Saturday, May 30, 2015

1 Money Lessons Entrepreneurial Parents Can Teach Their Kids Over Summer Break

11 Money Lessons Entrepreneurial Parents Can Teach Their Kids Over Summer Break
Image credit: alanclark18 | Foap.com
It’s that time of year again: The kids are home from school for the summer, and parents are sorting out how to occupy them. Ideally, kids should continue to learn during this down time, so why not offer them some valuable life lessons about money and responsibility?
As the author of a children’s book series that teaches such lessons, I invited Jamie Brown and Meg Seitz, co-founders of Bea is for Business, to create a list of 11 simple money lessons you can teach your kids this summer. Here are their suggestions.

1. Make that ice cream truck visit a teachable moment.

Head to the ice cream truck and give your kids a finite amount of money and let them make the transaction on their own. "The key here is asking your children to look at the prices and compare that with the money they're holding. Also, always encourage them to communicate with the vendor versus your doing that," says Bea is For Business’s CEO Jamie Brown.  

2. Bring your kids on "errands day."

Brainstorm two or three tasks (meetings, errands, etc) you can take your children to. Let them be involved in whatever you're working on and talk about it together. "This allows you to kick-start the conversation with your kids about what you do job-wise," says company vice president Meg Seitz. The activity also allows you to talk about the allocation of time and the cost of the things you’re purchasing that day.

3. Eat well and learn!

Go to a farmer's market together. Try making a small price comparison chart there and compare prices to those at the grocery store where you normally shop. "This can help your child see how local items compare to items shipped from faraway places," says Brown. "Also, farmer's markets are great opportunities to introduce kids to the farmers or staff who work there." 

4. Walk and talk real estate!

Take your kids for a walk around your neighborhood and look for real estate signs. See if you can find the price of the house (on a handout, or online). "A lot of children have no concept of the cost of a house, whether it is $200, $200,000 or $2 million," says Seitz. A close-up look at housing costs opens the door to conversations about long-term savings and the need to have financial goals.

5. Hire your kids as consultants.

Share a business challenge you are facing with your child and ask him or her to come up with solutions on how to make it better or solve the problem. "Encourage your child to draw a picture, diagram, list, letter or chart to help explain the solution," says Brown.  Feel free to include conversations about how this ties into the finances of your business, so they begin to understand about "revenues in" and "expenses out."

6. Chores make a great starter job.

Give your kids a choice of chores with different values. The child can then see them as having different earning potential. "Once they make the connection that if they take on another chore that can earn them more money faster -- to buy something they want -- that just might jump-start some engagement in other chores," says Brown. I love to build on earning through chores by creating a structured allowance program. This helps begin conversations about earning and saving, both for the short and long term.

7. Tour a business.

Rather than (or in addition to) a trip to a zoo, consider a day trip to a local business, like a warehouse facility, that offers tours. "Local businesses are often willing to show kids a storeroom, back room or a process that's happening to make the business work -- like unloading a truck, unpacking boxes, or stocking shelves," says Seitz.  Perhaps your own business would be a good option; you could show your kids its inner workings in a way you’ve never done before.

8. Help them start their own business.

Help your kids with the planning, set-up and implementation of a business (such as a stand to sell lemonade, popsicles, cookies, water or whatever they might enjoy selling). "When a child has a little help from mom or dad, they can learn so much more about costs, pricing, marketing and selling," says Brown. Help them find their own entrepreneurial spirit!

9. Get them into the kitchen.

Plan out a summer dinner menu. Then, create a budget for the meal and try to stick to it as you shop at the grocery store together. "It's a really easy idea that can become like a game -- and make grocery shopping a wee bit more manageable," says Brown. 

10. Set up a bank account.

Go to the bank together to set up a bank account for your child. If you're not ready to do that, allow your child to accompany you to the ATM. "If you talk your kids through what you're doing, you'll have the opportunity to teach your kids about words like 'withdrawal,' 'deposit' and 'balance,'" says Seitz. I love to point out that money doesn’t magically appear from a mysterious machine on the wall. You should do this, too; use this opportunity to talk about earning and the value of a dollar.

