigarettes were soon adopted by young people and others who had never previously smoked.</p> <p>Regular tobacco cigarettes contain some 7,000 chemicals, including many that are cancer-causing or toxic in other ways. Cigarettes are a leading killer of Americans; they result in about 500,000 deaths every year.</p> <p>We don’t know exactly what chemicals are in e-cigarettes, though they appear to contain fewer toxic chemicals than traditional cigarettes. However, a&nbsp;<a href="https://www.jhsph.edu/news/news-releases/2017/study-toxic-metals-found-in-e-cigarette-liquids.html" target="_blank">study by the Johns Hopkins Bloomberg School of Public Health&nbsp;</a>studied the vapors from 56 e-cigarette users and found hazardous levels of metals in them - including lead. These metals have been shown to cause cancers, lung and liver disease (among others) when inhaled.</p> <p>Like regular cigarettes, e-cigarettes contain the highly addictive substance nicotine. Nicotine releases a chemical called dopamine in the brain that teaches the brain to repeat the process. &nbsp;Nicotine can act as a neurotoxin and alter brain chemistry, so the brain doesn't function normally without it.&nbsp;A Juul pod contains about as much nicotine as a pack of regular cigarettes – delivering it up to 2.7 times faster than other e-cigarettes, increasing the potential for addiction.</p> <p>A study published in Nicotine &amp; Tobacco Research found that over half of e-cigarette users would like to quit – but haven’t been able to.<br> &nbsp;</p> <p><strong>Juul Marketing</strong><br> <br> Juul executives have always maintained that their product is intended for people who already smoke.</p> <blockquote> <p>"We don't want anyone who doesn't smoke, or already use nicotine, to use JUUL products. We certainly don't want youth using the product." - Kevin Burns, CEO Juul Labs</p> </blockquote> <blockquote> <p>“Juul was developed as a satisfying alternative to cigarettes. Learn about our mission to improve the lives of the world's one billion adult smokers by eliminating cigarettes.” - Juul homepage</p> </blockquote> <p><br> But the company has been charged with deliberately marketing Juul to young people. Juul offered flavors that were kid-friendly: cool cucumber, mango, crème brulee, and fruit medley. One CDC survey notes that 31 percent of survey respondents (all students in grades 6 to 12) chose e-cigarettes because of the sweet flavoring.</p> <p>Juul’s advertising campaigns seemed to target young people. Their early ads invariably featured young people looking cool and having fun. &nbsp;The models wore crop tops and torn jeans. They held skateboards and sported purple hair, &nbsp;listened to club music, and shared their Juuls. The ads bore the language of youth culture, featuring memes, pop stars, cartoons, slang, and humor. Juul hired social media “influencers” with large followings as part of a massive campaign on Instagram, Twitter, and YouTube. In 2016, 80 percent of middle school and high school students said they had seen e-cigarette advertising.</p> <p>The campaign proved enormously successful. Between 2017 and 2019, the percentage of high school and college students who vape more than doubled. 10th-graders who vape went from 8 percent to 20 percent. 2019 data shows nearly 12 percent of high school seniors vape daily (meaning 20 or more days per month). And more than 25 percent reported vaping in the past month.</p> <p>A Minnesota survey found that 44 percent of e-cig users were non-smokers, and a 2018 analysis in the Annals of Internal Medicine estimates almost two million Americans vape without having smoked.&nbsp; Those 44% are not substituting a safer addiction for a known dangerous addiction; they are introducing a new addiction (possibly for a lifetime) to their bodies.</p> <p><br> <strong>Reining In An Industry</strong></p> <p>Federal regulation of e-cigarettes has been lax and late. In 2015, the Food and Drug Administration planned regulations that would ban flavored e-liquids, but removed the ban under heavy pressure from industry lobbyists. In 2016, the agency asserted its jurisdiction over e-cigarettes, but announced rigorous review only of new vaping products, extending examination of existing products for five years.</p> <p>In 2018, under pressure from Congress, schools, health groups, and parents, the FDA took steps to address vaping by teens. They required stricter enforcement of age limits on retail stores, demanded action plans of the e-cigarette companies to reduce sales to minors, banned vaping flavors and demanded documents relating to marketing practices.</p> <p>Juul has also ceased its social media campaigns and in response to a lawsuit agreed to:</p> <ul> <li>stop using models under the age of 28</li> <li>stop promoting the product at public events which admit minors</li> <li>not permit employees to speak at schools</li> <li>not advertise near schools</li> <li>stop advertising in media whose audience is more than 15% under 21</li> </ul> <p>On November 5, 2019, the Journal of the American Medical Association published <a href="https://www.cnbc.com/2019/11/05/more-than-half-of-teens-who-vape-use-juul-new-studies-show.html">studies</a>&nbsp;showing that more than half of teens who vaped used Juul, and mint was the most popular flavor among high school kids. Two days later, Juul announced that it was halting sales of its mint flavor.</p> <blockquote> <p>“If you were to design your ideal nicotine-delivery device to addict large numbers of United States kids, you’d invent Juul.” --Jonathan Winickoff, pediatrician and professor at Harvard Medical School</p> </blockquote> <p><br> In December 2018, while Juul was facing mounting pressure to change its business practices, the company announced that Altria Group, the largest tobacco company in the U.S., was buying a 35 percent share in Juul.</p> <p>For Juul, the move brings in the legal, lobbying, and public relations muscle of a giant corporation with decades experience fighting regulation. And since many retailers, including Walmart, have stopped selling e-cigarettes, Juul will benefit from Altria’s power in the retail world. For Altria, the acquisition was a recognition of the shrinking market of tobacco and a way to capture the main manufacturer of a competing product.</p> <p>Even if cigarette sales continue to drop, they hope to count on those newly addicted to nicotine—through vaping—to make up the shortfall.</p> <p>&nbsp;</p> <p><strong>Glossary</strong></p> <p><strong>THC </strong>(tetrahydrocannabinol) is the main psychoactive compound in marijuana that gives the high sensation.</p> <p><strong>Nicotine</strong> is the highly addictive drug found in tobacco products and in most e-cigarettes.</p> <p><strong>Dopamine</strong> is a chemical that is responsible for transmitting messages between brain cells. It plays an important role in learning, movement, and emotions—as well as addiction.</p> <p>&nbsp;</p> <hr> <h3><br> <strong>Discussion</strong><br> &nbsp;</h3> <ol> <li>Los Angeles&nbsp;Times business columnist Michael Hiltzik was told by a Juul spokesperson:&nbsp; “We have never marketed to youth and we never will.” Could this be true? If so, what would explain the images and style of their advertising? If not true, why say it to a business columnist?<br> &nbsp;</li> <li>The stated mission of Juul is “improve the lives of the world’s one billion adult smokers by eliminating cigarettes.” How does that square with being controlled by the world’s largest tobacco company?<br> &nbsp;</li> <li>If you have friends that Juul, do you think they are aware of the addiction risk?&nbsp;<br> &nbsp;</li> <li>Should high schoolers be allowed to buy and use e-cigarettes? Why or why not?<br> &nbsp;</li> <li>What is the role of government with respect to addictive substances? Should they be banned? Criminalized? Legalized? Regulated?</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> <h4><strong>Sources</strong></h4> <p><a href="https://www.cnn.com/2019/10/31/health/vaping-lung-injuries-1888-cdc-bn/index.html">https://www.cnn.com/2019/10/31/health/vaping-lung-injuries-1888-cdc-bn/index.html</a></p> <p><a href="https://time.com/5680988/juul-vaping-health-crisis/">https://time.com/5680988/juul-vaping-health-crisis/</a></p> <p><a href="https://www.pewresearch.org/fact-tank/2019/09/26/vaping-survey-data-roundup/">https://www.pewresearch.org/fact-tank/2019/09/26/vaping-survey-data-roundup/</a></p> <p><a href="https://www.usnews.com/news/healthiest-communities/articles/2019-09-30/vaping-in-america-by-the-numbers">https://www.usnews.com/news/healthiest-communities/articles/2019-09-30/vaping-in-america-by-the-numbers</a></p> <p><a href="https://www.alternet.org/2019/10/heres-the-truth-behind-the-vaping-crisis-and-the-governments-bizarre-reaction-to-it/">https://www.alternet.org/2019/10/heres-the-truth-behind-the-vaping-crisis-and-the-governments-bizarre-reaction-to-it/</a></p> <p><a href="https://www.cnet.com/news/juul-what-is-it-how-does-it-work-and-is-it-safe/">https://www.cnet.com/news/juul-what-is-it-how-does-it-work-and-is-it-safe/</a></p> <p><a href="https://time.com/5680988/juul-vaping-health-crisis/">https://time.com/5680988/juul-vaping-health-crisis/</a></p> <p><a href="https://www.ceh.org/news-events/press-releases/content/ceh-settles-juul-worlds-largest-e-cigarette-provider-signs-first-legally-binding-agreement-restricting-marketing-children-teens/">https://www.ceh.org/news-events/press-releases/content/ceh-settles-juul-worlds-largest-e-cigarette-provider-signs-first-legally-binding-agreement-restricting-marketing-children-teens/</a></p> <p><a href="https://www.newyorker.com/magazine/2018/05/14/the-promise-of-vaping-and-the-rise-of-juul">https://www.newyorker.com/magazine/2018/05/14/the-promise-of-vaping-and-the-rise-of-juul</a></p> <p><a href="https://truthinitiative.org/research-resources/emerging-tobacco-products/most-juul-related-instagram-posts-appeal-youth-culture">https://truthinitiative.org/research-resources/emerging-tobacco-products/most-juul-related-instagram-posts-appeal-youth-culture</a></p> <p><a href="https://tobaccocontrol.bmj.com/content/28/2/146">https://tobaccocontrol.bmj.com/content/28/2/146</a></p> <p><a href="https://www.vox.com/2019/1/25/18194953/vape-juul-e-cigarette-marketing">https://www.vox.com/2019/1/25/18194953/vape-juul-e-cigarette-marketing</a></p> <p><a href="https://www.salon.com/2019/10/29/the-vaping-crisis-is-real-but-the-government-reaction-to-it-bizarrely-misses-the-point_partner/">https://www.salon.com/2019/10/29/the-vaping-crisis-is-real-but-the-government-reaction-to-it-bizarrely-misses-the-point_partner/</a></p> <p><a href="https://www.forbes.com/sites/kathleenchaykowski/2018/11/16/the-disturbing-focus-of-juuls-early-marketing-campaigns/#76a935e614f9">https://www.forbes.com/sites/kathleenchaykowski/2018/11/16/the-disturbing-focus-of-juuls-early-marketing-campaigns/#76a935e614f9</a></p> <p><a href="https://www.health.state.mn.us/communities/tobacco/data/index.html#adulteciguse">https://www.health.state.mn.us/communities/tobacco/data/index.html#adulteciguse</a></p> <p><a href="https://www.cardiovascularbusiness.com/topics/healthcare-economics/19m-us-e-cig-users-have-never-smoked-cigarettes">https://www.cardiovascularbusiness.com/topics/healthcare-economics/19m-us-e-cig-users-have-never-smoked-cigarettes</a></p> <p><a href="http://tobacco.stanford.edu/tobacco_main/publications/JUUL_Marketing_Stanford.pdf">http://tobacco.stanford.edu/tobacco_main/publications/JUUL_Marketing_Stanford.pdf</a></p> <p><a href="https://www.inquirer.com/health/smoking-e-cigarette-vaping-quit-nicotine-cigarettes-rutgers-20190528.html">https://www.inquirer.com/health/smoking-e-cigarette-vaping-quit-nicotine-cigarettes-rutgers-20190528.html</a></p> <p><a href="https://www.cnbc.com/2019/11/07/juul-halts-sales-of-its-popular-mint-flavor.html">https://www.cnbc.com/2019/11/07/juul-halts-sales-of-its-popular-mint-flavor.html</a></p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2019-11-19T13:55:08-05:00" title="Tuesday, November 19, 2019 - 13:55">November 19, 2019</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 19 Nov 2019 18:55:08 +0000 Laura McClure 1373 at https://www.morningsidecenter.org Flint Water Crisis: Environmental Racism at Work? https://www.morningsidecenter.org/teachable-moment/lessons/flint-water-crisis-environmental-racism-work <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Flint Water Crisis: Environmental Racism at Work?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:</h4> <p>Early this year a state of emergency was declared for the city of Flint, Michigan, because of alarmingly high levels of lead in the city's water. Currently, more than 100,000 people do not have access to safe drinking water in this struggling city. Studies have shown that a substantial percentage of children in the city have elevated levels of lead in their blood, which represents a serious public health crisis.</p> <p>The disaster in Flint has opened up a debate about what is known as "environmental racism." This term is used to describe the way communities of color are disproportionately impacted by pollution and environmental disasters. For some, the situation in Flint is a prime example of environmental racism and discrimination. The majority of the city's residents are African-American, and almost half live in poverty.</p> <p>This lesson consists of two readings designed to encourage discussion about the situation in Flint and to introduce students to the concept of environmental racism. The first reading describes the concept of environmental racism and explains why it provides a useful lens for making sense of many environmental problems. The second reading discusses how this concept applies to the crisis in Flint. Questions for discussion follow each reading.<br> &nbsp;</p> <hr> <h4><br> Reading 1<br> What is "Environmental Racism"?</h4> <p>&nbsp;</p> <p>"Environmental racism" is a term used to describe how communities of color are unfairly impacted by pollution and environmental disasters. It refers to "the disproportionate exposure of Blacks to polluted air, water and soil," writes <a href="http://www.nytimes.com/2016/01/22/us/a-question-of-environmental-racism-in-flint.html?_r=1"><em>New York Times</em> </a>reporter John Eligon. "It is considered the result of poverty and segregation that has relegated many Blacks and other racial minorities to some of the most industrialized or dilapidated environments."</p> <p>First coined in the 1980s, "environmental racism" remains a useful way to talk about how exposure to pollution and environmental hazards varies according to a person's race, economic status, and political power. The concept is also useful in discussing the impact of climate change, which tends to disproportionately affect people of color and low-income communities around the world.</p> <p>In his <em>New York Times </em>article, Eligon provides some concrete examples of environmental racism:</p> <p style="margin-left:35.45pt;">Many [civil rights] advocates assert that environmental racism is a major reason Black people in Louisiana's factory-laden "Cancer Alley" contract the disease at higher rates, or why the most polluted zip code in Michigan is in a southwest pocket of Detroit that is 84 percent Black.</p> <div> <p style="margin-left:35.45pt;">Many also say that environmental racism&nbsp;left Blacks confined to the most flood-prone parts of New Orleans, and that the government was slow to respond to the agonies immediately after&nbsp;Hurricane Katrina. President George W. Bush staunchly rejected that assertion.</p> <p style="margin-left:35.45pt;">Environmental decisions are often related to political power. In some cities, garbage incinerators have been built in African-American neighborhoods that do not have the political clout to block them.<br> &nbsp;</p> <p>Recent scientific research confirms the existence of racial disparities in exposure to environmental risk. In an April 17, 2014, article for <a href="http://thinkprogress.org/health/2014/04/17/3427918/why-air-pollution-is-a-racial-issue/">ThinkProgress.org</a>, reporter Carmiah Townes discussed a University of Minnesota study that revealed a strong connection between race and the effects of air pollution:</p> <p style="margin-left:35.45pt;">A study produced by the University of Minnesota concluded that race is a determining factor in who is most affected by air pollution. Specifically, non-white people breathe air that is substantially more polluted than the air that white people breathe.</p> <p style="margin-left:35.45pt;">According to Julian Marshall, who led the University's research,&nbsp;race outweighed income&nbsp;in regards to who is most affected by poor air quality. When low-income white people were compared to high-income Hispanic people, the latter group experienced higher levels of nitrogen dioxide. Altogether, people of color in the U.S. breathe air with 38 percent more nitrogen dioxide in it than their white counterparts, particularly due to power plants and exhaust from vehicles.