Class #23
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This document discusses access to healthcare as a social justice issue from a Catholic perspective. It notes that access to medical care is significant for social justice, and that not receiving healthcare can negatively impact one's life, job, education, and more. It then outlines what the Catholic Church teaches about healthcare reform, why the Church cares about this issue, and why there are Catholic hospitals. The document emphasizes that the right to life extends beyond birth and that society should support the quality of life of vulnerable groups like the elderly, young, hungry, homeless, sick and disabled. It concludes by stating that the type of healthcare a society provides reflects the type of society it wishes to be.
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The class will spend 50 minutes discussing case studies on Just War theory and having groups report out their findings. They will then discuss for 20 minutes the tensions between nonviolence and Just War positions. Students will self-assess their contributions to group discussions and what they learned about Christian responses to violence by discussing case studies.
Presentation27
The document outlines an agenda for a class that will discuss violence, nonviolence, and Christianity. It will assess how a commitment to nonviolence may impact one's relationship with their country and consider if nonviolence can be a practical strategy against evil. Students will do a self-assessment on their contributions and how their views on nonviolence may have changed from the class.
Presentation26
The class will first hear from those who corresponded with death row prisoners for 25 minutes. They will then discuss scenes, themes and the Church's teachings on the death penalty from the book Dead Man Walking for 45 minutes. Finally, students will do a 5 minute self-assessment on their contribution to class discussion and what questions they would ask Sr. Helen if she visited class.
Presentation25
The class will rotate through stations for 40 minutes, followed by a 30 minute whole class discussion and question time on women's ordination. Students will evaluate arguments against ordaining women, assess an analogy in a video about exclusion based on gender and race, and do a short self-assessment on their contributions and learnings.
Presentation24
The document outlines the schedule and learning outcomes for a class that will involve mind-mapping the concept of "Everything is connected" from Pope Francis' Laudato Sí encyclical, evaluating reactions to the encyclical, and self-assessing contributions to group discussions, including having students take on the role of Jeb Bush to re-evaluate his views on religion in politics after reading the text.
Presentation22
The document outlines the schedule and learning outcomes for a class that will discuss kinds of rights, access to health care as a social justice issue, and Catholic teachings on access to health care. The class will spend 25 minutes on kinds of rights, 45 minutes discussing what aspects of health care access are and aren't under individual control, and 5 minutes doing a self-assessment. Students will also write a paragraph from the perspective of Pope Francis summarizing the predicted Catholic position on preferential access to health care for the poor.
Presentation21
The document outlines the agenda for a class discussion that will apply Catholic teachings on economic justice and immigration to topics like a local immigration center and the policies of a college regarding undocumented students. It includes prompts for a 5-minute self-assessment at the end to reflect on contributions to the discussion and what most impacted the students' views on immigration.
Presentation20
The document outlines a class discussion that will focus on how Archbishop Romero changed from a stance of neutrality to supporting the poor in El Salvador, and how Pope Francis's teachings in The Joy of the Gospel emphasize reducing inequality as a way to remedy social ills. Students will analyze these themes in Romero and identify links between Romero and Pope Francis, and self-assess their contribution to the class discussion.
Presentation19
This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.
Presentation18
The document outlines the agenda for a class discussion that will:
1) Debrief a visit to a Center for the Homeless and define homelessness.
2) Apply Catholic social teaching from the visit, a video, and reading to analyze the relationship between justice and equality, with a focus on the Church's preference for the poor.
3) Include a self-assessment of student contributions and conclusions about justice for the poor and homeless.
Presentation17
We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
Presentation13
The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.
Presentation12
The document outlines the schedule and learning outcomes for a class session. It will include drawing up and negotiating a sample surrogacy contract in small groups, discussing the activity and readings, and an example surrogacy scenario. Students will roleplay a surrogacy arrangement, examine the morality of surrogacy and potential exploitation of women, and do a self-assessment of their contributions and takeaways from negotiating a surrogacy contract.
Presentation11
Today's class will involve a 25-minute activity on reproductive technology where students simulate shopping at a sperm bank or filling out forms for embryo cryopreservation. Students will then share their conclusions with the other half of the class for 20 minutes. Finally, students will evaluate the Church's teaching on assisted reproduction using this activity and an email from a Saint Mary's alum over 25 minutes.
Presentation10
The document outlines the plan for a class which includes taking a moral stance on abortion, applying Church teachings to positions held by Cuomo and Pacholczyk, evaluating their views for an upcoming paper, and a self-assessment where students reflect on their contributions and if the class changed their paper perspective.
Presentation9
This document outlines an agenda for a class discussion that will include nudging both the pro-life and pro-choice sides on their perspectives. It will focus on considering implications of twinning and Warren's criteria for personhood from the pro-life side, and assessing Callahan's critique of choice and its implications for feminism from the pro-choice side. Students will also self-assess their contributions and whether the discussion made their views on abortion less black and white.
Presentation8
The document outlines the agenda for an ethics class that will: 1) do a name quiz and discuss a paper assignment, 2) examine the principle of double effect and how it defines some abortions as indirect, 3) analyze cases comparing direct and indirect killing, 4) assess Church teaching on indirect abortion and a conjoined twins case analogy, and 5) have a self-assessment on class discussion and the distinction between direct and indirect killing.
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Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
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- 2. Passions can be helpful, but they can also blind us. Can you determine what sorts of things are behind the passions you see on this video about a topic that ordinarily tends to be pretty dry (health insurance!)? And can you identify blind spots on one or the other side (or both) based upon your reading for Tuesday, the video Sick Around America , and our discussions about social & economic injustice in general? vt
- 5. A 2 3 4 5
- 7. “ In the end, the kind of health care we tolerate reflects the kind of society we are or want to be.” — Dr. Edmund Pelligrino (XP, p. 139)
Editor's Notes
- This is what I want to use for the Voicethread. Say that it gives a good sense of the passions on both sides of the debate. Also talks about socialism. As them what side the Church is on here and what someone representing the Catholic view would say to some of the other protestors. Say to use the other video "Sick in America" as background to viewing this one. In class, perhaps do the thing with the eligibility for Medicaid Passions can be helpful, but they can also blind us. Can you determine what sorts of things are behind the passion you see on this video about a topic that ordinarily tends to be pretty dry (health insurance!)? And can you identify blind spots on one or the other side (or both) based upon your reading for Tuesday, the video Sick Around America, and our discussions about social & economic injustice in general?