11. Utilize time in the car.

When you're on a road trip, present your child with monetary word problems as you drive. "A great example is, 'If I have $20 and I invest half in a lemonade stand, how much do I have left in my piggy bank?’” says Brown. “Or, 'If I earn $30 and give $10 back to mom for lending me money, how much do I have left?'" 
Try some or all of these activities this summer and see if your child gets excited to keep learning! There are some free resources on both of our sites: Finance Whiz Kids and Bea is For Business. Maybe you’ll even find that you have a handy helper for a lot of these activities!

Monday, May 18, 2015

The Likely Cause of Addiction Has Been Discovered, and It Is Not What You Think

Posted: Updated: 
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It is now one hundred years since drugs were first banned -- and all through this long century of waging war on drugs, we have been told a story about addiction by our teachers and by our governments. This story is so deeply ingrained in our minds that we take it for granted. It seems obvious. It seems manifestly true. Until I set off three and a half years ago on a 30,000-mile journey for my new book, Chasing The Scream: The First And Last Days of the War on Drugs, to figure out what is really driving the drug war, I believed it too. But what I learned on the road is that almost everything we have been told about addiction is wrong -- and there is a very different story waiting for us, if only we are ready to hear it.
If we truly absorb this new story, we will have to change a lot more than the drug war. We will have to change ourselves.
I learned it from an extraordinary mixture of people I met on my travels. From the surviving friends of Billie Holiday, who helped me to learn how the founder of the war on drugs stalked and helped to kill her. From a Jewish doctor who was smuggled out of the Budapest ghetto as a baby, only to unlock the secrets of addiction as a grown man. From a transsexual crack dealer in Brooklyn who was conceived when his mother, a crack-addict, was raped by his father, an NYPD officer. From a man who was kept at the bottom of a well for two years by a torturing dictatorship, only to emerge to be elected President of Uruguay and to begin the last days of the war on drugs.
I had a quite personal reason to set out for these answers. One of my earliest memories as a kid is trying to wake up one of my relatives, and not being able to. Ever since then, I have been turning over the essential mystery of addiction in my mind -- what causes some people to become fixated on a drug or a behavior until they can't stop? How do we help those people to come back to us? As I got older, another of my close relatives developed a cocaine addiction, and I fell into a relationship with a heroin addict. I guess addiction felt like home to me.
If you had asked me what causes drug addiction at the start, I would have looked at you as if you were an idiot, and said: "Drugs. Duh." It's not difficult to grasp. I thought I had seen it in my own life. We can all explain it. Imagine if you and I and the next twenty people to pass us on the street take a really potent drug for twenty days. There are strong chemical hooks in these drugs, so if we stopped on day twenty-one, our bodies would need the chemical. We would have a ferocious craving. We would be addicted. That's what addiction means.
One of the ways this theory was first established is through rat experiments -- ones that were injected into the American psyche in the 1980s, in a famous advert by the Partnership for a Drug-Free America. You may remember it. The experiment is simple. Put a rat in a cage, alone, with two water bottles. One is just water. The other is water laced with heroin or cocaine. Almost every time you run this experiment, the rat will become obsessed with the drugged water, and keep coming back for more and more, until it kills itself.
The advert explains: "Only one drug is so addictive, nine out of ten laboratory rats will use it. And use it. And use it. Until dead. It's called cocaine. And it can do the same thing to you."
But in the 1970s, a professor of Psychology in Vancouver called Bruce Alexandernoticed something odd about this experiment. The rat is put in the cage all alone. It has nothing to do but take the drugs. What would happen, he wondered, if we tried this differently? So Professor Alexander built Rat Park. It is a lush cage where the rats would have colored balls and the best rat-food and tunnels to scamper down and plenty of friends: everything a rat about town could want. What, Alexander wanted to know, will happen then?
In Rat Park, all the rats obviously tried both water bottles, because they didn't know what was in them. But what happened next was startling.
The rats with good lives didn't like the drugged water. They mostly shunned it, consuming less than a quarter of the drugs the isolated rats used. None of them died. While all the rats who were alone and unhappy became heavy users, none of the rats who had a happy environment did.
At first, I thought this was merely a quirk of rats, until I discovered that there was -- at the same time as the Rat Park experiment -- a helpful human equivalent taking place. It was called the Vietnam War. Time magazine reported using heroin was "as common as chewing gum" among U.S. soldiers, and there is solid evidence to back this up: some 20 percent of U.S. soldiers had become addicted to heroin there, according to a study published in the Archives of General Psychiatry. Many people were understandably terrified; they believed a huge number of addicts were about to head home when the war ended.