</p> <p style="margin-left:35.45pt;">"We were quite surprised to find such a large disparity between whites and nonwhites related to air pollution," Marshall told the Minnes</p> <p style="margin-left:35.45pt;">ota Post. "Especially the fact that this difference is throughout the U.S., even in cities and states in the Midwest."</p> <p style="margin-left:35.45pt;">Other evidence has also pointed to disproportionately high levels of air pollution in low-income and non-white communities. A 2012 study conducted by Yale University researchers&nbsp;revealed&nbsp;that "potentially dangerous compounds such as vanadium, nitrates and zinc" exist in locations with high concentrations of people of color, including African- Americans, Hispanics, and Asians....</p> <p style="margin-left:35.45pt;">Dirty air is linked to asthma, kidney damage, heart disease, and&nbsp;cancer. Drawing on data from 2009 to 2011, State of the Air concluded that&nbsp;42 percent&nbsp;of people living in the U.S., alone, reside in areas with "pollution levels [that] are too often dangerous to breath."&nbsp;<br> &nbsp;</p> <p>Activists around the country are organizing against environmental racism and for "environmental justice." The <a href="http://www3.epa.gov/environmentaljustice/">Environmental Protection Agency</a> defines environmental justice as</p> <p style="margin-left:35.45pt;">...the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. EPA has this goal for all communities and persons across this Nation. It will be achieved when everyone enjoys the same degree of protection from environmental and health hazards and equal access to the decision-making process to have a healthy environment in which to live, learn, and work.&nbsp;</p> <p>For many years, people of color and the poor have suffered far more than other populations from the degradation of our environment. Thanks to the work of environmental justice advocates, the concept of environmental racism has given people a way to talk about this phenomenon and has motivated them to fight back against it.<br> &nbsp;</p> <hr> <h4>For Discussion<br> &nbsp;</h4> <ol> <li> <p>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about&nbsp;what you read?</p> </li> <li> <p>According to the reading, what is environmental racism?&nbsp;</p> </li> <li> <p>When we talk about environmentalism, many people think about forest and wilderness areas rather than densely populated cities. How does the concept of environmental racism help us to redefine environmentalism to apply to urban areas?</p> </li> <li> <p>What does environmental racism have to do with climate change?</p> </li> <li> <p>According to the reading, what is the concept of "environmental justice"? Why is this concept important?&nbsp;</p> </li> </ol> <p>&nbsp;</p> <hr> <p style="margin-left:.75in;">&nbsp;</p> <h4>Reading 2<br> Flint Water Crisis: Environmental Racism?</h4> <p>Early this year, officials declared a state of emergency for the city of&nbsp;Flint, Michigan, because of alarmingly high levels of lead in the city's water. &nbsp;Currently, more than 100,000 people in Flint do not have access to safe drinking water.</p> <p>Although the issue has only gained significant media attention in recent months, the water crisis in Flint has been going on for nearly two years. In April 2014, a state-appointed emergency manager tried to cut costs by switching the city's drinking water from the Detroit water system to the Flint River—the former dumping ground of General Motors, which had auto plants in Flint. A study released in September 2015 revealed that since the time when the water source was switched, the percentage of children under age five in Flint with elevated levels of lead in their blood has nearly doubled.&nbsp; This was because the corrosive, polluted water from the Flint River caused lead to leach from the city's old pipes. This leaching could have been avoided if the water had been treated.</p> <p>In a January 20, 2016, article for the <a href="http://www.newyorker.com/news/news-desk/the-crisis-in-flint-goes-deeper-than-the-water"><em>New Yorker</em></a>, staff writer Evan Osnos described the widespread indifference and denial among Michigan officials in the face of a mounting crisis:</p> <p style="margin-left:35.45pt;">Last July, after more than a year of public complaints about the drinking water in Flint, Michigan—water so pungent and foamy that a local pastor had stopped using it for baptisms— reporters were calling the state's Department of Environmental Quality. The response from the department was of limited urgency. In an internal e-mail to colleagues, a spokeswoman, Karen Tommasulo, wrote, "Apparently it's going to be a thing now."</p> <p>The D.E.Q. tried to stop the water from becoming a thing, partly by downplaying concerns. A memo from the U.S. Environmental Protection Agency warned that the city's use of a new water source was exposing the public to unsafe levels of lead, but Brad Wurfel, the department's lead spokesperson, told a reporter, "Let me start here—anyone who is concerned about lead in the drinking water in Flint can relax." Even after a group of Virginia Tech researchers found unsafe levels of lead, Wurfel disputed the importance of the findings because, he wrote, the group "specializes in looking for high lead problems. They pull that rabbit out of that hat everywhere they go." He added that "dire public health advice based on some quick testing could be seen as fanning political flames irresponsibly. Residents of Flint concerned about the health of their community don't need more of that."</p> <p>As it turns out, the residents of Flint needed much more of that. The state's inept response is now a full-blown national scandal. President Obama has declared an emergency in Flint, making available five million dollars in federal assistance. Much of the blame falls on Governor Rick Snyder, who acknowledged, on Tuesday, that he had run out of excuses. "I am sorry; we will fix this," he said, in his State of the State address. He thanked the whistle-blowers, and promised to seek millions more in state funds for bottled water, health care, and infrastructure fixes. Facing calls for his resignation, he told the people of Flint and elsewhere, "You deserve accountability. You deserve to know that the buck stops here, with me. Most of all, you deserve to know the truth."<br> &nbsp;</p> <p>Governor Snyder, a Republican, has nevertheless denied that the water crisis in Flint, a predominantly Black and poor city, is an instance of environmental racism. As Scott Bixby reported in a January 22, 2016, article for the <a href="http://www.theguardian.com/us-news/2016/jan/22/flint-water-crisis-michigan-governor-says-environmental-racism-not-to-blame"><em>Guardian</em>:</a></p> <p style="margin-left:35.45pt;">Michigan's embattled governor, Rick Snyder, declared on Friday morning that despite assertions to the contrary, the&nbsp;Flint water crisis&nbsp;is "absolutely not" a case of environmental racism.</p> <p style="margin-left:35.45pt;">In an&nbsp;interview&nbsp;on MSNBC's Morning Joe, the Republican governor acknowledged "major failures" on the part of the state's government in addressing the lead contamination that has poisoned thousands of residents of Flint, Michigan, but strongly resisted charges that racism was one of those failures.</p> <p style="margin-left:35.45pt;">"I've made a focused effort since before I started in office to say we need to work hard to help people that have the greatest need," Snyder said. "This was a terrible tragedy. These people work for me. And that's why it was important to accept responsibility, and my focus is on fixing this problem."<br> &nbsp;</p> <p>For many observers, however, Governor Snyder's characterization&nbsp;of the situation as simply a bureaucratic problem does not add up. Despite overwhelming evidence of a serious problem, state officials took no action while the residents of Flint were poisoned. Skeptics have asked, "Could this have happened in an affluent white suburb?" As journalist Jaimee Smith argued in a January 24, 2016, article for <a href="http://thegrio.com/2016/01/24/flint-water-environmental-racism-Blacks/">theGrio.com</a>, the crisis in Flint fits into a broad, nationwide pattern of systemic neglect for the health and&nbsp;safety of people of color and the poor:<br> &nbsp;</p> <p class="rteindent1">The water crisis in Flint, Michigan is more than just a natural disaster or a series of unfortunate, environmental events—it is an inexcusable, egregious human and health rights violation against a majority Black city, where 56 percent of the population is African-American....</p> <p class="rteindent1">Unfortunately, Flint is not the only city where African-Americans and people of color are suffering from the onslaught of environmental racism and discrimination. Detroit schools are so heavily infested with rats, roaches and mold that&nbsp;more than 85 schools closed on Wednesday, as teachers staged a sickout in protest to the deplorable conditions. In Baltimore, the levels of lead poisoning among children is&nbsp;three times the national rate. Before Freddie Gray became a victim of racialized state violence in Baltimore, he too was a victim of lead poisoning as a young child; tests showed that&nbsp;his blood lead levels were as high as seven times&nbsp;the reference level given by the Centers for Disease Control.</p> <p class="rteindent1">&nbsp;</p> <p>Based on such evidence, advocates of environmental justice conclude that if future cases of environmental racism are to be prevented it will require community members coming together to demand change.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>For Discussion<br> &nbsp;</h4> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read<br> &nbsp;</li> <li>Governor Rick Snyder does not see the Flint crisis as a case of environmental racism. What is his position?<br> &nbsp;</li> <li>How do advocates of environmental justice respond? Why do they see environmental racism at work in this instance?<br> &nbsp;</li> <li>If officials are working to address the crisis in Flint, does it matter whether we call it "environmental racism"? Why or why not?<br> &nbsp;</li> <li>Do you think that understanding the concepts of environmental racism and environmental justice make it more likely that we can prevent crises like that in Flint in the future?</li> </ol> <p style="margin-left:.75in;">&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Extension Activity</h4> <p>Assign students to research charges of environmental racism in their community or region.&nbsp; Ask them to come to the next class with a brief description of the concern, and a list of what groups, if any, are working to address it.&nbsp;</p> <p>When the class reconvenes, ask students to share what they've learned. Guide the class in selecting one of the charges of environmental racism to research.&nbsp; Help them develop research questions and a strategy for answering those questions.&nbsp; This might include interviewing activists who are organizing on the issue.&nbsp; Once students have completed their research, encourage them to publicize their findings.</p> <p><em>Photo above (c)&nbsp;<a href="https://www.flickr.com/photos/keoni101/5188977419/in/photolist-8UwScV-Lb9cP-aqnweF">Keoni Cabral</a></em></p> <p>&nbsp;</p> </div> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-02-27T14:43:17-05:00" title="Saturday, February 27, 2016 - 14:43">February 27, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 27 Feb 2016 19:43:17 +0000 fionta 409 at https://www.morningsidecenter.org Should Marijuana Be Decriminalized? https://www.morningsidecenter.org/teachable-moment/lessons/should-marijuana-be-decriminalized <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Should Marijuana Be Decriminalized?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To The Teacher:</h4> <p>Over the past several years, more and more states have passed laws legalizing the medical use of marijuana or reducing penalties for possessing small amounts of the substance. More recently, support for full legalization of marijuana has been spreading, with citizens in Colorado and Washington state voting overwhelming to legalize marijuana. In 2014, voters in Washington, D.C., also moved to legalize, although congressional Republicans have tried to block implementation.</p> <p>This lesson consists of two readings to help students think critically about U.S. marijuana policy and the debates surrounding it. The first reading weighs arguments for and against marijuana legalization, looking at some of the practical impacts in states that have changed their policies. The second reading considers whether marijuana laws are enforced in a racially discriminatory way.</p> <p>Questions for discussion follow each reading.<br> &nbsp;</p> <hr> <h4><br> Reading 1:<br> Marijuana—Regulation or Criminalization?</h4> <p>Over the past several years, more and more states have passed laws legalizing the medical use of marijuana or reducing penalties for possessing small amounts of the substance. More recently, support for full legalization of marijuana has been spreading, with citizens in Colorado and Washington State voting overwhelming to legalize marijuana as of 2012. In 2014, voters in Washington, D.C., also moved to legalize, although congressional Republicans have tried to block implementation.</p> <p>Many remain opposed to legalizing pot.&nbsp; In 2014, the <a href="http://www.aacap.org/AACAP/Policy_Statements/2014/aacap_marijuana_legalization_policy.aspx">American Academy of Child and Adolescent Psychiatry</a> issued a statement opposing legalization because of the drug’s impact on young people:</p> <p style="margin-left:35.45pt;">Marijuana use is not benign, and adolescents are especially vulnerable to its many known adverse effects. One in six adolescent marijuana users develop cannabis use disorder, a well characterized syndrome involving tolerance, withdrawal, and continued use despite significant associated impairments. Heavy use during adolescence is associated with increased incidence and worsened course of psychotic, mood, anxiety, and substance use disorders across the lifespan.</p> <p>Like many other opponents of legalization, former Drug Enforcement Administration director Asa Hutchinson argues that "legalizing the drug will swell societal ills, and this outweighs the monetary benefits that might be achieved from its lawful sale." He wrote in an April 20, 2015 editorial for <a href="http://www.cnbc.com/id/36267217">CNBC.com</a>:</p> <p style="margin-left:35.45pt;">This is not the first time legalization has come to the fore. In the 1970s, Alaska legalized the drug—only to recriminalize it in 1990 after Alaskan teen marijuana use jumped to twice the national average. This is clear evidence that if legalized, marijuana use will increase (even among children).</p> <p style="margin-left:35.45pt;">There are significant cost burdens that come along with increased marijuana use. For example, there will be a greater social cost from decline in&nbsp;worker productivity and school performance. Legalization will also lead to a greater need for drug education, rehabilitation and treatment. And there will be costs associated with selling the drug.</p> <p>However, other experts contend that these concerns are overblown. &nbsp;Proponents of legalization argue that marijuana is no more dangerous or addictive than alcohol. As Christopher Ingraham reports in a February 23, 2015, article for the <a href="http://www.washingtonpost.com/news/wonkblog/wp/2015/02/23/marijuana-may-be-even-safer-than-previously-thought-researchers-say/"><em>Washington Post</em></a>:</p> <p style="margin-left:35.45pt;">Compared with other recreational drugs — including alcohol — marijuana may be even safer than previously thought. And researchers may be systematically underestimating risks associated with alcohol use.</p> <p style="margin-left:35.45pt;">Those are the top-line findings of&nbsp;recent research&nbsp;published in the journal Scientific Reports, a subsidiary of&nbsp;Nature. Researchers sought to quantify the risk of death associated with the use of a variety of commonly used substances. They found that at the level of individual use, alcohol was the deadliest substance, followed by heroin and cocaine.</p> <p style="margin-left:35.45pt;">And all the way at the bottom of the list? Weed — roughly 114 times less deadly&nbsp;than booze, according to the authors, who ran calculations&nbsp;that compared lethal doses of a given substance with the amount that a typical person uses....</p> <p style="margin-left:35.45pt;">What is unique is how these substances are treated under the law, and particularly the way in which alcohol and nicotine essentially get a free pass under the Controlled Substances Act, the cornerstone of the nation's drug policy.