“If you were designing a society from scratch, what would you protect — and why?”

Review the following four lines from a Shakespearean poem.

What win I if I gain the thing I seek?
A dream, a breath, a froth of fleeting joy.
Who buys a minute’s mirth to wail a week?
Or sells eternity to get a toy?

Memorize the preamble to the Declaration of Independence:

We hold these truths to be self-evident, 
that all men are created equal, 
that they are endowed by their Creator 
with certain unalienable Rights,
 that among these are Life, Liberty and the pursuit of Happiness.

What is Equality?

This month we are going to explore the concept of equality, as the term was used by the Founders.

What does that word mean to you?

Growing up in 21st century America, there are a lot of things that we likely take for granted. We are likely all familiar with the phrase from the Declaration of Independence that states “all men are created equal,” but what exactly does that mean?

This has further been complicated by recent philosophical debates about equality and the frequent confusion with the “equity.” I’ll include a couple of videos to touch on that as well. We may or may not get into this particular discussion during class but it illustrates the absolute necessity of making sure that you understand what definition a person is operating from.

“Equality,” as stated on your note card for this month means, quite simply, “the condition of being equal.” But equal in what way?

Before you read any farther, take out your commonplace book and write your own definition of equality, as you currently understand it.

Our goal this week is to understand what Thomas Jefferson had in mind when he wrote the Declaration of Independence. Watch this video. As you watch, take notes in your commonplace book of what you learn about Jefferson’s view of equality. Is there anything you would like to add to your definition?

Now watch this video (Tom Sowell in cartoon form!). And this video. How do these impact your view of equality?

Read/Understand

In our readings this week, look for additional understanding on equality – what it is, how it should be protected, or what it looks like when a society tries to apply it.

For each reading assignment below, circle words that are unfamiliar to you. Create a page in your commonplace book (it might look like this) to do the following:

• choose 5 of those words, look up and record each definition, and
• answer in writing the answers to these questions.

(If you feel like you know all the words, choose 5 that you think are most important and write the definitions of those. Often we don’t understand words as well as we think we do.)

***In order to attend class, please complete the 5000 Year Leap assignment

plus either the Federalist or Democracy in America reading assignment.

You may earn van coins by doing all three.***

5000 Year Leap

This week, you will study two principles. Be sure to identify in writing the claim, evidence, connection and response as explained above for each principle.

• 6th principle, “All Men Are Created Equal”;
• 7th principle, “The Proper Role of Government is to Protect Equal Rights, Not to Provide Equal Things.”

Explain these two principles to a family member. Tell the what you understand the author saying and how you agree or disagree. Ask for their thoughts.

2 — The Federalist

Watch this video (posted by @YouWillLoveEconomics?!?) and this video (who doesn’t love a Lego explanation?) to introduce you to Federalist #10. And here’s one person’s perspective on maybe what isn’t working as well as hoped.

Print and study Federalist #10. Be sure to fill out the information as described above. As you read, consider the question, “How can a free society keep disagreements from turning into oppression?” What does this essay have to do with equality?

3 — Democracy in America

Read the first paragraph of this summary. Then, print, read and mark the chapter entitled “Social Condition of the Anglo-Americans,” found in volume I, part I, chapter 3. What observations did Tocqueville make of equality during his tour of America? (Same format as above.)

First person perspective

Meet Chief Justice Clarence Thomas of the United States Supreme Court. Read this article to get a glimpse into who he is.

Watch this address recently delivered at the University of Texas at Austin. Take notes of things that stand out to you. What was his experience and perception of equality as a child in segregated Georgia? What are his concerns? What calls to action does he make? What do you feel inspired to do, study, or change as a result of what he said? Come prepared to share what you learned.

The lecture compises the first hour or so. Following that is a 30 minute Q & A session that is optional for van coins. To earn coins, write down one thing from the Q & A that you found particularly interesting to turn in.

Join a movement

In Justice Thomas’s speech, he mentions the impact that his grandfather had on his life. Remember the lollipop video that Marcie shared during history? (Here’s a link, if you’d like to revisit it.)

Watch this video.

Take a few minutes to think about people who have had an impact in your life. Perhaps he did something significant, like teaching a life value. Maybe she did something less life-altering, like offering a compliment on a rough day. Who consistently shows up for you? Who inspires you? (If you need some inspiration, check this link.)

Make a list of ten people that come to mind and what they did to make your list. Select one person. Write and mail or hand deliver a thank you note before coming to class. And, if you’d like, add it to the counter on this website to help build a movement. Van coins available for additional notes!

Class entrance ticket: Answer in writing on a separate paper that you can turn in at the beginning of class: “”In a free society, equality should mean…”

Checklist for class