But in fact some 95 percent of the addicted soldiers -- according to the same study -- simply stopped. Very few had rehab. They shifted from a terrifying cage back to a pleasant one, so didn't want the drug any more.
Professor Alexander argues this discovery is a profound challenge both to the right-wing view that addiction is a moral failing caused by too much hedonistic partying, and the liberal view that addiction is a disease taking place in a chemically hijacked brain. In fact, he argues, addiction is an adaptation. It's not you. It's your cage.
After the first phase of Rat Park, Professor Alexander then took this test further. He reran the early experiments, where the rats were left alone, and became compulsive users of the drug. He let them use for fifty-seven days -- if anything can hook you, it's that. Then he took them out of isolation, and placed them in Rat Park. He wanted to know, if you fall into that state of addiction, is your brain hijacked, so you can't recover? Do the drugs take you over? What happened is -- again -- striking. The rats seemed to have a few twitches of withdrawal, but they soon stopped their heavy use, and went back to having a normal life. The good cage saved them. (The full references to all the studies I am discussing are in the book.)
When I first learned about this, I was puzzled. How can this be? This new theory is such a radical assault on what we have been told that it felt like it could not be true. But the more scientists I interviewed, and the more I looked at their studies, the more I discovered things that don't seem to make sense -- unless you take account of this new approach.
Here's one example of an experiment that is happening all around you, and may well happen to you one day. If you get run over today and you break your hip, you will probably be given diamorphine, the medical name for heroin. In the hospital around you, there will be plenty of people also given heroin for long periods, for pain relief. The heroin you will get from the doctor will have a much higher purity and potency than the heroin being used by street-addicts, who have to buy from criminals who adulterate it. So if the old theory of addiction is right -- it's the drugs that cause it; they make your body need them -- then it's obvious what should happen. Loads of people should leave the hospital and try to score smack on the streets to meet their habit.
But here's the strange thing: It virtually never happens. As the Canadian doctor Gabor Mate was the first to explain to me, medical users just stop, despite months of use. The same drug, used for the same length of time, turns street-users into desperate addicts and leaves medical patients unaffected.
If you still believe -- as I used to -- that addiction is caused by chemical hooks, this makes no sense. But if you believe Bruce Alexander's theory, the picture falls into place. The street-addict is like the rats in the first cage, isolated, alone, with only one source of solace to turn to. The medical patient is like the rats in the second cage. She is going home to a life where she is surrounded by the people she loves. The drug is the same, but the environment is different.
This gives us an insight that goes much deeper than the need to understand addicts. Professor Peter Cohen argues that human beings have a deep need to bond and form connections. It's how we get our satisfaction. If we can't connect with each other, we will connect with anything we can find -- the whirr of a roulette wheel or the prick of a syringe. He says we should stop talking about 'addiction' altogether, and instead call it 'bonding.' A heroin addict has bonded with heroin because she couldn't bond as fully with anything else.
So the opposite of addiction is not sobriety. It is human connection.
When I learned all this, I found it slowly persuading me, but I still couldn't shake off a nagging doubt. Are these scientists saying chemical hooks make no difference? It was explained to me -- you can become addicted to gambling, and nobody thinks you inject a pack of cards into your veins. You can have all the addiction, and none of the chemical hooks. I went to a Gamblers' Anonymous meeting in Las Vegas (with the permission of everyone present, who knew I was there to observe) and they were as plainly addicted as the cocaine and heroin addicts I have known in my life. Yet there are no chemical hooks on a craps table.
But still, surely, I asked, there is some role for the chemicals? It turns out there is an experiment which gives us the answer to this in quite precise terms, which I learned about in Richard DeGrandpre's book The Cult of Pharmacology.
Everyone agrees cigarette smoking is one of the most addictive processes around. The chemical hooks in tobacco come from a drug inside it called nicotine. So when nicotine patches were developed in the early 1990s, there was a huge surge of optimism -- cigarette smokers could get all of their chemical hooks, without the other filthy (and deadly) effects of cigarette smoking. They would be freed.
But the Office of the Surgeon General has found that just 17.7 percent of cigarette smokers are able to stop using nicotine patches. That's not nothing. If the chemicals drive 17.7 percent of addiction, as this shows, that's still millions of lives ruined globally. But what it reveals again is that the story we have been taught about The Cause of Addiction lying with chemical hooks is, in fact, real, but only a minor part of a much bigger picture.
This has huge implications for the one-hundred-year-old war on drugs. This massive war -- which, as I saw, kills people from the malls of Mexico to the streets of Liverpool -- is based on the claim that we need to physically eradicate a whole array of chemicals because they hijack people's brains and cause addiction. But if drugs aren't the driver of addiction -- if, in fact, it is disconnection that drives addiction -- then this makes no sense.