</p> <p>Proponents also argue that legalizing marijuana allows it to be regulated and taxed, just as we regulate and tax cigarettes and alcohol - and this will bring in significant tax revenue. A portion of this new revenue can be used to fund public health initiatives for drug users and education aimed at preventing irresponsible use. In a December 30, 2014 article for the <a href="http://www.huffingtonpost.com/art-way/colorado-and-marijuana-le_b_6397664.html"><em>Huffington Post</em>,</a> Art Way of the Drug Policy Alliance described how revenue from taxes on marijuana has been used in Colorado:</p> <p style="margin-left:35.45pt;">The bulk of [marijuana] revenue will go towards youth prevention efforts focused on marijuana and overall mental health. Already, we're seeing dividends. The early returns after a year of decriminalization in 2013 are favorable showing a slight decline in youth use&nbsp;rates....</p> <p style="margin-left:35.45pt;">Also,&nbsp;traffic fatalities are near historic lows, and slightly lower than what we saw in 2013. I'm not claiming a direct causation to marijuana legalization, but marijuana legalization certainly has not hurt Colorado.</p> <p>Indeed, many of the grim predictions from legalization opponents have not come to pass in Colorado and Washington after a year of the substance being legal. As Phillip Smith reports in a July 8, 2015 article for <a href="http://www.alternet.org/drugs/marijuana-legalization-sky-has-not-fallen-washington-state"><em>Alternet.org</em></a>:</p> <p style="margin-left:35.45pt;">Wednesday marked the one-year anniversary of retail marijuana sales in Washington, and, amazingly enough, the state seems to not only have survived legalization, but to have actually benefited from it...</p> <p style="margin-left:35.45pt;">To mark the date, the Drug Policy Alliance has issued a&nbsp;report&nbsp;on what has happened since legalization arrived, and it likes what it sees: "Since adult possession of marijuana became legal eighteen months ago, the state has benefitted from a dramatic decrease in marijuana arrests and convictions, as well as increased tax revenues. During the same period, the state has experienced a decrease in violent crime rates. In addition, rates of youth marijuana use and traffic fatalities have remained stable." ...</p> <p style="margin-left:35.45pt;">It's not just Washington.&nbsp;Similar results have been reported from Colorado. It is becoming increasingly clear that the dire warnings of crime, delinquency, car wrecks, moral decay, and social collapse heard from legalization foes have not happened. In fact, life seems to pretty much go on as before, except with fewer pot busts and criminal justice system costs, more jobs and economic growth, and more tax revenues.</p> <p>In the coming year, a large number of states are expected to hold their own votes on the legal status of marijuana, ensuring that the debate will continue.</p> <p>&nbsp;</p> <h4><br> For Discussion:</h4> <ol> <li style="margin-left: 0.5in;">How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li style="margin-left: 0.5in;">According to the reading, what are some of the key reasons given by opponents of marijuana legalization? Which of these reasons is most convincing to you? Can you think of any other potential problems that legalizing marijuana might pose?<br> &nbsp;</li> <li style="margin-left: 0.5in;">What do you think of the idea of taxing sales of intoxicating substances such as alcohol and marijuana? Is this a convincing argument for legalizing marijuana, or do you think it is a morally problematic way of raising revenue for public programs?<br> &nbsp;</li> <li style="margin-left: 0.5in;">If a measure to legalize marijuana similar to the ones passed in Colorado or Washington came up for a vote in your state, would you be likely to support or oppose it? Explain your reasoning.<br> &nbsp;</li> </ol> <hr> <p>&nbsp;</p> <h4>Reading 2:<br> Marijuana Criminalization &amp; the Justice System</h4> <p><br> Another controversy swirls around marijuana: racial discrimination in the way marijuana laws are enforced. While Blacks and whites are believed to use marijuana in roughly equal numbers, African-Americans are much more likely to face criminal charges for possessing the drug.</p> <p>In a November 18, 2013 article for the <em><a href="http://www.thenation.com/article/scandal-racist-marijuana-arrests-and-what-do-about-it/">Nation</a>, </em>Sociologist Harry Levine argued that when it comes to low-level marijuana offenses, the U.S. has two unequal justice systems. Levine writes:</p> <p style="margin-left:35.45pt;">?"Whites Smoke Pot, but Blacks Are Arrested." That was the headline of a column by Jim Dwyer, the great Metro desk reporter for <em>The New York Times</em>, in December 2009. Although Dwyer was writing about New York City, he summed up perfectly two central and enduring facts about marijuana use and arrests across the country: whites and blacks use marijuana equally, but the police do not arrest them equally. A third important fact: the vast majority (76 percent) of those arrested and charged with the crime of marijuana possession are young people in their teens and 20s.<br> <br> ?Over the last fifteen years, police departments in the United States made 10 million arrests for marijuana possession—an average of almost 700,000 arrests a year. Police arrest blacks for marijuana possession at higher rates than whites in every state and nearly every city and county —as FBI Uniform Crime Reports and state databases indisputably show.... For years, police in New York and Chicago have arrested more young blacks and Latinos for simple marijuana possession than for any other criminal offense whatsoever....</p> <p style="margin-left:35.45pt;">[A]cross the United States, one-third of marijuana arrestees are teenagers; 62 percent are age 24 or younger; and most of them are ordinary high school or college students and young workers....</p> <p style="margin-left:35.45pt;">Police officers patrolling in middle- and upper-middle-class neighborhoods typically do not search the vehicles and pockets of white people, so most well-off whites enjoy a <em>de facto </em>legalization of marijuana possession. Free from the intense surveillance and frequent searches that occur in other neighborhoods, they have little reason to fear a humiliating arrest and incarceration. This produces patterns, as in Chicago, where whites constitute 45 percent of the population but only 5 percent of those arrested for possession.</p> <p>Many criminal justice experts also argue that prosecuting people for marijuana possession is an inefficient use of police officers’ time and public resources. As reporter Kristen Gwynne writes in a June 27, 2013, article in <a href="http://www.rollingstone.com/politics/news/five-reasons-cops-want-to-legalize-marijuana-20130627"><em>Rolling Stone</em>,</a> police officers feel that every arrest they make for possession of marijuana costs valuable time they could be spending on more serious crimes:</p> <p style="margin-left:35.45pt;">In the past decade, police made more than 7 million marijuana arrests, 88 percent of them for&nbsp;possession alone. In 2010, states spent $3.6 billion enforcing the war on pot, with blacks nearly four times as likely as whites to be arrested. That's a lot of police time and resources wasted, says former Seattle Chief of Police Norm Stamper, who had an "aha moment" about marijuana policy while working for the San Diego Police Department in the late 1960s.</p> <p style="margin-left:35.45pt;">"I had arrested a 19-year-old&nbsp;in his parents' home for the possession of a very small quantity of marijuana, and put him in the backseat of a caged police car, after having kicked down his door," recalls Stamper. While driving the prisoner to jail, he says, "I realized, mainly,&nbsp;that I could have been doing real police work, but instead I'm going to be out of service for several hours impounding the weed, impounding him, and writing arrest, impound, and narcotics reports. I was away from the people I had been hired to serve and in no position to stop a reckless drunk driver swerving all over the road, or to respond to a burglary in progress, or intervene in domestic violence situation."</p> <p style="margin-left:35.45pt;">Cops have limited resources, and spending them on marijuana arrests will inevitably divert them from other policing. Adds Stamper, "In short, making a marijuana arrest for a simple possession case was no longer, for me, real police work."</p> <p>In a March 2015 interview, President Obama rejected legalization as a blanket solution for all drugs, but expressed support for efforts to decriminalize marijuana. Ben Kamisar quoted the Obama interview in a report for <a href="http://thehill.com/blogs/blog-briefing-room/235876-obama-legalized-pot-not-a-panacea"><em>The Hill</em>:</a></p> <p style="margin-left:35.45pt;">"Legalization or decriminalization is not a panacea. Do you feel the same way about meth? Do we feel the same way about coke? How about crack? How about heroin?" Obama said during an interview with <em>Vice News</em> released Monday.</p> <p style="margin-left:35.45pt;">"There is a legitimate, I think, concern about the overall effects this has on society and particularly vulnerable parts of society. Substance abuse generally, legal and illegal substances, is a problem."</p> <p style="margin-left:35.45pt;">Obama added that "locking somebody up for 20 years probably isn't the best strategy" to combat drug abuse. He said that he supports efforts to decriminalize marijuana, lessening legal penalties associated with it, in order to cut down on the disproportionate amount of poor and minority adults in prison for drug violations.</p> <p style="margin-left:35.45pt;">"I’d separate out the issue of the criminalization of marijuana to encouraging its use," he said.<br> &nbsp;</p> <hr> <p style="margin-left:35.45pt;">&nbsp;</p> <h4>For Discussion</h4> <ol> <li style="margin-left: 0.5in;">How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li style="margin-left: 0.5in;">African-Americans are far more likely to be arrested for possessing marijuana than whites. According to the reading, what are some of the reasons for this?<br> &nbsp;</li> <li style="margin-left: 0.5in;">Former Seattle police chief Norm Stamper argues that if marijuana was legal, police resources could be better used to prevent more serious crimes. Do you find his argument persuasive? Do you think you would feel more or less safe in a state when marijuana was legal? Explain your reasoning.<br> <br> &nbsp;</li> <li style="margin-left: 0.5in;">What do you think of President Obama's position on drug legalization? If you support decriminalizing marijuana, how do you feel about regulating other addictive substances?</li> </ol> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-08-20T11:14:30-04:00" title="Thursday, August 20, 2015 - 11:14">August 20, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Thu, 20 Aug 2015 15:14:30 +0000 fionta 447 at https://www.morningsidecenter.org Ebola in Africa: Fostering Empathy in an Interconnected World https://www.morningsidecenter.org/teachable-moment/lessons/ebola-africa-fostering-empathy-interconnected-world <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Ebola in Africa: Fostering Empathy in an Interconnected World</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><strong>Gathering</strong></h4> <p>Share one thing that has stood out for you about reporting on the Ebola outbreak since a Liberian man infected with the disease died in Dallas.</p> <p>If you did the <a href="http://www.morningsidecenter.org/teachable-moment/lessons/lesson-ebola">earlier lesson plan on Ebola</a>, consider asking instead:</p> <p>Share one thing that has stood out for you about Ebola reporting since we last met to talk about the outbreak of the disease.&nbsp;</p> <hr> <h4><strong>Ideal World?</strong></h4> <p>Ask a volunteer or two to read the following excerpt from the <em><a href="http://www.washingtonpost.com/blogs/worldviews/wp/2014/10/01/ebola-panic-in-america-might-help-save-lives-in-africa/">Washington Post</a></em></p> <p style="margin-left:.5in;">[The panic that followed the announcement of the first confirmed case of Ebola in the U.S.] is understandable but unnecessary.&nbsp;Ebola has a worryingly high mortality rate, and its spread in West Africa, most notably in Liberia, Sierra Leone and Guinea, has been unprecedented, but for a person to contract Ebola, they need direct contact with an infected person's blood, vomit or feces during the&nbsp;contagious period. The U.S.&nbsp;healthcare system is well-prepared to isolate and treat the infected person before they have a chance to infect others, limiting the risk of a large-scale outbreak.</p> <p style="margin-left:.5in;">In an ideal world, America's Ebola panic will come with a silver lining: a recognition that Ebola is a truly global problem, and protecting the health of Americans will probably start by saving the lives of thousands of people in West Africa.</p> <p><strong>Debrief questions to consider:</strong></p> <ul> <li>What is the "ideal world," according to this excerpt?</li> <li>What do you think about that in light of diversity and equality?</li> <li>What is the "silver lining" about America’s Ebola panic, according to this excerpt?</li> <li>What do you think about the idea that only worries about Ebola infecting Americans will spur interest in saving the lives of thousands of people in West Africa?</li> <li>Does this represent an ideal world?&nbsp; Explain.</li> <li>Does this represent a real world?&nbsp; Explain.</li> </ul> <p>&nbsp;</p> <hr> <h4>Small group discussion:<br> Disease and the Media</h4> <p>Ask students to read quietly by themselves, the following excerpt from the Huffington Post.&nbsp; Then in small groups discuss the questions below:</p> <p style="margin-left:.5in;"><em>"Epidemics on the other side of the world are a threat to us all. No epidemic is just local." Peter Pilot, Director, London School of Hygiene &amp; Tropical Medicine</em></p> <p style="margin-left:.5in;">Ebola was most fervently declared a global epidemic the moment it touched down in Dallas, Texas. It's a scary word with a scary history and with the media pulsing it in our faces 24-hours-a-day our fear continues to intensify. And yet here's the spread breakdown according to Dan Diamond <a href="http://www.forbes.com/sites/dandiamond/2014/10/03/yes-ebola-is-scary-but-its-also-beatable-heres-why/">over at Forbes</a>:</p> <ul> <li style="margin-left: 1in;">Liberia Deaths: 1830</li> <li style="margin-left: 1in;">Guinea Deaths: 648</li> <li style="margin-left: 1in;">&nbsp;Sierra Leone Deaths: 605</li> <li style="margin-left: 1in;">&nbsp;Nigeria Deaths: 8</li> <li style="margin-left: 1in;">United States Deaths: [1]</li> </ul> <p style="margin-left:.5in;">Sure, the fear isn't so much of the present but of the "what if" and of the "potential" for mass (Western) casualties. So USAID and the Department of Defense and a host of other US-based organizations are strapping up and wading through the worst Ebola-stricken areas for the noble sake of ending its devastating impact on humanity. Or is it for the sake of protecting ourselves? Does intent even matter?</p> <p>In their small groups ask students to discuss the questions raised in this excerpt:</p> <ul> <li>Are US (and European) organizations going to Ebola-stricken areas for the "noble sake of ending its devastating impact on humanity" or are they going to protect themselves?&nbsp;</li> <li>Does intent matter?&nbsp; Why?</li> </ul> <p>Back in the large group, ask some volunteers to share what they discussed in their small groups by asking the following questions:</p> <ul> <li>What were some of the things that you discussed in your small groups?</li> <li>What did you agree on?&nbsp; What did you disagree on?</li> <li>How did your group feel about the Western response to Ebola in Africa?&nbsp; Explain.</li> </ul> <p>Next project <strong>Tweet #1</strong> below onto the smart board or print it out for students to see:</p> <hr> <h4><strong>Tweet #1 by Scott Weathers:</strong></h4> <p><img alt src="/sites/default/files/pictures/Tweet%231.png" style="width: 486px; height: 526px;"></p> <hr> <p>&nbsp;</p> <p><strong>Discuss in small groups:</strong></p> <ul> <li>What is this cartoon trying to say about Ebola?</li> <li>Why does Scott Weathers think this photo is still necessary?</li> <li>Why does he use the word "still"?</li> <li>What are your thoughts about this?</li> <li>How does this tie into what you’ve discussed in your small groups so far?</li> </ul> <p>Next, project Tweet #2 onto the smart board or print it out for students to see:</p> <hr> <h4><strong>Tweet #2 by Bart Knols:</strong></h4> <p><img alt src="/sites/default/files/pictures/Tweet%232.png" style="width: 486px; height: 189px;"></p> <hr> <p><strong>Discuss in small groups:</strong></p> <ul> <li>What is this Knols trying to say about Malaria?</li> <li>What are your thoughts about this?</li> <li>How does this tie into what you’ve discussed in your small groups so far?