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SDG 10 – Reduced Inequalities

  • Week 6: Reading Guide

    Each week’s readings will be accompanied by a set of guiding questions. As you read the materials, take notes about key messages as well as questions you have. Class discussions will center around these.

    Read more: Week 6: Reading Guide

  • Final Communication Project

    Media Option: Students who choose this option will create a pamphlet, lesson plan, wiki, blog or webpage in which they (a) introduce a moral question concerning food choices or food policy, (b) provide material that presents arguments on different sides of the issue, (c) outline the arguments on each side in their strongest (most plausible) form and (d) give a brief evaluation of the arguments and draws conclusions, where possible. (If a lesson plan, the product should also include an activity that will prompt reflection or discussion.) The product should also provide information about where to find more information on the topic.

    Read more: Final Communication Project

  • Final paper

    Option A: Option A: Expansion of paper 2. Based on feedback on paper 2, you will develop your argument in paper 3 (2500 words (10 pages)).

    Option B: Option B: New paper. You will write on a topic that you pose. Please use the same topic proposal form that was distributed for paper 2. 1250 words (5 pages).

    Read more: Final paper

  • Paper 2

    Paper 2 (1250 words (5 pages)): You have a choice of writing on topics distributed in class or on a topic you pose (original paper topics must be approved in advance). 

    Read more: Paper 2

  • Paper 1

    Write a 5-page (1250 word) argumentative essay on one of the following topics. Note that your paper must articulate a thesis in response to the topic and defend the thesis with argument(s). At the top of the first page of your paper – above your title (if you have one) and your first paragraph – please state your thesis in bold. This is the claim that you are arguing for in the rest of your paper. (You should also state the thesis in the body of your text.)

    Read more: Paper 1

  • Assignment 3: Activism

    Please read Brian Martin, “Activism, Social and Political.” and reflect on the question: do we all have a moral responsibility to be engaged in activism in the current social context, (and if not all, then who)? You may consider activism on any topic, e.g., food security, animal welfare, LGBTQ rights, feminism, antiracism, smaller government, pro-life, pro-choice, prayer in public schools, or any other topic that matters to you.

    Read more: Assignment 3: Activism

  • Discussion Question – Innovative Games

    Both authors emphasize the potential of games to address relevant social issues and educate the gamers. What are some cultural, political, or ethical issues that you think might be usefully addressed by games? How would you design a game to address this issue? (Brainstorm and get creative!)

    Read more: Discussion Question – Innovative Games

  • Discussion Question – What can a body do?

    In the Judith Butler / Sunaura Taylor clip from Examined Life, Butler considers the question "what can a body do?” She and Taylor suggest that the "can" here is not just about what bodies are physically capable of, but what constraints are imposed by society. They consider the possibility that gender and disability are similar, socially speaking, because there are substantial social constraints on how we can use our bodies to enact our gender and/or physical capacities. What do you think? Is there an analogy here? What other social constraints are there on our embodiment? 

    Read more: Discussion Question – What can a body do?

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