Ironically, the war on drugs actually increases all those larger drivers of addiction. For example, I went to a prison in Arizona -- 'Tent City' -- where inmates are detained in tiny stone isolation cages ('The Hole') for weeks and weeks on end to punish them for drug use. It is as close to a human recreation of the cages that guaranteed deadly addiction in rats as I can imagine. And when those prisoners get out, they will be unemployable because of their criminal record -- guaranteeing they with be cut off even more. I watched this playing out in the human stories I met across the world.
There is an alternative. You can build a system that is designed to help drug addicts to reconnect with the world -- and so leave behind their addictions.
This isn't theoretical. It is happening. I have seen it. Nearly fifteen years ago, Portugal had one of the worst drug problems in Europe, with 1 percent of the population addicted to heroin. They had tried a drug war, and the problem just kept getting worse. So they decided to do something radically different. They resolved to decriminalize all drugs, and transfer all the money they used to spend on arresting and jailing drug addicts, and spend it instead on reconnecting them -- to their own feelings, and to the wider society. The most crucial step is to get them secure housing, and subsidized jobs so they have a purpose in life, and something to get out of bed for. I watched as they are helped, in warm and welcoming clinics, to learn how to reconnect with their feelings, after years of trauma and stunning them into silence with drugs.
One example I learned about was a group of addicts who were given a loan to set up a removals firm. Suddenly, they were a group, all bonded to each other, and to the society, and responsible for each other's care.
The results of all this are now in. An independent study by the British Journal of Criminology found that since total decriminalization, addiction has fallen, and injecting drug use is down by 50 percent. I'll repeat that: injecting drug use is down by 50 percent. Decriminalization has been such a manifest success that very few people in Portugal want to go back to the old system. The main campaigner against the decriminalization back in 2000 was Joao Figueira, the country's top drug cop. He offered all the dire warnings that we would expect from the Daily Mail or Fox News. But when we sat together in Lisbon, he told me that everything he predicted had not come to pass -- and he now hopes the whole world will follow Portugal's example.
This isn't only relevant to the addicts I love. It is relevant to all of us, because it forces us to think differently about ourselves. Human beings are bonding animals. We need to connect and love. The wisest sentence of the twentieth century was E.M. Forster's -- "only connect." But we have created an environment and a culture that cut us off from connection, or offer only the parody of it offered by the Internet. The rise of addiction is a symptom of a deeper sickness in the way we live -- constantly directing our gaze towards the next shiny object we should buy, rather than the human beings all around us.
The writer George Monbiot has called this "the age of loneliness." We have created human societies where it is easier for people to become cut off from all human connections than ever before. Bruce Alexander -- the creator of Rat Park -- told me that for too long, we have talked exclusively about individual recovery from addiction. We need now to talk about social recovery -- how we all recover, together, from the sickness of isolation that is sinking on us like a thick fog.
But this new evidence isn't just a challenge to us politically. It doesn't just force us to change our minds. It forces us to change our hearts.
Loving an addict is really hard. When I looked at the addicts I love, it was always tempting to follow the tough love advice doled out by reality shows like Intervention -- tell the addict to shape up, or cut them off. Their message is that an addict who won't stop should be shunned. It's the logic of the drug war, imported into our private lives. But in fact, I learned, that will only deepen their addiction -- and you may lose them altogether. I came home determined to tie the addicts in my life closer to me than ever -- to let them know I love them unconditionally, whether they stop, or whether they can't.
When I returned from my long journey, I looked at my ex-boyfriend, in withdrawal, trembling on my spare bed, and I thought about him differently. For a century now, we have been singing war songs about addicts. It occurred to me as I wiped his brow, we should have been singing love songs to them all along.
The full story of Johann Hari's journey -- told through the stories of the people he met -- can be read in Chasing The Scream: The First and Last Days of the War on Drugs, published by Bloomsbury. The book has been praised by everyone from Elton John to Glenn Greenwald to Naomi Klein. You can buy it at all good bookstores and read more at www.chasingthescream.com.
Johann Hari will be talking about his book at 7pm at Politics and Prose in Washington DC on the 29th of January, at lunchtime at the 92nd Street Y in New York City on the 30th January, and in the evening at Red Emma's in Baltimore on the 4th February.
The full references and sources for all the information cited in this article can be found in the book's extensive end-notes.
If you would like more updates on the book and this issue, you can like the Facebook page: https://www.facebook.com/chasingthescream