</li> </ul> <p>&nbsp;</p> <hr> <h4><strong>The History of Tropical Medicine</strong></h4> <p>Ask another volunteer or read out the following excerpt from the Huffington Post.&nbsp; Then in small groups discuss the questions below:</p> <p style="margin-left:.5in;">Without diving too much into history, this is essentially how our modern efforts to eradicate malaria began. Western researchers, many of whom wanted to exploit African countries in one way or another, kept getting sick and even dying from malaria. In order to be exploitative, they had to first be healthy. So began some of our most comprehensive anti-malaria campaigns. We learned much about the disease and this knowledge has helped those most afflicted, but the intention was clear: to look out for No 1.</p> <p style="margin-left:.5in;">Professor John Farley, author of <a href="http://www.amazon.com/Bilharzia-Imperial-Tropical-Medicine-Cambridge/dp/0521530601">Bilharzia</a>, spoke bluntly of this:</p> <p style="margin-left:.5in;">"Tropical medicine from 1898 to the 1970s was fundamentally imperialistic in its basic assumptions, its methods, its goals, and its priorities."</p> <p style="margin-left:.5in;">Are we becoming increasingly aware of... our global interconnectedness? Philosopher Roman Krznaric seems to think so, yet he also sees the <a href="http://www.theguardian.com/lifeandstyle/2014/jan/25/roman-krznaric-my-children-my-greatest-teachers">modern forces at play</a> in our age of ... "... hyper-individualism, where a barrage of free-market thinking, advertising propaganda and simplistic self-help is telling us we should busy ourselves with looking after No 1."</p> <p style="margin-left:.5in;">His answer?&nbsp; "Empathy is the antidote we need to create a world where we embrace a philosophy of 'You are, therefore I am.'"</p> <p>&nbsp;</p> <p><strong>Discuss in the full group:</strong></p> <ul> <li>What are your thoughts and feelings about this excerpt?</li> <li>According to this excerpt what motivated people to eradicate malaria during the colonial era?</li> <li>How have things changed since the colonial era?&nbsp;</li> <li>How does this relate to the quote we read earlier in the lesson by Peter Pilot, Director of the London School of Hygiene &amp; Tropical Medicine?: "Epidemics on the other side of the world are a threat to us all. No epidemic is just local."</li> <li>How role does empathy play in all this, according to Roman Krznaric?</li> </ul> <p>&nbsp;</p> <hr> <h4><strong>Closing</strong></h4> <p>Do a go-round, asking students to share one word about today’s lesson.&nbsp; Or, if very little time remains, ask students on the count of three to give today’s lesson a thumbs up, down or in between.</p> <p>If you have time for a more interactive approach, ask students to rate the lesson from 1 to 5, where 1 means "not interesting" and/or "I didn’t learn anything," and 5 means "very interesting" and/or "I learned a lot."&nbsp; Invite students to stand up if they consider the lesson a 1, and invite volunteers to share why. Then continue with each number up to 5.</p> <p>&nbsp;</p> <hr> <h4><strong>EXTENSION MATERIALS </strong>on interconnectedness and empathy</h4> <p>&nbsp;</p> <p><strong>VIDEO - <a href="http://www.nytimes.com/video/world/africa/100000003071418/burial-boys-of-ebola.html">The Burial Boys of Ebola</a>&nbsp;</strong></p> <p>After viewing the video, ask students to break into groups of 4-5 and discuss the questions below.&nbsp; Then open things up to the larger group, asking volunteers from the smaller groups to share some of what was discussed in the smaller groups.&nbsp;</p> <p><strong>Questions for small- and large-group discussion</strong></p> <ul> <li>What are your thoughts and feelings about this clip?</li> <li>Who are the burial boys of Sierra Leone?</li> <li>What does a day in the life of the burial boys look like?</li> <li>How are the burial boys treated by the communities they go into?</li> <li>What are your thoughts and feelings about that?</li> <li>How do the burial boys feel about their work? What do you think about this?</li> </ul> <p>&nbsp;</p> <p><strong>ARTICLE - </strong><a href="https://time.com/3453907/plagues-ebola-malaria-research/"><strong>Plagues on the Poor: What Ebola Can Learn From Malaria </strong></a></p> <p>By Karen M. Masterson, October 2, 2014</p> <p>Ask students to read the article.&nbsp; Then discuss the following questions:</p> <ul> <li>What are your thoughts and feelings about this article?</li> <li>What is the primary message the author is trying to send?</li> <li>What does the author say about how the U.S. spends the money it has committed to global health programs targeting infectious diseases?</li> <li>How does this relate to the spread of Ebola?</li> <li>How does this article relate to the excerpts from the Huffington Post we discussed earlier in this lesson?</li> <li>The article talks about Ebola as "the latest plague on impoverished people."&nbsp; It refers to how the disease spreads quickly in places where people lack basic health care.&nbsp; How does this relate to the main argument the author tries to make?</li> </ul> <p>&nbsp;</p> <p><strong>PHOTOGRAPHS/SLIDESHOW - <a href="http://www.nytimes.com/interactive/2014/10/31/world/africa/photos-of-workers-and-survivors-braving-ebola-at-a-clinic-in-liberia.html">Braving Ebola</a></strong></p> <p>Photographs and Interviews by Daniel Berehulak</p> <p>Portraits of those who labor and those who survived at an Ebola treatment center in Rural Liberia.</p> <p>Ask students to break into small groups.&nbsp; Give each group four to five of the slides, including the interview quotes and short profiles of the person in the photograph. Each group will look at different slides: &nbsp;You might give group 1 slides 1-5, group 2 slides 6-10, etc. &nbsp;If computers are available, use those instead.</p> <p>Ask students in each group to look at their photographs, read who these people are and read their quotes about what they do in the fight against Ebola.&nbsp;</p> <p><strong>Discuss:&nbsp;</strong></p> <ul> <li>How do you feel looking at the people in these photos and reading their quotes?</li> <li>How do you think the people in the photos are feeling?</li> <li>How does looking at these photos and reading the quotes, confirm or change how you look at the Ebola outbreak in Liberia (and the rest of West Africa)?</li> <li>How do you feel about the patients the people in these photos are referring to?</li> </ul> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-11-04T09:42:38-05:00" title="Tuesday, November 4, 2014 - 09:42">November 4, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 04 Nov 2014 14:42:38 +0000 fionta 506 at https://www.morningsidecenter.org A Lesson on Ebola https://www.morningsidecenter.org/teachable-moment/lessons/lesson-ebola <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>A Lesson on Ebola</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Note to teacher: &nbsp;&nbsp;</h4> <div>This lesson provides factual information to students about Ebola. &nbsp;Providing accurate information about the disease may help prevent misinformed students from targeting classmates who are from Africa (or thought to be from Africa), which has happened in some schools. &nbsp;If students have been targeted at your school because of Ebola fears, please see these <a href="http://www.morningsidecenter.org/teachable-moment/lessons/ebola-guidelines-handling-targeting-students">guidelines and resources</a> for addressing this challenge.</div> <div>&nbsp;</div> <div>&nbsp;</div> <div> <hr> <h4>Gathering</h4> </div> <div>In a go round, ask students to share one thing they’ve heard about Ebola in recent months. &nbsp;Chart what students share, by writing Ebola in the center of the chart or board, then writing student associations around it in one color. &nbsp;Ask students to try to limit their associations to a few words where possible and or summarize what they say as you chart it. &nbsp;</div> <div>&nbsp;</div> <div>In a second go round, ask students to share how they’re feeling about the recent cases of Ebola in the U.S. &nbsp;In a different color, chart the feeling words around the outside of what is already on the chart. &nbsp;</div> <div>&nbsp;</div> <div>In a third and final go round ask students to share how they think people in the five West African countries mainly affected by Ebola are feeling. &nbsp;Chart these feelings words, in a third color, on the outside of the chart. &nbsp;</div> <div>&nbsp;</div> <div>Ask students to take a look at the chart. &nbsp;What do they notice? &nbsp;Using the words on the chart, invite a volunteer to share what Ebola is and what’s happened recently with the disease. &nbsp;Ask other volunteers to add what they know. &nbsp;</div> <div>&nbsp;</div> <div>Next, invite students to share any questions they may have about the disease and its spread in West Africa and beyond. &nbsp;Chart these too and let students know that you’ll be returning to these questions by the end of today’s lesson. &nbsp;</div> <div>&nbsp;</div> <div> <hr> <div>&nbsp;</div> <h4>Discussion</h4> <div><strong>What is Ebola?</strong></div> <div>&nbsp;</div> <div>Elicit and explain that according to the <a href="http://www.cdc.gov/vhf/ebola/about.html">Center for Disease Control (CDC)</a></div> <div>&nbsp;</div> <div class="rteindent1">Ebola ... is a rare and deadly disease caused by infection ... Ebola can cause disease in humans and ... monkeys, gorillas, and chimpanzees. ... &nbsp;Ebola was first discovered in 1976 near the Ebola River in what is now the Democratic Republic of the Congo. Since then, outbreaks have appeared sporadically in Africa.&nbsp;</div> </div> <div>&nbsp;</div> <div><strong>How does Ebola spread?</strong></div> <div>&nbsp;</div> <div>Elicit and explain that according to an article in the<em> Guardian</em> newspaper:</div> <div>&nbsp;</div> <div class="rteindent1">Ebola is a horrific disease that kills more than half of people infected by it, though with specialist western treatment that death rate would likely fall a little. It’s unsurprising that the prospect of catching it is a scary one. The relief is that it’s not all that infectious: direct contact with bodily fluids of a visibly infected person is required, meaning that, compared with many illnesses, it’s easily contained.</div> <div>&nbsp;</div> <div><strong>What has made this outbreak different from others? &nbsp;</strong></div> <div>&nbsp;</div> <div>Elicit and explain that Ebola has been all over the news in recent months. &nbsp;This may be in part because the most recent outbreak of the disease has been unprecedented in its death toll (currently in the thousands) across national borders in West Africa and the impact on health care workers. &nbsp;</div> <div>&nbsp;</div> <div class="rteindent1">According to the <a href="http://www.who.int/mediacentre/news/ebola/25-august-2014/en/">World Health Organization (WHO)</a>: &nbsp;In many cases, medical staff are at risk because no protective equipment is available - not even gloves and face masks. Even in dedicated Ebola wards, personal protective equipment is often scarce or not being properly used. &nbsp;[As a result,] Ebola has taken the lives of prominent doctors in Sierra Leone and Liberia, depriving these countries not only of experienced and dedicated medical care but also of inspiring national heroes.&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div>But reporting of this most recent outbreak has been different too. &nbsp;Earlier outbreaks of Ebola in countries such as Congo, Sudan, Uganda and Gabon were barely given attention in the U.S. media, despite the fact that they were equally deadly to the people infected by the disease. &nbsp; As the <a href="http://www.washingtonpost.com/blogs/worldviews/wp/2014/10/01/ebola-panic-in-america-might-help-save-lives-in-africa/"><em>Washington Post </em></a>noted, "In an ideal world, America's Ebola panic will come with a silver lining: a recognition that Ebola is a truly global problem, and protecting the health of Americans will probably start by saving the lives of thousands of people in West Africa." &nbsp;</div> <div>&nbsp;</div> <div>The first person to have returned to the U.S. with Ebola from Liberia, died in Dallas on October 8, 2014. Since then, social media and the 24-hour news cycle have kicked into high gear. &nbsp;They have helped feed a fear and panic, associating Ebola using words like "epidemic" "crisis" and "hysteria" rather than focusing on the fact that, though deadly, there is no Ebola "epidemic" in the U.S. Politicians across the political spectrum, moreover, have tried to use the public’s fear of Ebola to their advantage in advance of the upcoming mid-term elections. &nbsp;</div> <div>&nbsp;</div> <div><strong>What would it take to stop Ebola?</strong></div> <div>&nbsp;</div> <div>Invite volunteers to take turns reading &nbsp;<strong><a href="#Handout1">Handout 1</a>&nbsp;</strong>out loud. Have each student read up to one paragraph. &nbsp;If you have access to computers or a smart board, also show the video below the article. &nbsp;Next, discuss some or all of the following questions as a full group:</div> <ul> <li>What are your thoughts and feelings about the article and/or video clip?</li> <li>Is there anything new you’ve learned about Ebola so far?</li> <li>How was Nigeria able to contain the virus?</li> <li>What does that tell us about Ebola?</li> </ul> <hr> <h4>Small Group Work:<br> Why is there panic in the U.S.?</h4> <div>&nbsp;</div> <div>Split your class into small groups of four to five students. &nbsp;Provide some of the groups with <a href="#Handout2"><strong>Handout 2</strong></a>, a segment from a New York Times article on media and Ebola. &nbsp;Give other groups <a href="#Handout3"><strong>Handout 3</strong></a>, an excerpt from a <em>Washington Post</em> article on Ebola as the latest political football. &nbsp;(Note: For additional materials, see the links below.)&nbsp;</div> <div>&nbsp;</div> <div>Provide each group with around 7 minutes of reading time then another 7 minutes of small-group discussion time based on the questions at the bottom of the segment.&nbsp;</div> <div>&nbsp;</div> <div>After 15 minutes bring the group back together. Ask representatives from each small group to respond to the following:</div> <ul> <li>What was the main point the author was trying to make?</li> <li>Give an illustration of this main point with an example from the article. &nbsp;</li> </ul> <hr> <h4>Closing</h4> <div>Go back to the questions you created earlier today. &nbsp;See if any of them have been answered by today’s lesson. &nbsp;Consider assigning students to research any unanswered questions for homework. &nbsp;</div> <div>&nbsp;</div> <div>Next, go back to the web you created earlier today. &nbsp;Ask students if, based on today’s lesson, they feel they’d like to add anything else to the web. &nbsp;</div> <div>&nbsp;</div> <div> <hr> <h4><a name="Handout1"></a>HANDOUT ONE</h4> </div> <div><a href="http://in.reuters.com/article/2014/10/20/health-ebola-nigeria-idINKCN0I90UN20141020">According to ABC Australia Plus</a>: "Three of West Africa's poorest countries have so far borne the brunt of the [Ebola outbreak] ..., with 862 deaths in Guinea, 2,484 deaths in Liberia, and 1,200 in Sierra Leone."</div> <div>Nigeria, a neighboring country in West Africa, was also affected by this most recent outbreak of Ebola. But Nigeria was able to contain the virus. &nbsp;Despite the fact that the disease was brought into Nigeria’s crowded capital, Lagos, over the summer, only 10 people died in the end. &nbsp;This compares to the thousands who have contracted the disease elsewhere. &nbsp;Why did events unfold so differently in Nigeria? &nbsp;</div> <div>&nbsp;</div> <div>Nigeria was declared free of the Ebola virus in late October 2014, "after a determined doctor and thousands of officials and volunteers helped end an outbreak still ravaging other parts of West Africa and threatening the United States and Spain," according to <a href="http://in.reuters.com/article/2014/10/20/health-ebola-nigeria-idINKCN0I90UN20141020">Reuters.&nbsp;</a></div> <div>&nbsp;</div> <div>Nigeria had been "caught unaware" when a diplomat arrived with the disease from Liberia. &nbsp;But Nigerian authorities were alerted to the case by Doctor Ameyo Adadevoh, who kept the diplomat in the hospital despite protests from him and his government. The doctor later died from Ebola herself.</div> <div>&nbsp;</div> <div>Then the Nigerian government "set about trying to contain [Ebola] in an overcrowded city of 21 million." &nbsp;Nigeria kept the disease from spreading by identifying and isolating about 300 people who had been in direct or indirect contact with the diplomat.</div> <div>&nbsp;</div> <div>"This is a spectacular success story," said Rui Gama Vaz from the World Health Organization. &nbsp;Officials broke into applause when he announced that Nigeria had shaken off the disease.