University Studies
Freshman Inquiry
144G: HEALTH, HAPPINESS, AND HUMAN RIGHTS
Fall 2016
Dr. Shawna Lipton
[email protected]
Main Session: MW 8:00 am-9:15 am
Cramer Hall 101
Office Hours (Cramer Hall 117) MW 9:30-10:30 and by appointment
Peer Mentor: Mahmoud Khellah
[email protected]
Mentor Session: MW 9:30-10:20/10:30-11:20/11:30-12:20
Cramer Hall 187
Course Description:
This course focuses on how social and economic factors result in the unequal distribution
of life chances in the United States (topics will include income inequality, systemic racism,
gender oppression, the prison industrial complex, and climate change). In the fall term we
will discuss social determinants of health and work with partner organizations attempting
to address issues of access and inequality in the Portland community. In the winter we will
critique “the promise of happiness” in contemporary American culture. In the spring we
will focus on social movements striving to bring about transformational change in response
to material inequalities that threaten people’s survival and wellbeing.
Required Texts: (We will use all year)
Bruce Ballenger, The Curious Researcher
Cathy Birkenstein and Gerald Graff, They Say, I Say
Fall Theme: Inequality and Social Determinants of Health
Books (Available at the PSU Bookstore and through the PSU Library)
Ted Schrecker and Claire Bamba, How Politics Makes Us Sick
Robert Reich, Saving Capitalism: For the Many Not the Few
Films
(Watch in Class)
Unnatural Causes: In Sickness and in Wealth
The Best Government Money Can Buy
Inequality for All
(Watch at Home)
The Big Short (Netflix)
Capitalism, A Love Story (Accessible Through the Library)
Sicko (Accessible Through the Library)
Goals: The purpose of Freshman Inquiry (FRINQ) is to help you succeed in college and,
perhaps more importantly, to gain the skills for continuing your education through the
course of your life.
1. Inquiry and critical thinking: Students will learn various modes of inquiry through
interdisciplinary curricula — problem-posing, investigating, conceptualizing — in
order to become active, self-motivated, and empowered learners.
2. Communication: Students will enhance their capacity to communicate in various
ways — writing, graphics, numeracy, and other visual and oral means — to
collaborate effectively with others in group work, and to be competent in
appropriate communication technologies.
3. The variety of human experience: Students will enhance their appreciation for and
understanding of the rich complexity of the human experience through the study of
differences in ethnic and cultural perspectives, class, race, gender, sexual
orientation, and ability.
4. Ethical issues and social responsibility: Students will expand their understanding of
the impact and value of individuals and their choices on society, both intellectually
and socially, through group projects and collaboration in learning communities.
NO SCREENS POLICY
At the beginning of each class (main and mentor sessions), please turn off your cell phones
and put them inside your bag. Your phone should not be visible at any time during our
class sessions. If you require an electronic device as a learning aide please speak to me in
advance. Otherwise using the Internet, taking class notes on your laptop, texting, etc.
during class is not permitted. Students who violate this policy will be asked to leave the
class and will earn zero participation points for that day.
Grading:
•
•
•
•
•
•
Attendance and Participation
(Includes Mentor Session, Comment Cards, Discussion Questions, Discussion
Leading) 30%
Close-Reading Papers and Revisions (10% each) 20%
Film Responses 5%
In-Class Debate 5%
Self-Evaluation 10%
Community-Based Learning and Social Media Outreach Project 30%
Fall Term Course Requirements:
Attendance and Participation
Attendance is a mandatory and essential aspect of the class. This includes arriving to class
on time having read the required material for that day, and being respectful to your peers
by staying engaged throughout the class period. If you miss a day of class you are
responsible for the readings and assignments that day. If you are unable to turn in an
assignment on time please contact me BEFORE the assignment is due. Please check your
pdx student e-mail and the class D2L site regularly to keep up with class announcements.
Comment Cards
At the end of each class period you will turn in an index card with a question or comment
about the material we discussed that day. This will count toward your participation grade
in the class. Your comments may be used to spark discussion in the next class period.
Discussion Questions
For each class period you will post three discussion questions online to D2L this will count
towards your participation grade.
Discussion Leading
Once per term you will lead the class in the discussion of the text for that day. You will
pose questions to the group and select passages to close-read together.