Saturday, March 28, 2015

test

test

IT'S OVER

IT’S OVER
Is this Saturday?  There are a whole conflagration of things jumping off in the world right now its hard to keep up.  So let me start with this:
According to Tony Robbins, Most people lose momentum or get distracted when they don’t have a vision. “We all need a compelling future, something that will get us up and excite us. If you don’t have that, life feels very dead for high performers,” he said.  The Bible says it another way: Where there is no vision, the people perish: but he that keeps the law, happy is he. there. 1 Samuel 3:1  I was telling an acquaintance yesterday that had you taken me 10 years ago and put me in a box and then just taken me out yesterday.  My life wouldn't even have noticed.  In other words I have done nothing in the past 10 years beyond subsisting. 

Well, there were the 7 1/2 years with Charlie and Zoe on the weekends. 5 1/2 with Zoe.  And after 7 1/2 years with Charlie, IT'S OVER.  I have not seen nor heard from their family in the past two weeks.  That's hard but I have survived hard things before.

The eastern world it tis explodin',
Violence flarin', bullets loadin',
You're old enough to kill but not for votin',
You don't believe in war, but what's that gun you're totin', 
It has been 50 years, say that again 50 years and nothing has changed.  Make any statement regarding the Middle East that suggests how this new current conflict in Yemen is going to turn out and I will have to quickly doubt you know anything at all.  50 years and nothing has changed.  I was reading an article this morning that pointed out that America was at the forefront of starting all the current mess and is actually supporting Iran on one front and fighting Iran on another.  Can this get any more unreasonable. 
The weather this morning was described as unseasonably cool.  34° is two degrees above freezing.  Even in weather fore casting the weather media tries to influence us with their vocabulary.  It’s not enough to give us the facts they want to determine how you are going to feel about the facts.