</div> <div>&nbsp;</div> <div>"It shows that Ebola can be contained, but we must be clear that we have only won a battle, the war will only end when West Africa is also declared free of Ebola."</div> <div>&nbsp;</div> <div><a href="http://www.washingtonpost.com/blogs/worldviews/wp/2014/10/01/ebola-panic-in-america-might-help-save-lives-in-africa/">The Contact Tracing Cycle a Video</a></div> <div>&nbsp;</div> <div> <hr> <h4><a name="Handout2"></a>HANDOUT TWO&nbsp;</h4> </div> <div>From the <a href="http://www.nytimes.com/2014/10/20/us/fear-of-ebola-closes-schools-and-shapes-politics.html"><em>New York Times</em></a></div> <div>&nbsp;</div> <div>In the month since a Liberian man infected with Ebola traveled to Dallas, where he later died, the nation has marinated in a murky soup of understandable concern, wild misinformation, political opportunism and garden-variety panic. ...</div> <div>&nbsp;</div> <div>A crowd of parents last week pulled their children out of a Mississippi middle school after learning that its principal had traveled to Zambia, an African nation untouched by the disease. ...</div> <div>&nbsp;</div> <div>Carolyn Smith of Louisville, Ky., last week took a rare break from sequestering herself at home to take her fiancé to a doctor’s appointment. She said she was reluctant to leave her house after hearing that a nurse from the Dallas hospital had flown to Cleveland, over 300 miles from her home. "We’re not really going anywhere if we can help it," Ms. Smith, 50, said. ...</div> <div>&nbsp;</div> <div>"This is sort of comparable to when people were killed in terror attacks," said Roxane Cohen Silver, a professor of psychology in the department of psychology and social behavior at the University of California, Irvine.</div> <div>&nbsp;</div> <div>Ms. Silver studied and wrote about people who heavily consumed media after the bombings at the Boston Marathon in 2013 and "what we found is that individuals who were exposed to a great deal of media within the first week reported more acute stress than did people who were actually at the marathon."</div> <div>&nbsp;</div> <div>In his work on panic in various disasters, Anthony Mawson, a visiting professor in the School of Health Sciences at Jackson State University in Mississippi, found that while physical danger is presumed to lead to mass panic, in actual physical emergencies "expressions of mutual aid are common and often predominate." But the threat of an illness that has infected only two people in the United States appears to have had the opposite effect, inciting a widespread desire to hide and shut things down.</div> <div>&nbsp;</div> <div>"Obviously there’s fear," said Dr. Anthony Fauci, the Director of the National Institute of Allergy and Infectious Diseases, in an interview Sunday on ABC. He said fear of the disease is dramatically outstripping current risks. ...</div> <div>&nbsp;</div> <div><strong>Discussion Questions:</strong></div> <ul> <li>Discuss your thoughts and feelings about the article.&nbsp;</li> <li>What are some of the "garden-variety panic responses" the article refers to?</li> <li>What does professor of psychology Roxane Cohen Silver say is the reason for some of these responses?</li> <li>What does she say about how heavy media consumption affects people during disasters?</li> <li>What is the main point the author is trying to get across?</li> </ul> <div> <hr> <h4><a name="Handout3"></a>HANDOUT THREE</h4> </div> <div>From the <a href="http://www.washingtonpost.com/blogs/wonkblog/wp/2014/10/16/a-brief-history-of-politicized-health-scares-starting-with-ebola/"><em>Washington Post</em></a></div> <div>&nbsp;</div> <div>It's just weeks before the midterm elections, and the deadliest Ebola outbreak in history has become the latest political football. Americans' risk of infection is still very, very low, but fears of the disease are increasing amid some apparent missteps by the federal government and the Texas hospital where the three U.S. Ebola cases emerged.</div> <div>&nbsp;</div> <div>Republicans are criticizing the Obama administration for not doing more to keep Ebola from this country. Louisiana Gov. Bobby Jindal was among the first in his party to call for a travel ban. Meanwhile, some on the left have blamed Republican-backed funding cuts for the lack of an Ebola vaccine.</div> <div>&nbsp;</div> <div>How people view the federal government's handling of a public health crisis often depends on which party controls the White House ... &nbsp;We've seen this pattern before with past health scares. &nbsp;In 2009, the Obama administration was criticized by Democrats and Republicans for its handling of the swine flu outbreak after reports emerged that Wall Street firms were improperly getting first dibs on vaccines. Opponents of Obama's proposed health reform bill brought this up during the debate in Congress, arguing that the apparent mismanagement of the vaccine program raised doubts about the government's ability to take a greater role in the health-care system.</div> <div>&nbsp;</div> <div>Ahead of the 2002 mid-term elections, Democrats attacked the Bush administration's response to the 2001 anthrax attacks. And some Democrats accused the administration of using the anthrax scare to build its case for the Iraq war.</div> <div>&nbsp;</div> <div>So, when fears of a public health outbreak emerge, who should we turn to for reason and calm? For starters, we could all listen to Fox News' Shepard Smith, who put the Ebola risk into proper context Wednesday night. "Do not listen to the hysterical voices on the radio and the television or read the fear-provoking words online," Smith said in his broadcast. &nbsp;He added this observation: "In the middle of all this, you have to remember that there is politics in the mix," he said. "With the midterm elections coming, the party in charge needs to appear to be effectively leading. The party out of power needs to show there is a lack of leadership."</div> <div>&nbsp;</div> <div>And those are your Ebola politics in a nutshell.&nbsp;</div> <div>&nbsp;</div> <div><strong>Discussion Questions:</strong></div> <ul> <li>Discuss your thoughts and feelings about the article.&nbsp;</li> <li>What do you think the author means by "Ebola has become the latest political football"? &nbsp;Who is criticizing whom and for what reason?</li> <li>Why does the author quote Fox News’ Shepard Smith?</li> <li>What does Shepard say about the fear and hysteria around the Ebola outbreak?</li> <li>What do you think the use of the word hysteria indicates?</li> <li>What is the main point the author is trying to get across?</li> </ul> <div> <hr> <h4>Additional materials:</h4> </div> <ul> <li><a href="http://www.theguardian.com/commentisfree/2014/aug/05/ebola-worrying-disease">Concerned about Ebola? &nbsp;You’re Worrying about the Wrong Disease</a></li> <li><a href="http://www.washingtonpost.com/blogs/worldviews/wp/2014/10/22/what-the-world-thinks-of-the-american-ebola-panic/">What the World Thinks of the American Ebola Panic</a></li> <li><a href="http://america.aljazeera.com/articles/2014/9/16/ebola-is-deadly-butmalariastealsmorelives.html">Ebola is Deadly but Malaria Steals More Lives</a></li> <li><a href="http://www.australiaplus.com/international/2014-10-22/ebola-outbreak-a-timeline-of-the-worst-epidemic-of-the-virulent-disease-in-history/1381785">A timeline of the disease:&nbsp;</a></li> </ul> <div>&nbsp;</div> <div>&nbsp;</div> <div>&nbsp;</div> <div>&nbsp;</div> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-10-29T11:38:50-04:00" title="Wednesday, October 29, 2014 - 11:38">October 29, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 29 Oct 2014 15:38:50 +0000 fionta 507 at https://www.morningsidecenter.org Ebola: Guidelines for Handling the Targeting of Students https://www.morningsidecenter.org/teachable-moment/lessons/ebola-guidelines-handling-targeting-students <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Ebola: Guidelines for Handling the Targeting of Students</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><div>The Ebola outbreak in West Africa and irrational reactions to it in the U.S. are creating challenges in some schools. &nbsp;In some cases, students from Africa - or students who are thought to be from Africa - are being targeted for abuse by uninformed classmates who fear they may spread the virus. &nbsp;</div> <div>&nbsp;</div> <div>This situation requires quick, intelligent action by adults. &nbsp;To correct student misinformation about the disease, please &nbsp;see our <strong><a href="http://www.morningsidecenter.org/teachable-moment/lessons/lesson-ebola">classroom lesson on Ebola</a>.</strong> &nbsp; Below are some steps aimed at restoring calm and safety when students are being targeted because of Ebola.</div> <div>&nbsp;</div> <div> <hr><br> <strong>1. &nbsp;</strong>Adults must make a clear, strong statement that students must stop their mistreatment of targeted classmates immediately. &nbsp;See these <strong><a href="http://www.morningsidecenter.org/teachable-moment/lessons/guidelines-stopping-oppressive-behavior">guidelines for stopping oppressive behavior</a></strong>.</div> <div>&nbsp;</div> <div><strong>2. &nbsp;</strong>Adults must provide protection and emotional support for the targeted student or students. &nbsp;The guidance counselor or other professional should provide one-on-one support for targeted students.</div> <div>&nbsp;</div> <div><strong>3. &nbsp;</strong>All school staff members should be given accurate information about the virus.</div> <div>&nbsp;</div> <div><strong>4. &nbsp;</strong>Adults should have a chance to meet and share their information about what has happened, as well as their feelings and concerns about Ebola and students’ reactions to it. One format for doing this is the <strong><a href="http://www.morningsidecenter.org/teachable-moment/lessons/listening-circles">Listening Circle</a>.</strong></div> <div>&nbsp;</div> <div><strong>5. &nbsp;</strong>Adults should then develop a clear plan for addressing the situation. &nbsp;In addition to the other steps described here, this might include convening a group of student leaders to discuss the targeting of students and how to stop it. &nbsp;Enlist students’ help in educating their fellow students and advocating for respect.&nbsp;</div> <div>&nbsp;</div> <div><strong>6. &nbsp;</strong>Teachers should discuss Ebola information and misinformation with their students.</div> <ul> <li>Please see our <strong><a href="http://www.morningsidecenter.org/teachable-moment/lessons/lesson-ebola">classroom lesson about Ebola</a>,</strong> which explores how the disease is spread, what the government is doing to prevent its spread in the United States, as well as the impact of the disease on people in West Africa, the brave health care professionals who are trying to help, and related issues. &nbsp;</li> <li>See these <strong><a href="http://www.morningsidecenter.org/teachable-moment/lessons/teaching-about-controversial-or-difficult-issues">guidelines for addressing difficult issues in the classroom</a>.</strong></li> <li>See these <strong><a href="http://www.morningsidecenter.org/teachable-moment/lessons/guidelines-stopping-oppressive-behavior">guidelines for stopping oppressive behavior</a></strong>.</li> </ul> <div>&nbsp;</div> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-10-29T10:32:20-04:00" title="Wednesday, October 29, 2014 - 10:32">October 29, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 29 Oct 2014 14:32:20 +0000 fionta 508 at https://www.morningsidecenter.org The Case for Local Food https://www.morningsidecenter.org/teachable-moment/lessons/case-local-food <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>The Case for Local Food</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><br> To the Teacher:</h4> <p>Most of us are part of a globalized food system that we're barely aware of. The foods we consume are often are shipped to us from states and countries that may be hundreds, or even thousands, of miles away. While a globalized food system may have some benefits, defenders of local food believe it has many overlooked costs.<br> &nbsp;<br> The local food movement encourages eaters to learn more about the origins of their food, to support farmers who are living near them, and to rediscover the pleasures of eating in season. This approach, they argue, has both social and environmental benefits—as well as culinary ones.<br> &nbsp;<br> This lesson provides an overview of the issues that have inspired the local food movement. It consists of two student readings. The first explores the benefits of eating in season and supporting local farmers. The second reading analyzes some of the criticisms of local food arguments—particularly the concept of "food miles"—and it examines how local food advocates respond to these concerns. Questions for discussion follow each reading.<br> &nbsp;</p> <hr> <h4><br> Introduction</h4> <p>Begin by asking students:&nbsp;</p> <ul> <li>Do you know, at least sometimes, where your food comes from? If so, what are some of the places? (Mexico? California? A farm nearby?)</li> </ul> <p>Tell students that in this lesson we'll be exploring this question of where food comes from and whether eating local food is better than eating food that was shipped from far away. &nbsp;&nbsp;<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>&nbsp;<br> Student Reading 1:<br> Why Buy Food Locally?</h4> <p>Most of us are part of a globalized food system that we're barely aware of. The foods we consume are often are shipped to us from states and countries that may be hundreds, or even thousands, of miles away. While a globalized food system may have some benefits, defenders of local food believe it has many overlooked costs.<br> &nbsp;<br> The local food movement encourages eaters to learn more about the origins of their food, to support farmers who are living near them, and to rediscover the pleasures of eating in season. This approach, they argue, has both social and environmental benefits—as well as culinary ones.<br> &nbsp;<br> The local food movement—and the number of people who consider themselves "locavores" (local eaters)—has grown rapidly in recent years in the United States. Locally grown food reached sales of almost $7 billion in 2012. While people have varying definitions of what constitutes local food, the movement advocates eating vegetables, fruits, and other food items grown and produced as close to home as possible. Many advocates consider food grown within the same state to be local, while others aim to eat foods grown within a 100 miles of their home. The local food movement aims to push back against the economic dominance of large corporations in the food industry, encouraging consumers to support local farmers and invest directly in their own communities.<br> &nbsp;<br> The <a href="http://www.sustainabletable.org/254/local-regional-food-systems">GRACE Communications Foundation</a>, a non-profit whose mission includes supporting sustainable food systems, outlines several environmental and economic benefits of eating locally:</p> <p class="rteindent1">Local food systems rely upon a network of small, usually sustainably run, family farms (rather than large industrially run farms) as the source of farm products.&nbsp;Industrial farming negatively impacts the environment in myriad ways (e.g., by polluting the air, surface water, and groundwater, over-consuming fossil fuel and water resources, degrading soil quality, inducing erosion, and accelerating the loss of biodiversity). Industrial agriculture also adversely affects the health of farm workers, degrades the socioeconomic fabric of surrounding communities, and impairs the health and quality of life of community residents....<br> &nbsp;<br> Many small-scale, local farms attempt to ameliorate the environmental damage done via industrial farming by focusing on sustainable practices, such as minimized pesticide use, no-till agriculture and composting, minimized transport to consumers, and minimal to no packaging for their farm products....</p> <p>Evidence indicates that local food systems support local economies; for example, farmers' markets positively affect the business surrounding them, while also providing significant sources of income for local farmers, thus maintaining the viability of many small, local farms. Unlike large industrial farms, small family farms are more likely to spend their dollars in the community on farm-related inputs (e.g., machinery, seeds, farm supplies, etc.); in addition, food grown locally, processed locally, and distributed locally (for example, to local restaurants) generates jobs and subsequently helps stimulate local economies.<br> &nbsp;<br> In 1959, there were 4,105,000 farms in the United States, while the latest US farm census in 2011 recorded only 2,200,000 farms. In the last 50 years, though the number of farms has shrunk, the size of the farms still in existence has grown tremendously, which demonstrates the consolidation and industrialization of US agriculture. Local food systems help preserve farmland by providing small family farms a viable outlet through which to sell their farm products.