Film Responses
You will post a 500-word response to each of the following required films online:
Capitalism, A Love Story Response Due: 10/17
Sicko Response Due: 10/31
The Big Short Response Due: 11/07
More detailed instructions will be given in class.
In-Class Debate
You will be assigned a topic to formally debate. You must conduct research to support
your side of the argument, document your sources in MLA format on a handout, and
present your case to the class.
Accommodations
You may pre-record and/or post your in-class presentations and assignments online if you
are uncomfortable/unable to speak in front of the class. Please arrange these
accommodations with me in advance.
Community Based Learning/Social Media Outreach Project
1) As an individual or as a small group choose an organization that is addressing
issues of inequality and health access in the Portland community. You may choose
from the list of partners provided, or choose your own with my approval.
2) Turn in a one-page analysis of the organization’s objectives and principles, closereading their mission statement and any documents that are available to you
online.
3) Look at the organization’s website and social media presence. Is there any kind of
social media outreach they are not doing that you think would help to raise their
profile in the community? Try to contact their communications director and ask
permission to help with their online presence (taking over their Instagram or Twitter
for a week, writing blog entries, starting a Facebook group, making a Youtube
channel, etc.)
4) Volunteer for the organization (ideally on three separate occasions- if this is not
possible for you please speak to me about alternatives and accommodations).
5) As an individual or as a group, create a Social Media outreach campaign that helps
raise awareness about this organization. Utilize Facebook, Twitter, Tumblr,
Youtube, Instagram, create a Podcast, Make a Viral Video etc. Make sure you are
not using anybody’s image or personal information without his or her permission.
Notify the organization about what you are doing to get the necessary permissions
before sharing it online. Make sure you focus on your own experience with the
group and do not represent yourself as a member of the organization itself.
For social media outreach inspiration see The Ugly Fruit & Veg Campaign, a project
that responds to the issue of food insecurity:
http://www.endfoodwaste.org/ugly-fruit---veg.html
uglyfruitandveg on Instagram
6) Present your Social Media project to the class.
7) As an individual, write a report about your volunteer experience (1500 words)
Focus on answering the questions: What? So What? Now What?
Preferred Community Partners:
African American Health Coalition
Lift Urban Portland
Bienestar de la Familia
Bikes for Humanity
Rose Community Development
Human Solutions
Portland Community Reinvestment Solutions
Close-Reading Papers
You will choose a passage or concept from each of our major course texts (How Politics
Makes Us Sick and Saving Capitalism) and explain it in detail using textual evidence and
your own analysis (no outside research). Close reading is textual analysis NOT personal
response or opinion. (500-1000 words) You will revise these papers according to my
feedback and include them in your final writing portfolio.
Self-Evaluation
In this reflective essay you will discuss your interpretation of the University Studies goals;
how you met these goals over the course of the term (using specific examples); and set
personal goals, including an evaluation of your accomplishments, strengths, and what you
would like to continue working on in the Winter term. (1500 words)
Writing Process and Revision
You must bring drafts of your major writing assignments to mentor session for peer review.
Rough drafts are mandatory. Final drafts of papers will not be accepted if they have not
been peer reviewed and revised.
You are encouraged to use the PSU Writing Center for all major assignments.
http://www.writingcenter.pdx.edu/ 188F Cramer Hall
Schedule
09/26 Course Introduction: Inequality and Social Determinants of Health
Discussion and Activity: Privilege and Intersecting Identities
For Homework Read:
Privilege 101:
http://everydayfeminism.com/2014/09/what-is-privilege/
“Unpacking the Invisible Knapsack” (pdf)
09/28 Discussion and Activity: Inequality
Watch: Income Inequality https://www.youtube.com/watch?v=QPKKQnijnsM
Discuss: http://www.gallup.com/poll/143696/health-disparities-across-incomes-wideranging.aspx
For Homework Read: http://www.truth-out.org/opinion/item/35245-inequality-casts-a-longshadow
Watch: What is Neoliberalism?