Monday, March 23, 2015

For The Love of The Game (for fans of the game)

Popularized first by a movie and then by a clause in Michael Jordan's contract came the term "For Love of the Game." Which then went on to become "For the love of the game." Mostly it applies to athletes who PLAY the game. But as I contemplate the outcome once again of another NCAA Basketball Tournament, another Silver Cup for our Chicago Black Hawks or NBA Championship for our Chicago Bulls or even a Major League World Series for my beloved Chicago Cubs, I got to thinking why not a For The Love Of The Game clause for the fan.
We have adopted a Championship only mindset. Our season is ruined if we don't win it all. Sports writers and Managers and Coaches regale us with its all or nothing and when we don't win we consider our teams failures to WIN THE BIG ONE. Only one team out of 64 (68 counting play-in teams) is going to win The Big One. Does that make the rest of the teams failures. Do the thrills of game ending heroics all go for naught if we are not there at the end to cut down the nets.
I loved to play a number of sports baseball, basketball, and football. I could play all of them to a degree. But I was never great, I was never fast and I was blind in one eye. (That didn't stop me from umpiring.) The only championship any of the teams I played for was a jail house league at the MCC. I don't consider my experience in sports a failure. I enjoyed several moments of success enough to have enjoyed the experience.
It is not a necessity for the teams I am a fan of to WIN IT ALL. I can enjoy the game for the game. Winning is not everything. Playing the game for the love of the game is all that's necessary at the end of the day. Because we are going to get up and play again. The End