<br> &nbsp;&nbsp;</p> <p>Beyond economic benefits to farmers and the local economy, there could also be health benefits to eating locally. As Eric Doxsey-Whitfield wrote for the New York Academy of Sciences website, experts on a panel addressing the science of local food described a variety of advantages that might justify a consumer preference for local food over food items that travel over longer distances:<br> &nbsp;<br> First, nutrients may degrade if food is transported for long periods of time or is not stored properly; this gives local food an advantage, assuming it gets to the consumer quickly. Second, heirloom varieties of certain plants such as wheat, corn, and cauliflower have higher levels of micronutrients than newer crops selected for high yields; these older varieties are more likely to be found on smaller, more diverse farms. Lastly, agricultural management practices, such as irrigation and fertilization, can affect the nutritional value of food; industrial farms tend to rely heavily on practices that produce more watery plants with fewer nutrients.<br> &nbsp;<br> &nbsp;<a href="http://www.nyas.org/publications/EBriefings/Detail.aspx?cid=1b32c6cb-cb6b-4b3a-8a4a-d57aa29baa30">Other experts </a>on the panel noted further ecological benefits:</p> <p class="rteindent1">Small-scale farms are typically associated with higher crop diversity and are often able to employ a larger array of sustainable management-practices. Crop diversity promotes nutrient cycling and supports a wider range of beneficial insects and soil microbes than does a monoculture system.... Regions lacking crop diversity, such as the vast cornfields of the Mississippi Basin, exhibit more erosion and topsoil runoff, and water bodies in these areas have higher levels of pesticides and nitrogen fertilizer.&nbsp;</p> <p>Local food advocates view the movement as a way to address multiple issues at once: circulating money within one's own community, supporting small farmers, eating fresher and more nutritious foods, and minimizing environmental impact.<br> &nbsp;</p> <h4>For Discussion:</h4> <p>&nbsp;</p> <ol> <li>Do students have any questions about the reading? How might they be answered?</li> <li>According to the reading, what concerns does the local food movement aim to address?</li> <li>How would you define "local food"? What might be some of the difficulties in assigning such a definition?</li> <li>What advantages might small farms have over large farms? In what ways might large farms be better? Do you think there are reasons to promote one over the other?</li> <li>Do you find the arguments in favor of eating locally convincing? Explain your position.</li> </ol> <p>&nbsp;&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Student Reading 2:<br> Food Miles and their Critics</h4> <p>&nbsp;<br> While the movement to promote locally sourced food items has many proponents, the drive to eat local also has its critics. These detractors often challenge the concept of "food miles."<br> &nbsp;<br> The idea of tracking how many miles a food item travels before reaching our plate is relatively new. In the early 2000s, Iowa State University researchers estimated that in the U.S. a typical vegetable or piece of fruit travels about 1,500 miles from its farm of origin before reaching the shelves of our grocery stores. The concept of measuring and ultimately reducing the food miles associated with one's meal quickly caught on, serving as a simplified way to talk about the complexity of the industrial food system and its impact on the environment.<br> &nbsp;<br> However, critics have pointed out several problems stemming from this simplification. The first is that some miles that a food item travels are more environmentally damaging than others. As a December 7, 2006, special report in <a href="http://www.economist.com/node/8380592">The Economist </a>explains:&nbsp;</p> <p class="rteindent1">Obviously it makes sense to choose a product that has been grown locally over an identical product shipped in from afar. But such direct comparisons are rare. And it turns out that the apparently straightforward approach of minimizing the "food miles" associated with your weekly groceries does not, in fact, always result in the smallest possible environmental impact.<br> &nbsp;<br> The term "food mile" is itself misleading, as a report published by DEFRA, Britain's environment and farming ministry, pointed out last year. A mile travelled by a large truck full of groceries is not the same as a mile travelled by a sport-utility vehicle carrying a bag of salad. Instead, says Paul Watkiss, one of the authors of the DEFRA report, it is more helpful to think about food-vehicle miles (ie, the number of miles travelled by vehicles carrying food) and food-ton miles (which take the tonnage being carried into account).<br> &nbsp;<br> The DEFRA report, which analyzed the supply of food in Britain, contained several counterintuitive findings. It turns out to be better for the environment to truck in tomatoes from Spain during the winter, for example, than to grow them in heated greenhouses in Britain. And it transpires that half the food-vehicle miles associated with British food are travelled by cars driving to and from the shops. Each trip is short, but there are millions of them every day. Another surprising finding was that a shift towards a local food system, and away from a supermarket-based food system, with its central distribution depots, lean supply chains and big, full trucks, might actually increase the number of food-vehicle miles being travelled locally, because things would move around in a larger number of smaller, less efficiently packed vehicles.</p> <p>&nbsp;<br> While some criticisms of the "food miles" concept may be legitimate, they don't necessarily invalidate the desire to eat locally. Many locavores care about more than just food miles. They endorse local eating as a way to promote a broad set of sustainable practices. Farmers producing for local communities are more likely to grow a variety of produce, and to alternate their crops. This is a more environmentally friendly practice than industrial agriculture's model of growing just one crop intensively over large areas in an effort to profit through a very high volume of sales.<br> &nbsp;<br> Moreover, local food advocates also emphasize the importance of community in encouraging awareness about the conditions under which our food is produced. These supporters argue that supporting venues such as local farmers' markets creates relationships built on transparency and accountability. Customers can get a more direct window onto how their food is made—something that is usually lacking in a globalized food system.<br> &nbsp;<br> Initiatives such as urban farming, farmers' markets, food co-ops, and community supported agriculture can both bolster local economies and help build ties between people in a given area. In an October 8, 2010 article, <a href="http://www.nytimes.com/2010/10/10/magazine/10FOB-WWLN-t.html?_r=0">Christine Muhlke</a>, food editor for the New York Times Magazine, noted that in her reporting she constantly heard advocates of local food emphasize the idea of community:</p> <p class="rteindent1">What are they talking about when they talk about community? In their case, it's the network of people that they gradually knit around themselves based on a shared interest in food, from the grain supplier to the bakery apprentice to the farmers' marketers and restaurateurs who order the loaves. It's the schoolteacher who buys bread every week who eventually asks the baker if he'll teach her students how to make pizza dough. It's the cheese maker who trades for baguettes. It's the sous-chef who receives the daily delivery and becomes a drinking buddy...<br> &nbsp;<br> The strongest example of a food community I've seen was in Detroit, where a vibrant farming scene has sprung up literally from the ashes. In a neighborhood that is a true food desert — there are no national chain grocery stores within city limits; more than 90 percent of food providers are places like convenience and liquor stores — I watched young men and old women socialize while picking collard greens in abandoned lots brought back to life by the Urban Farming organization. There was no fence, no supervision, no charge. Some of these people — neighbors — haven't spoken to each other since the 1967 riots, the Urban Farming organizer Michael Travis told me as we watched.&nbsp;</p> <p>Local food advocates stress that eating locally encompasses more than reducing one's carbon footprint. It is also involves being connected to and giving back to one's community, and making a regular effort to learn more about the food that we eat.&nbsp;<br> &nbsp;</p> <h4>For Discussion:</h4> <ol> <li>Do students have any questions about the reading? How might they be answered?</li> <li>According to the reading, what are "food miles"? Why might this be a useful idea?</li> <li>What criticisms have skeptics raised about the concept of food miles? &nbsp;</li> <li>What do advocates of local food mean when they use the term "food community"? Do you think that such communities are important? Why or why not?</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Project for class research</h4> <p>Work with students to research sources of the school cafeteria's food, and share what they've learned with the rest of the school community. &nbsp;&nbsp;<br> &nbsp;<br> &nbsp;<br> <em>&nbsp;<br> Research assistance provided by Yessenia Gutierrez.</em><br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-04-11T09:35:35-04:00" title="Friday, April 11, 2014 - 09:35">April 11, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 11 Apr 2014 13:35:35 +0000 fionta 537 at https://www.morningsidecenter.org Debating Organic Food https://www.morningsidecenter.org/teachable-moment/lessons/debating-organic-food <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Debating Organic Food</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:</h4> <p>In the last decade organic food has grown into a $28 billion industry. Many people buy organic as a way of eating healthier and reducing environmental impact, or because they think food grown without synthetic pesticides or fertilizers tastes better. But organic food also has it critics. Some critics question the health benefits of organic food. Others argue that organics have been taken over by corporate agribusiness.<br> &nbsp;<br> This lesson examines these criticisms and the current state of the organic food movement. The lesson consists of two readings. The first reading explores whether eating food with the organic label is healthier. The second reading looks at concerns about the corporate takeover of the organic industry and what advocates are doing to promote a more robust vision of naturally grown food.&nbsp;Questions for student discussion and a small group research project follow.<br> &nbsp;</p> <hr> <h4>Introduction</h4> <p>Ask students:&nbsp; What is organic food?<br> &nbsp;<br> Work with students to come up with a definition: &nbsp;According to the Organic Trade Association, organic food is grown without the use of standard agribusiness inputs such as synthetic pesticides, petrochemical fertilizers, antibiotics, and growth hormones.<br> &nbsp;<br> Now ask:&nbsp; Do you ever eat organic food? Or would you eat it, if you could afford it? Why or why not? Record students' responses in a&nbsp;T-chart, writing "Reasons to eat organic" on the left side, and "Reasons not to eat organic" on the right.<br> &nbsp;<br> Tell students that today we'll be learning about some debates people are having about organic food.<br> &nbsp;</p> <hr> <h4>Student Reading 1<br> Is Eating Organic Healthier?</h4> <p>In the last decade organic food has grown into a $28 billion industry. &nbsp;<br> &nbsp;<br> Consumers have sought out organic foods for a variety of reasons, including:</p> <ul> <li>they view organic foods as healthier in general</li> <li>they want to avoid personal exposure to pesticides</li> <li>they want to keep farmworkers safe from pesticides</li> <li>they want to support more environmentally sustainable agricultural practices</li> </ul> <p>&nbsp;<br> However, some people question whether organic foods really are healthier.&nbsp; In 2012, scientists at Stanford University released a study arguing that there was little difference in health benefits between organic and non-organic foods. In a press release about the study,<br> &nbsp;<br> <a href="https://med.stanford.edu/news/all-news/2012/09/little-evidence-of-health-benefits-from-organic-foods-study-finds.html">Michelle Brandt</a>, Associate Director of Digital Communications and Media Relations at the Stanford School of Medicine, writes:<br> &nbsp;</p> <div class="rteindent1">[The scientists] did not find strong evidence that organic foods are more nutritious or carry fewer health risks than conventional alternatives, though consumption of organic foods can reduce the risk of pesticide exposure...<br> &nbsp;<br> After analyzing the data, the researchers found little significant difference in health benefits between organic and conventional foods. No consistent differences were seen in the vitamin content of organic products, and only one nutrient — phosphorus — was significantly higher in organic versus conventionally grown produce (and the researchers note that because few people have phosphorous deficiency, this has little clinical significance). There was also no difference in protein or fat content between organic and conventional milk, though evidence from a limited number of studies suggested that organic milk may contain significantly higher levels of omega-3 fatty acids.<br> &nbsp;<br> The researchers were also unable to identify specific fruits and vegetables for which organic appeared the consistently healthier choice, despite running what [lead author of the study] Bravata called "tons of analyses."</div> <p>Critics of the study say that it is misleading. To many organic farming advocates, the nutritional value of organic food (e.g. the amount of vitamins, minerals and healthy fatty acids it contains) is the wrong measure by which to evaluate the health benefits of organic foods. &nbsp;What matters most, they say, is that organics don't rely on chemical pesticides and fertilizers, which benefits both consumers and the environment.<br> &nbsp;<br> Writer <a href="http://blogs.kqed.org/newsfix/2012/09/04/michael-pollan-organic-study/">Michael Pollan</a>, author of <em>The Omnivore's Dilemma</em>, discussed the Stanford University study in a conversation posted by National Public Radio on September 4, 2012. He argued:<br> &nbsp;</p> <div class="rteindent1">I think we're kind of erecting a straw man and then knocking it down, the straw man being that the whole point of organic food is that it's more nutritious. The whole point of organic food is that it's more environmentally sustainable. That's the stronger and easier case to make...<br> &nbsp;<br> If you're concerned about&nbsp;pesticide residues in your food, you're much better off buying organic. The study said all these pesticide residues in conventional produce are permissible under EPA rules. They may be, but there's a question of how adequate those rules are. Because there are questions about whether those levels are okay for children and for pregnant women...<br> &nbsp;<br> It's great media fodder and it's terrific that people are looking at the issue and debating it. But people should take a hard look. So much of the story depends on what do you mean by "significant health benefit?" The meta study found less pesticide residue, higher levels of anti-oxidants - plant phytochemicals thought to be important to human health; and less antibiotic-resistant microbes in organic meat. But then they say it might not be significant. I don't think they defined significant.</div> <p>&nbsp;<br> Technology writer <a href="http://www.theatlantic.com/health/archive/2012/09/organic-food-isnt-more-nutritious-but-that-isnt-the-point/261929/">Brian Fung</a> makes similar criticisms of the Stanford study in a September 4, 2012 article in <em>The Atlantic</em> entitled "Organic Food Isn't More Nutritious, but That Isn't the Point":<br> &nbsp;</p> <div class="rteindent1">It's worth keeping in mind that <em>organic</em> refers only to a particular method of production; while switching to organic foods can be good for you insofar as doing so helps you avoid nasty things like chemicals and additives, there's nothing in the organic foods themselves that gives them an inherent <em>nutritional</em> advantage over non-organics. In other words, it's not wrong to say organic food is "healthier" than non-organics. It's just unrealistic to think that your organic diet is slowly turning you into Clark Kent...<br> &nbsp;<br> Still, there are important reasons beyond nutrition to choose organic foods... [W]e should remember that <em>organic</em> began chiefly as an argument about the environment... [T]o buy organic is to respect the land your food came from. It means taking pains to ensure that your farms remain bountiful and productive, even decades from now...<br> &nbsp;<br> Buying organic is also a statement about public health. Nowhere is this clearer than in the case of antibiotics. Conventional farms have been putting the stuff in animal feed for decades -- even though we've known since the 1970s about the health hazards that the animal use of antibiotics poses for humans. Reducing society's chances of inadvertently creating a superbug is a good reason to purchase organic foods.<br> &nbsp;<br> There are the more immediate health benefits of buying organic: you'll avoid the chemicals, preservatives, and hormones that conventional farms often use to treat their foods. In the Stanford study, just 7 percent of organic foods were found to have traces of pesticides, compared to 38 percent of conventionally-farmed produce. Again, that doesn't mean organic foods will supercharge your health -- you'll just be at less risk of exposure to potentially harmful substances, for whatever that's worth to you...<br> &nbsp;<br> And then there's the reason many people find most compelling of all: the health of workers in the field. For some consumers, buying organic is a human-rights issue. Reading <em>Atlantic</em> contributor Barry Estabrook's<em> Tomatoland </em>on the ruinous health problems of tomato planters and pickers in Florida because of the use of herbicides and pesticides is enough to make almost anyone choose organic over non-organic.</div> <p>&nbsp;&nbsp;</p> <h4>For Discussion:</h4> <ol> <li>Do students have any questions about the reading? How might they be answered?</li> <li>According to the Organic Trade Association, what is the definition of "organic" food?</li> <li>Scientists at Stanford University questioned the health benefits of organic food. What was the basis of their argument?</li> <li>How do organic food advocates respond to the Stanford study? What arguments do they give for the benefits of organics?</li> <li>&nbsp;What do you think? Do you believe that organic food is healthier than non-organic food?</li> <li>Organic food is typically somewhat more expensive than non-organic food at the grocery store. Do you think it is worth the greater sticker price? Why or why not?</li> </ol> <p>&nbsp;</p> <hr> <h4>Assignment:<br> Find an organic brand</h4> <p>Before students begin the next reading, ask them: If you've ever consumed organic foods (perhaps milk, yogurt, eggs, cereal, produce....),&nbsp;can you name any of the brands? &nbsp;&nbsp;</p> <p>If students come up with brands, list them on the board. Tell them we'll be coming back to this list at the end of the lesson.</p> <p>If they haven't eaten organic food or can't name any brands, assign them this task: &nbsp;If possible, find one food in the store or at home that is labeled "organic." &nbsp;(Let students know that many major grocery chains now carry organic brands.) &nbsp;Suggest that they pick a food or product they might be interested in eating themselves.</p> <p>Ask them to bring the name of the food and the brand to school the next day. &nbsp;(Alternatively you can skip the assignment and use <a href="http://www.organickitchen.com/food/food.html">this list of organic foods</a> for the small group project that follows the reading below.)</p> <p>After making the assignment, ask students: Do you think it matters what company makes your organic food? Why or why not? &nbsp;&nbsp;</p> <p>&nbsp;</p> <hr> <h4>Student Reading 2<br> Has the Agribusiness Industry Taken Over "Organic"?</h4> <p>As organic food has gotten more popular, an increasing number of large corporations have gotten into the business of selling food produced without synthetic pesticides or fertilizers. The involvement of major multinational corporations in the market has raised concerns about whether the original principles of the organic farming movement are being watered down.<br> &nbsp;<br> In its most narrow definition, "organic" involves growing food without synthetic chemicals. However, the original organic movement promoted a far more robust vision of "sustainable farming."<br> &nbsp;<br> The pioneers of organic agriculture believed in challenging industrial agriculture's vast fields of uniform crops, its exploitation of farmworkers, and its love of heavily processed food. In his 2006 book <em>The Omnivore's Dilemma</em>, author Michael Pollan writes, "Acting on the ecological premise that everything's connected to everything else, the early organic movement sought to establish not just an alternative mode of production (the chemical-free farms), but an alternative system of distribution (the anti-capitalist food co-ops), and even an alternative mode of consumption (the 'countercuisine')."<br> &nbsp;<br> With the rise of organic food as a big-business market, this more radical vision of organic food is becoming harder to find. As <em>New York Times</em> correspondent <a href="http://www.nytimes.com/2012/07/08/business/organic-food-purists-worry-about-big-companies-influence.html?pagewanted=all&amp;_r=0">Stephanie Strom</a> writes in a July 7, 2012 article:<br> &nbsp;</p> <div class="rteindent1">The fact is, organic food has become a wildly lucrative business for Big Food and a premium-price-means-premium-profit section of the grocery store. The industry's image — contented cows grazing on the green hills of family-owned farms — is mostly pure fantasy. Or rather, pure marketing. Big Food, it turns out, has spawned what might be called Big Organic.<br> &nbsp;<br> Bear Naked, Wholesome &amp; Hearty, Kashi: all three and more actually belong to the cereals giant Kellogg. Naked Juice? That would be PepsiCo of Pepsi and Fritos fame. And behind the pastoral-sounding Walnut Acres, Health Valley and Spectrum Organics is none other than Hain Celestial, once affiliated with Heinz, the grand old name in ketchup.<br> &nbsp;<br> Over the last decade, since federal organic standards have come to the fore, giant agri-food corporations like these and others — Coca-Cola, Cargill, ConAgra, General Mills, Kraft and M&amp;M Mars among them — have gobbled up most of the nation's organic food industry. Pure, locally produced ingredients from small family farms? Not so much anymore... <p>Big food has also assumed a powerful role in setting the standards for organic foods. Major corporations have come to dominate the board that sets these standards.</p> <p>As corporate membership on the board has increased, so, too, has the number of nonorganic materials approved for organic foods on what is called the National List. At first, the list was largely made up of things like baking soda, which is nonorganic but essential to making things like organic bread. Today, more than 250 nonorganic substances are on the list, up from 77 in 2002.</p> </div> <p>&nbsp;<br> As major corporations have gotten involved with organic food, they have adopted practices that some people would think of as inconsistent with the original principles of organic farming. In a July 9, 2009 <em><a href="http://www.denverpost.com/opinion/ci_12907119">Denver Post</a>&nbsp;</em>article, food writer Ari LeVaux argues:</p> <div class="rteindent1">Here's the sad news: Even as the demand for organic food continues to explode, organic farmers in America are getting thrown under the very beet cart they helped build. <p>The Chinese are taking over market share, especially of vegetables and agricultural commodities like soy, thanks to several American-based multinational food corporations that have hijacked the organic bandwagon they only recently jumped onto.</p> <p>When mega-corporation Dean Foods acquired Silk soy milk - which I used to drink as if it were the staff of life - the prospects looked good for American organic soy farmers. Silk had always been committed to supporting domestic organic farmers, and with the new might of Dean Foods behind it, I assumed that Silk would likely grow. Silk did grow, but it also dropped its commitment to domestic soy.</p> <p>When Midwestern farmers and farmer cooperatives in the heart of American soy country were told by Silk they had to match the rock-bottom cost of Chinese organic soybeans, they found it was a price they simply could not meet. Organic agriculture is labor-intensive, and China's edge comes largely from its abundance of cheap labor.</p> <p>"Dean Foods had the opportunity to push organic and sustainable agriculture to incredible heights of production by working with North American farmers and traders to get more land in organic production," says Merle Kramer, a marketer for the Midwestern Organic Farmers Cooperative, based in Michigan. "But what they did was pit cheap foreign soybeans against the U.S. organic farmer."</p> <p>Few Silk products are certified organic anymore, and some are processed with hexane, a neurotoxin listed as an air pollutant by the EPA. Yet this country allows hexane-processed soymilk to be labeled "natural," and if it contains organic ingredients, the label "made with organic ingredients" can still be used...</p> <p>Consumers buy organic for several reasons: They are worried about the heavy environmental impacts of agribusiness; they want cleaner and safer working conditions for farmworkers; and they believe that organic food is simply healthier to eat - or at least less likely to be contaminated with toxic chemicals.</p> <p>Unfortunately, the import-fueled corporatization of so-called "organic" food is making it less likely that your food will have all of these attributes.<br> &nbsp;</p> </div> <div>Organic farming advocates point out that these criticisms do not mean that the idea of organic food—and the desire to support a more environmentally and ethically responsible agricultural system—should be abandoned. Those who want to promote a more robust vision of naturally grown food are now working to create new ways to inform consumers about the conditions under which their food is produced. &nbsp; <p>This includes the use of a new label, "Certified Naturally Grown." Food that is sold under this label would have to meet a more rigorous set of standards than do organics produced by industrial agribusiness. The website of the<a href="http://www.naturallygrown.org/about-cng/frequently-asked-questions"> Certified Naturally Grown</a> organization explains:</p> </div> <div class="rteindent1">&nbsp;<br> CNG participation requires a full commitment to robust organic practices... To be granted the CNG certification, farmers don't use any synthetic herbicides, pesticides, fertilizers, antibiotics, hormones, or genetically modified organisms. CNG livestock are raised mostly on pasture and with space for freedom of movement. Feed must be grown without synthetic inputs or genetically modified seeds... [CNG] promotes farmer-to-farmer knowledge sharing about best practices and fosters local networks that strengthen the farming community.</div> <p>&nbsp;</p> <h4>For Discussion: &nbsp;</h4> <ol> <li>Do students have any questions about the reading? How might they be answered?</li> <li>What values did the original founders of the organic food movement intend to promote?&nbsp; What do you think about them?</li> <li>What are some of the practices used by industrial agribusiness corporations selling products that the original founders of the organic movement might find problematic?</li> <li>According to the reading, what are some of the aims of the Certified Naturally Grown label?</li> <li>Defenders of corporate agribusiness argue that industrial practices are needed to bring organics to a broad public, instead of to just a small elite. What do you think of this argument? How might critics of industrial agriculture respond?</li> </ol> <p>&nbsp;</p> <hr> <h4><br> Small Group:<br> Research a brand&nbsp;</h4> <p>If you assigned students to find organic brands as a homework assignment, ask them to report what they found, and list the names on the board.</p> <p>If they went to the store, was it hard to find organic foods there? &nbsp;If students had trouble finding organic brands, <a href="http://www.organickitchen.com/food/food.html">draw from this list.</a>&nbsp; &nbsp;(If students found that their stores did not carry organic foods, you might want to give students this alternative research assignment: &nbsp;Has access to healthy food been an issue in your community, or communities like yours? &nbsp;What steps have people taken in communities around the country to address this issue?)</p> <p>Once you have your list of brands, ask&nbsp;students to break into groups of four or five. Assign each group one of the brands to research.&nbsp;Have each group decide how they will research this brand, including the questions below. Ask students to add any other questions they have to the list, and research those as well.&nbsp;</p> <ul> <li>&nbsp;Who owns this brand?</li> <li>&nbsp;How big is the company?</li> <li>&nbsp;Does the company market only organics, or both organic and non-organic food?</li> <li>&nbsp;Are there criticisms of the company's organic practices? If so, what are they?</li> <li>&nbsp;Would the company or brand live up to the "Certified Naturally Grown" standard?</li> </ul> <p>Tell students that they will be sharing their research findings with the class and to prepare a five minute presentation. Use small-group presentations as the basis for further discussion.</p> <p><em>Research assistance by Yessenia Gutierrez.</em></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-02-26T12:43:37-05:00" title="Wednesday, February 26, 2014 - 12:43">February 26, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 26 Feb 2014 17:43:37 +0000 fionta 545 at https://www.morningsidecenter.org The Debate over Obamacare https://www.morningsidecenter.org/teachable-moment/lessons/debate-over-obamacare <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>The Debate over Obamacare</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:&nbsp;&nbsp;</h4> <p>Beginning in early October 2013, most of the major provisions of the healthcare law called the Affordable Care Act (popularly known as "Obamacare") began to take effect. These provisions include subsidies for low-income families, "health insurance exchanges" through which individuals and businesses can purchase insurance, a financial penalty for those who choose to remain uninsured, and a guarantee that insurance providers cannot deny coverage for pre-existing conditions. The Affordable Care Act has aroused a great deal of controversy and has become a target of opposition from Republicans in Congress. In fact, its implementation was one reason Republicans gave for shutting down the government for over two weeks in October. The ACA also faces criticism from many progressives who think it does not go far enough to reform the US healthcare system.<br> &nbsp;<br> This lesson includes a short introductory reading about this debate, followed by a small group activity in which students read three different views on Obamacare. After sharing what they've read, students then take part in a fishbowl activity aimed at exploring their own views on the issue.<br> &nbsp;</p> <h4>Objectives</h4> <p>Students will:&nbsp;</p> <ul> <li>learn about the Affordable Care Act and the debates surrounding it</li> <li>read and consider different points of view about the legislation</li> <li>consider their own point of view in small group discussion</li> <li>consider taking action on the issue</li> </ul> <p>&nbsp;</p> <hr> <p>Ask students:&nbsp; What have you heard about the Affordable Care Act, or Obamacare?<br> &nbsp;<br> Why has this plan been in the news?&nbsp;&nbsp;(Reasons include the government shutdown Republicans engineered to oppose the plan, and problems with healthcare.gov, the ACA website the administration launched in October.)<br> &nbsp;<br> Ask students to read the following summary of the debate over Obamacare, or read it out loud to the class.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Introduction:<br> The Obamacare Debate</h4> <p>&nbsp;<br> Beginning in early October 2013, most of the major provisions of the healthcare law called the Affordable Care Act (popularly known as "Obamacare") began to take effect. This law, which was passed by Congress in December 2009, still arouses a great deal of controversy, and has been the target of ongoing opposition from Republicans in Congress. In fact, the implementation of Obamacare was one of the reasons Republicans gave for shutting down the government for over two weeks in October. The law also has progressive critics.&nbsp; While Republicans think the law goes too far, some progressives believe it doesn't go far enough to reform the US healthcare system.<br> &nbsp;<br> The ACA attempts to address some widely acknowledged problems with the US healthcare system. These include:</p> <ul> <li>The US spends far more on healthcare than any other country in the world, yet leaves a high percentage of people uninsured.</li> <li>The US's health outcomes (including how long we live, infant mortality, and disease rates) are among the worst in the industrialized world.</li> <li>The system itself is extremely complex, a patchwork of private insurance and public insurance (like Medicare, for the elderly and disabled, and Medicaid, for the poor) - and the complexity contributes to its high cost.</li> <li>The US, unlike many other industrialized countries, still relies mostly on employers to provide private health insurance, rather than relying on government to insure everyone. However, increasingly employers don't provide insurance (or force workers to pay more than they can afford for it), leaving workers in the lurch.&nbsp;</li> </ul> <p>&nbsp;<br> For these and other reasons, a majority of Americans have long supported major reform of our healthcare system. For years before Obamacare was passed, thousands of people across the country organized actions, protests, petition drives, and letter-writing campaigns, and campaigned for candidates in support of healthcare reform.&nbsp;<br> &nbsp;<br> President Obama was elected in 2008 on the promise of achieving reform. However, any kind of healthcare reform poses huge political challenges. Many Republicans and other conservatives are opposed to expanding government's role in providing health insurance. Some even argue that existing public healthcare systems, such as Medicare, should be privatized (that is, turned over to private corporations to run). Conservatives argue that the US healthcare system would be improved if there was more private competition for people's healthcare dollars. And most conservatives are also ideologically opposed to what they call "big government."<br> &nbsp;<br> Another major challenge healthcare reformers face is that several very politically powerful industries have a huge stake in the system —in particular, private health insurance companies, as well as pharmaceutical companies. The ACA was a compromise that included these players:&nbsp; In exchange for restrictions on their practices, the insurance industry accepted a deal in which the federal government would require most individuals and many employers to buy health insurance from them, often with government subsidies. Insurance companies expect that this will result in a massive influx of new customers. The gain for those who wanted reforms: Expanded access to healthcare for millions of Americans, and restrictions on such insurance industry practices as denying coverage to people with "preexisting conditions." &nbsp;<br> &nbsp;<br> Many progressive critics of the legislation say that it does not address the fundamental problem with our healthcare system. These critics note that while ACA will provide much needed coverage to more Americans, it will not lead to high-quality, affordable healthcare for all. In fact, they maintain, it props up the existing system by bolstering the role of private health insurance companies.&nbsp; To solve the healthcare crisis, they believe the US should, like many other industrialized countries, adopt a form of "national health insurance." Under such a "single payer" plan, a public program such as Medicare would be expanded to cover all Americans, reducing or eliminating the role of the private insurance industry. Advocates argue that only under such a system will the US be able to ensure and afford high-quality healthcare for everyone.&nbsp; They point to countries around the world that have single-payer systems, which cost about half as much as the US system and have superior health outcomes.</p> <p>After students have read the reading, ask:&nbsp;Do you have questions about the reading?</p> <p>&nbsp;<br> Record questions on the board for further exploration.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>&nbsp;<br> Small Group Discussion</h4> <p>Divide the class into three groups, and ask each group to read one of the opinions in the <a href="/sites/default/files/files/ObamacareReadings.pdf">attached pdf.</a> (Alternatively, assign the three groups the reading as homework and continue with the rest of this lesson tomorrow.)<br> &nbsp;<br> Readings are:<br> &nbsp;<br> Group One - The case for Obamacare:<br> <a href="http://www.foxnews.com/opinion/2013/09/30/five-reasons-americans-already-love-obamacare-plus-one-reason-why-theyre-gonna/">Five reasons Americans already love ObamaCare&nbsp;</a><br> Sally Kohn, Fox News, September 30, 2013<br> &nbsp;<br> Group Two - Conservative critique of Obamacare:<br> <a href="http://www.gop.com/news/research/the-case-against-obamacare/">The Case Against ObamaCare</a><br> GOP.Com, March 23, 2011<br> &nbsp;<br> Group Three - Progressive critique of Obamacare:<br> <a href="http://www.salon.com/2013/10/10/republicans_biggest_misunderstanding_about_obamacare/">Republicans' biggest misunderstanding about Obamacare</a><br> Adam Gaffney, Salon, October 10, 2013</p> <p>&nbsp;<br> Tell students that the readings reflect three different views about the Affordable Care Act: One reading argues in support of ACA, one critiques it on conservative grounds, and a third critiques it on progressive grounds.<br> &nbsp;<br> Tell students that after reading the opinion, they should agree on a brief summary of what they read to share with the rest of the class. Specifically, they will share:<br> &nbsp;<br> 1)&nbsp; a brief summary of what they read<br> 2) &nbsp;the reading's strongest point, in the group's opinion<br> 3)&nbsp; the reading's weakest point, in the group's opinion<br> &nbsp;<br> Give students 10 minutes to read the article and another 5-10 minutes to prepare to share.<br> &nbsp;<br> Reconvene the class and ask each group for its summary. If you have time, allow for one or two clarifying questions from the rest of the class after each group's summary.<br> &nbsp;<br> Tell the class that what they read are opinions, but the"facts" they cite aren't necessarily true.&nbsp; Ask students to come up with three things they could do if they were trying to verify the accuracy of what they read. Record these on the board.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Fishbowl Discussion</h4> <p>Now tell the class that we'll have a fishbowl discussion about Obamacare. In this discussion, students will be asked to give their own thoughts and opinions, not those expressed in their reading.&nbsp; Of course students are free to cite arguments or information from the readings.<br> &nbsp;<br> Ask two students from Group One, two from Group Two and two from Group Three to sit in a circle facing each other. Ask the remaining students to form a circle around this fishbowl group. Students should stand roughly behind the two fishbowl members who were in their small group.<br> &nbsp;<br> After students have assembled, explain that only people in the fishbowl can speak. You will ask students in the fishbowl a question and invite students to speak to it in a "go-around." Each student responds without being interrupted. After a few minutes or so, you'll invite students from the larger circle to participate in the fishbowl conversation by tapping a fishbowl student on the shoulder and moving into that student's seat. Students should only replace the seat of someone who was in their group.</p> <p>Now ask the Fishbowl group students to listen to several statements. After each statement, they should say whether they agree or disagree, and why.&nbsp; Each student will have up to one minute to respond.<br> &nbsp;<br> Statement:&nbsp; The government should not be involved in providing health insurance for people.<br> Statement: &nbsp;Obamacare goes a long way to fixing our healthcare system.<br> Statement:&nbsp; The problem with Obamacare is that it just increases the role of the private insurance industry.<br> &nbsp;<br> Now stop and give students outside the fishbowl a chance to join the discussion by tapping the shoulder of someone from their group and taking their seat.<br> &nbsp;<br> Statement:&nbsp; Obamacare forces people to buy health insurance, and that's not right.<br> Statement:&nbsp; Obamacare is great because it ensures that a lot more people can get healthcare coverage.<br> Statement: Obamacare costs too much and doesn't cover everyone. We need a universal, public health insurance system.<br> &nbsp;<br> Stop again and give students outside the fishbowl a chance to join the discussion by tapping the shoulder of someone from their group and taking their seat.</p> <p>Statement: Obamacare could completely bankrupt the country.<br> Statement:&nbsp; Obamacare reins in the private health insurance companies.<br> Statement:&nbsp; Obamacare doesn't address the fundamental problems with our healthcare system.<br> &nbsp;<br> Reconvene the whole group and ask:</p> <ul> <li>What did you think of the discussion?&nbsp;</li> <li>Did you change your opinion about healthcare as a result of these readings and discussion?</li> </ul> <p>Return to the questions students had about the first reading.&nbsp; Have those questions been answered? If not, how might we answer them?</p> <p>Tell students that Obamacare was passed only after extensive grassroots organizing by people who wanted healthcare reform.&nbsp; Thousands of people across the country continue to organize on this issue, against Obamacare, in support of it, and in support of more thorough reform (such as national health insurance).&nbsp;&nbsp;</p> <p>Ask students if they are interested in taking an action step on this issue, and if so how they might proceed.<br> &nbsp;<br> &nbsp;<br> &nbsp;<br> &nbsp;<br> &nbsp;<br> &nbsp;<br> &nbsp;<br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2013-10-27T11:42:58-04:00" title="Sunday, October 27, 2013 - 11:42">October 27, 2013</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 27 Oct 2013 15:42:58 +0000 fionta 566 at https://www.morningsidecenter.org CIGARETTES: Cracking down on the 'deadliest legal product known to man' https://www.morningsidecenter.org/teachable-moment/lessons/cigarettes-cracking-down-deadliest-legal-product-known-man <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>CIGARETTES: Cracking down on the &#039;deadliest legal product known to man&#039;</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><strong>To the Teacher:</strong></p> <div>&nbsp;</div> <div>Efforts to stiffen tobacco regulation became reality this June when Congress passed the Family Smoking Prevention and Tobacco Control Act. The provisions of this act are the main subject of the reading, which also includes information about teenage smoking and its effects. A writing assignment, discussion questions and subjects for further inquiry follow.</div> <div>&nbsp;</div> <div> <hr> <h3>Student Reading</h3> </div> <div>About half of the teenagers who smoke their first cigarette today and go on to become regular smokers will eventually die from smoking. The World Health Organization is the source of this unpleasant information.</div> <div>&nbsp;</div> <div>Every day about 3,600 kids between 12 and 17 years of age smoke their first cigarette, and an estimated 1,100 of them will become regular smokers, the Substance Abuse and Mental Health Services Administration reported in 2008.</div> <div>&nbsp;</div> <div>White House spokesman Robert Gibbs said on June 12, 2009, the very day that Congress approved new tobacco regulations, that President Obama himself has "a struggle with nicotine addiction" every day. The president said the new regulations would "protect our kids and improve our public health."</div> <div>&nbsp;</div> <div>The new law is called The Family Smoking Prevention and Tobacco Control Act and gives the Food and Drug Administration "regulatory authority over the deadliest legal product known to man-cigarettes...In a country that regulates everything from lipstick to beer, how could it possibly make sense to take a hands-off attitude with a product that kills some 400,000 people a year and to which a fifth of the population is addicted." (Joe Nocera, business columnist for the <em>New York Times</em>, 6/20/09)</div> <div>&nbsp;</div> <div>The new law:</div> <div>&nbsp;</div> <ul> <li>forbids the tobacco industry from claiming that their products are "light," "mild," or "low tar."<br> &nbsp;</li> <li>bans tobacco products sweetened by herbs or spices such as strawberry, grape, orange, cinnamon or vanilla. (However, menthol is exempted until 2011, when a new study of its potential harmfulness is to be completed.)<br> &nbsp;</li> <li>bans some chemicals in tobacco products but does not totally ban addictive nicotine.<br> &nbsp;</li> <li>forbids tobacco advertising inside of 1,000 feet of schools and playgrounds.<br> &nbsp;</li> <li>forbids any tobacco-related sponsorship of sports and entertainment events.<br> &nbsp;</li> <li>requires new warning labels by 2012 covering 50 percent of the front and rear and use of capital letters for the word "WARNING" as well as "color graphics depicting the negative health consequences of smoking"&nbsp;<br> &nbsp;</li> <li>allows tobacco product advertising to be in adults-only facilities<br> &nbsp;</li> <li>forbids tobacco product vending machines except in places restricted to adults</li> </ul> <div>"I think we are today at the last gasp of the tobacco industry's efforts to protect their profits at the expense of the health and lives of the American people and to get children to take up this habit," said Rep. Henry Waxman, Democrat of California. He was the sponsor of the bill and chairman of a 1994 hearing during which tobacco industry executives claimed that nicotine was not addictive.</div> <div>&nbsp;</div> <div>Philip Morris USA, the largest American tobacco company, supported the new legislation as being tough but fair. Other tobacco companies opposed it, as did some Republicans who blamed Democrats for interfering in private business. Nevertheless, the bill got support from members of both parties, and was passed by a vote of 307 to 97 in the House and 79-17 in the Senate.</div> <h4><br> For writing</h4> <div>Give students 20 minutes to reflect on and write about smoking. For those who smoke, the questions are: Why did you start smoking? Why do you continue? What would it take to get you to quit? For those who do not smoke, the questions are: Why don't you smoke? Why do you think other teenagers do?</div> <div>&nbsp;</div> <div>Tell students that you will not collect or grade papers. Each is private, a conversation with oneself and intended to stimulate thinking about one's own behavior. Students can decide for themselves if they want to share their paper with others.&nbsp;</div> <h4><br> For discussion</h4> <div><strong>1. </strong>Why do some teenagers smoke? What makes you think so?</div> <div>&nbsp;</div> <div><strong>2.</strong> Why do many teenagers continue to smoke into adulthood even though they know that smoking causes lung and throat cancer, emphysema, heart disease, and other illnesses that are often fatal?</div> <div>&nbsp;</div> <div><strong>3.</strong> Consider the new regulations. Is each one fair? Why or why not? What do you think is the purpose of each new regulation? How effective do you think it will be in preventing smoking and why?</div> <div>&nbsp;</div> <div><strong>4.</strong> Why do you suppose that Congress did not simply ban the sale of cigarettes? (Perhaps Congress had in mind the ban on alcohol sales and its effects during the 1920s and early 1930s.)</div> <div>&nbsp;</div> <div><strong>5.</strong><span class="Apple-tab-span" style="white-space:pre"> </span> Would you add any regulations? What and why?</div> <h4><br> For inquiry</h4> <div>Tobacco and smoking offer multiple possibilities for independent and small-group student inquiries, including on the subjects listed below. As a starting point, require students to frame two or three questions and discuss them with the teacher before an inquiry begins. For suggestions on good question-asking, see "Thinking Is Questioning" in the high school section of TeachableMoment.</div> <ul> <li>The origins of smoking in America</li> <li>The promotion of smoking by American tobacco companies</li> <li>Cigarette advertising</li> <li>Nicotine</li> <li>Congressional lobbying efforts by American tobacco companies</li> <li>The profitability of tobacco products</li> <li>The 1994 hearing and evidence for the addictiveness of nicotine&nbsp;</li> <li>Illnesses caused by smoking</li> <li>Banning tobacco products</li> <li>Dr. David Kessler and Stephen Parrish (see Nocera article cited above)</li> </ul> <div> <hr> <p><em>This lesson was written for TeachableMoment.Org, a project of Morningside Center for Teaching Social Responsibility. We welcome your comments. Please email them to: <a href="mailto:lmcclure@morningsidecenter.org">lmcclure@morningsidecenter.org</a>.</em></p> </div> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2009-07-01T14:39:12-04:00" title="Wednesday, July 1, 2009 - 14:39">July 1, 2009</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 01 Jul 2009 18:39:12 +0000 fionta 891 at https://www.morningsidecenter.org