https://www.youtube.com/watch?v=dzLv3rfnOVw
https://www.youtube.com/watch?v=7kL4p3llmHk
10/03 Unnatural Causes: In Sickness and in Wealth
Film Discussion
For Homework Read:
“Neoliberalism as a Class Ideology” Vicente Navarro (pdf)
“Should We Worry About Income Inequality?” Robert Hunter Wade (pdf)
“The World Health Situation” Vicente Navarro (pdf)
10/05 Discuss Excerpts from Neoliberalism, Globalization and Inequalities
CHOOSE ORGANIZATION TO VOLUNTEER FOR
10/10 How Politics Makes Us Sick Preface + Introduction “Politics and Health”
10/12 How Politics Makes Us Sick “Obesity”
At Home: Watch Capitalism, A Love Story Write 500 word response on D2L
10/17 The Best Government Money Can Buy
Film Discussion
10/19 How Politics Makes Us Sick “Insecurity”
TURN IN ONE PAGE ANALYSIS OF ORGANIZATION’S MISSION STATEMENT
Weekend Event: 10/22 Arresting Power: Resisting Police Violence in Portland, Oregon
(Digital Screening and Panel Discussion) 5th Avenue Cinema. 510 SW Hall St.
Free with PSU ID.
10/24 How Politics Makes Us Sick “Austerity”
10/26 How Politics Makes Us Sick “Inequality” and Conclusion
PAPER DUE
At Home: Watch Sicko Write 500 word response on D2L
10/31 Discuss: Gentrification in Portland
http://www.colorlines.com/articles/gentrification-spotlight-how-portland-pushing-out-itsblack-residents
http://www.colorlines.com/articles/gentrification-spotlight-how-portland-pushing-out-itsblack-residents-part-2
Watch: Why Your Doctor Should Care about Social Justice
https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justi
ce
11/02 Saving Capitalism Introduction + 3-29
VOLUNTEER
At Home: Watch The Big Short write 500 word response on D2L
11/07 Saving Capitalism 29-89
11/09 Saving Capitalism 89-153
VOLUNTEER
11/14 Saving Capitalism 153-218
11/16 Saving Capitalism 218-221 “New Rules”+ Inequality for All
PAPER DUE
11/21 Inequality for All
Film Discussion
+ Discuss Basic Income
11/23 Debate Prep: Basic Income
VOLUNTEER
11/28 Debate
Writing Workshop
Revise papers for Final Portfolio.
11/30 Final Presentations
Turn in Fall Writing Portfolio.
Writing Portfolio (on Pebblepad) for Fall Term includes:
• Two revised close-reading papers (500-1000 words each)
• Community-based learning written report (1500 words)
• Self-evaluation reflective essay (1500 words)
News and Current Events
The Fall term serves as an introduction to the course theme of how inequality impacts
health in the United States, and what actions can be taken by individuals to address
fundamental inequities in our society. You will be expected to stay up to date on current
events related to our course themes and issues. As such it is vital that you read
independent news media sources, listen to relevant podcasts, and follow key figures and
news outlets on social media. In the fall term we will discuss how your work in the
community relates to current events, and how social media content from news sources
relates to your own social media outreach project. In the winter term you will conduct
independent research on a topic of personal interest (related to social determinants of
health), and in the spring you will write a final paper, all of which will be informed by your
year-long engagement with current events and articles related to our course themes.
Recommended News Sources:
http://www.truthdig.com/
http://www.alternet.org/
http://www.truth-out.org/
http://www.democracynow.org/
https://theintercept.com/
https://www.thenation.com/
http://www.colorlines.com/
https://www.themarshallproject.org
http://therealnews.com/
http://fair.org/
https://www.hrw.org/topic/health
Follow:
@theintercept
@colorlines
@MarshallProj
@NaomiAKlein
@TheRealNews
@FAIRmediawatch
@truthout
@AlterNet
@Truthdig
@thinkprogress
@thenation
@democracynow
Podcasts:
Democracy Now!
Start Making Sense
Delete Your Account
Humorless Queers
Unauthorized Disclosure
The Ralph Nader Radio Hour
Against the Grain
Winter Theme: Happiness and Its Discontents
Required Texts:
Daniel M. Haybron, Happiness: A Very Short Introduction
William Davies, The Happiness Industry
Sara Ahmed, The Promise of Happiness
Films:
Happy (Netflix)
Where to Invade Next? (PSU Library)
Spring Theme: Who Counts as Human?
Andrew Clapham, Human Rights: A Very Short Introduction (2nd Edition)
Angela Davis, Are Prisons Obsolete?
“Building an Abolitionist Trans & Queer Movement with Everything We’ve Got” Dean
Spade, Morgan Bassichis and Alex Lee (pdf)
Sarah Jaffe, Necessary Trouble
Films:
Visions of Abolition (In Class)
The Black Power Mixtape (Netflix)