Thursday, March 19, 2015

The Real Irish-American Story Not Taught in Schools


To support the famine relief effort, British tax policy required landlords to pay the local taxes of their poorest tenant farmers, leading many landlords to forcibly evict struggling farmers and destroy their cottages in order to save money. (Sketch: The Irish Famine: Interior of a Peasants Hut)
“Wear green on St. Patrick’s Day or get pinched.” That pretty much sums up the Irish-American “curriculum” that I learned when I was in school. Yes, I recall a nod to the so-called Potato Famine, but it was mentioned only in passing.
Sadly, today’s high school textbooks continue to largely ignore the famine, despite the fact that it was responsible for unimaginable suffering and the deaths of more than a million Irish peasants, and that it triggered the greatest wave of Irish immigration in U.S. history. Nor do textbooks make any attempt to help students link famines past and present.
Yet there is no shortage of material that can bring these dramatic events to life in the classroom. In my own high school social studies classes, I begin with Sinead O’Connor’s haunting rendition of “Skibbereen,” which includes the verse:
… Oh it’s well I do remember, that bleak
December day,
The landlord and the sheriff came, to drive
Us all away
They set my roof on fire, with their cursed
English spleen
And that’s another reason why I left old
Skibbereen.
By contrast, Holt McDougal’s U.S. history textbook The Americans, devotes a flat two sentences to “The Great Potato Famine.” Prentice Hall’s America: Pathways to the Present fails to offer a single quote from the time. The text calls the famine a “horrible disaster,” as if it were a natural calamity like an earthquake. And in an awful single paragraph, Houghton Mifflin’s The Enduring Vision: A History of the American People blames the “ravages of famine” simply on “a blight,” and the only contemporaneous quote comes, inappropriately, from a landlord, who describes the surviving tenants as “famished and ghastly skeletons.” Uniformly, social studies textbooks fail to allow the Irish to speak for themselves, to narrate their own horror.
These timid slivers of knowledge not only deprive students of rich lessons in Irish-American history, they exemplify much of what is wrong with today’s curricular reliance on corporate-produced textbooks.
First, does anyone really think that students will remember anything from the books’ dull and lifeless paragraphs? Today’s textbooks contain no stories of actual people. We meet no one, learn nothing of anyone’s life, encounter no injustice, no resistance. This is a curriculum bound for boredom. As someone who spent almost 30 years teaching high school social studies, I can testify that students will be unlikely to seek to learn more about events so emptied of drama, emotion, and humanity.
Nor do these texts raise any critical questions for students to consider. For example, it’s important for students to learn that the crop failure in Ireland affected only the potato—during the worst famine years, other food production was robust. Michael Pollan notes in The Botany of Desire, “Ireland’s was surely the biggest experiment in monoculture ever attempted and surely the most convincing proof of its folly.” But if only this one variety of potato, the Lumper, failed, and other crops thrived, why did people starve?
Thomas Gallagher points out in Paddy’s Lament, that during the first winter of famine, 1846-47, as perhaps 400,000 Irish peasants starved, landlords exported 17 million pounds sterling worth of grain, cattle, pigs, flour, eggs, and poultry—food that could have prevented those deaths. Throughout the famine, as Gallagher notes, there was an abundance of food produced in Ireland, yet the landlords exported it to markets abroad.
The school curriculum could and should ask students to reflect on the contradiction of starvation amidst plenty, on the ethics of food exports amidst famine. And it should ask why these patterns persist into our own time.
More than a century and a half after the “Great Famine,” we live with similar, perhaps even more glaring contradictions. Raj Patel opens his book, Stuffed and Starved: Markets, Power and the Hidden Battle for the World’s Food System: “Today, when we produce more food than ever before, more than one in ten people on Earth are hungry. The hunger of 800 million happens at the same time as another historical first: that they are outnumbered by the one billion people on this planet who are overweight.”
Patel’s book sets out to account for “the rot at the core of the modern food system.” This is a curricular journey that our students should also be on — reflecting on patterns of poverty, power, and inequality that stretch from 19th century Ireland to 21st century Africa, India, Appalachia, and Oakland; that explore what happens when food and land are regarded purely as commodities in a global system of profit.
But today’s corporate textbook-producers are no more interested in feeding student curiosity about this inequality than were British landlords interested in feeding Irish peasants. Take Pearson, the global publishing giant. At its website, the corporation announces (redundantly) that “we measure our progress against three key measures: earnings, cash and return on invested capital.” The Pearson empire had 2011 worldwide sales of more than $9 billion—that’s nine thousand million dollars, as I might tell my students. Multinationals like Pearson have no interest in promoting critical thinking about an economic system whose profit-first premises they embrace with gusto.
As mentioned, there is no absence of teaching materials on the Irish famine that can touch head and heart. In a role play, “Hunger on Trial,” that I wrote and taught to my own students in Portland, Oregon—included at the Zinn Education Project website— students investigate who or what was responsible for the famine. The British landlords, who demanded rent from the starving poor and exported other food crops? The British government, which allowed these food exports and offered scant aid to Irish peasants? The Anglican Church, which failed to denounce selfish landlords or to act on behalf of the poor? A system of distribution, which sacrificed Irish peasants to the logic of colonialism and the capitalist market?
These are rich and troubling ethical questions. They are exactly the kind of issues that fire students to life and allow them to see that history is not simply a chronology of dead facts stretching through time.
So go ahead: Have a Guinness, wear a bit of green, and put on the Chieftains. But let’s honor the Irish with our curiosity. Let’s make sure that our schools show some respect, by studying the social forces that starved and uprooted over a million Irish—and that are starving and uprooting people today.
Bill Bigelow taught high school social studies in Portland, Ore. for almost 30 years. He is the curriculum editor of Rethinking Schools and the co-director of the Zinn Education Project. This project offers free materials to teach people’s history and an “If We Knew Our History” article series. Bigelow is author or co-editor of numerous books, including A People’s History for the Classroom and The Line Between Us: Teaching About the Border and Mexican Immigration, and most recently, A People's Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis.