4th Hour

4th Hour Fall 2017 Syllabus Word Document printable version

Who am I? This is an important question to ask on the journey of SLC. How you hear, analyze or are transformed by what you learn through text, dialogue or experience is influenced by who you are. 


Keith Suter Ph.D.  Consultant for Social Policy  “The Way you Say It http://www.crnhq.org/content.aspx?file=66138|37445x

Freire, Paulo.  Pedagogy of the Oppressed.  Chapter- pages 87-92  http://www.historyisaweapon.com/defcon2/pedagogy/pedagogychapter3.html

Written Assignment: See “Life Line”  Page 11 in this syllabus

Quote:  In true dialogue, both sides are willing to change. Nhat Hanh

“Dialogue cannot exist without Humility.”  How can I dialogue if I always project ignorance onto others and never perceive my own?  How can I dialogue if I regard myself as cast apart from others, mere “its” in who I cannot recognize the others “I”s?  How can I dialogue if I am closed and even offended by the contribution of others: How can I dialogue if I am afraid of being displaced?  Paulo Freire.  Pedagogy of the Oppressed  Chapter 3, pg.89  Freire

Agree/Disagree: We agree or disagree with one another for different reasons. Sometimes we don’t know why we believe what we believe. Through dialogue we can choose to understand ourselves, the perspective of others and become more aware of what we do not know.



Continue Reading Freire, Paulo.  Pedagogy of the Oppressed.  Chapter- pages 87-92 



Written Assignment in response to Freire

Respond to Quiz: The quiz will be handed out in class or emailed to students as homework.


QUOTE FOR THE WEEK:  “Education either functions as an instrument which is used to facilitate the integration of the younger generation in to the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”  Paulo Freire, Pedagogy of the Oppressed



SLC clearly aims at   “Justice Oriented Citizenship


Reading:   Westheimer, Joel and Joseph Kahn.  What Kind of citizen?  “The Politics of Education for Democracy” American Educational Research Journal. Volume 41 No. 2, Summer 2004, 237-269 http://aer.sagepub.com/content/41/2/237.full.pdf+html


Written Assignment: Define Social Justice (please do not cut and paste a definition). Give an example of a systemic injustice that affects the people you serve (will serve). How can you be a justice-oriented citizen through your experience in SLC? 


QUOTE:  Educational programs that emphasize social change seek to prepare students to improve society by critically analyzing and addressing social issues and injustices.

Reading:     Eby, John.  “Why is Service Learning Bad” http://bonnernetwork.pbworks.com/w/file/fetch/54644691/Why%20Service%20Learning%20Is%20Bad%20Eby.pdf


Written Assignment:

Part I:  Dr. Eby teaches courses with service components at Messiah College. He is a supporter of service learning. What do you think is his message to students in service learning?  In your own words-- What is Service Learning? (thinking about how you will spend this year in SLC)


Part II: Create 10 guidelines for the ethical, respectful and effective service learning. Remember to balance your needs with the needs of the members of the community you serve.


Quote: By defining needs as deficiencies, students are able to separate themselves from the problems they encounter. They fail to see that often the same social structures which work well for them create the needs in the communities in which they do service-learning. John Eby.  “Why Service Learning is Bad.”

What are the needs in the agency/school where you serve?  What are the challenges, gifts?

Demographics of the neighborhood compared to one zip code of someone in your small group. Feel free to think of other things you want to know about the neighborhood in which you serve.


What do you want to know so that you can ask the right questions or advocate?

Students will report on their response to the questions and then compare data in the zip code in which you serve to the zip code of someone in your small group.

Questions to answer:

  •  What is the mission of your service site?
  •  Who do they serve?  (Demographics)
  •  What stereotypes do people have about the people you serve?
  •  Why does the organization you are working for exist?
  •  Why do they ask for volunteers?
  •  What do you do?
  •  How do you feel about what you do?
  •  What do you think the people you serve need from you?
  •  Why is there a need and what would it take for the need to go away?
  •  Do you need other information to be conscientious?
  •  Compare data, income, schools (ratings, proficiency level, ethnicities, free lunch entitlement, average SAT score, and incidence of violence), level of education, cost of housing, average income.

Resources for data on Schools

Neighborhood data collected from all over the country, interactive map.

Poverty:  We see the people we serve in institutions.  We don’t see their homes, their lives or their food cupboards.  We may hear stories from them about the lack of resources.  They may be too embarrassed to tell you.  We will lean on the data to tell us about their lives but not assume how an individual lives

Assignment:  Spent   http://playspent.org/   You did this exercise in preparation for your interview for SLC.  Try it again, has what you have learned, through the poverty simulation your service or your course affected what you experience in this simulation.



·         America’s ‘invincible’ city brought to its knees by poverty, violence by Shoshana Guy   http://www.nbcnews.com/feature/in-plain-sight/americas-invincible-city-brought-its-knees-poverty-violence-v17225824


 No Written Assignment


 Reflection Questions:

o    What is poverty? Do you think the 20/20 special gave you any insights?

o    Which character did you relate to the most? Why?

o    Which character did you like the least? Why do you think you dislike that person?

o    There is a pervasive argument about poverty and it is that people are responsible for themselves and should not look to others, government to get money or goods or services. What do you think about that argument? What do you think about individual vs. communal responsibility?


Quote:  “When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a communist.” ― Dom Helder Camara

Pay attention at your service site.  Watch the roads, the environment on the way there and back.  Look around at the housing, the streets the people.  What do you see that reflects the policies and practices Wilson describes?


Listen to

http://www.npr.org/2017/05/03/526655831/a-forgotten-history-of-how-the-u-s-government-segregated-america   Terry Gross interviews Economist Richard Rothstein, research associate at Economic Policy Institute.  (34 minutes)


Reading:  Wilson, William Julius.  More Than Just Race. New York: W.W. Norton, 2009.  Chapter 2, “The Forces Shaping Concentrated Poverty.” Pgs. 25-60    


Written Assignment:  Discuss 3 policies/practices that Wilson or Rothstein  speak about that could contribute to urban poverty today. (Camden or your service site) Briefly describe the connection with what you are reading and what you see at your service site.


List ten stereotypes that can be directed toward the poor- consider race, ethnicity, location, education, cause of poverty   Develop 3 questions for fourth hour discussion.


Poverty is the parent of revolution and crime.” ― Aristotle


Remember to attend one Social Justice lecture and turn in written response to instructor

* I2 Forces shaping concentrated poverty W.J. Wilson.pdf
Forces Shaping Concentrated Poverty. Week 7 Reading

Changing the world we live in. What would you like to change for the people you serve?

Written Assignment:  Name the change you seek to create.  You may do this in small groups or work collaboratively with others who serve with a similar population. 

Create a law, constitutional amendment or proposal for legislation (state or federal) that would secure that change. Describe how this legislation would affect you. Would some object? Why?

Changing the world we live in. What would you like to change for the people you serve?

The 13th Amendment to the Constitution declared that "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, nor any place subject to their jurisdiction."


The Nineteenth Amendment (Amendment XIX) to the United States Constitution prohibits any United States citizen from being denied the right to vote on the basis of sex. It was ratified on August 18, 1920.

Service Reflection


No reading


Written:  What was your experience at the partnership dinner?  Create a few discussion points you would like to talk about in fourth hour.  Think about how to connect the content of the partner panel, 4th hour and course content and your service experience.  Fourth hour discussion will be dependent on what you bring to the table.


Think about the amendment you have written think about the value that drives you to want that change.  What are the factors that will fight you in what you seek as justice?  What are the constraints?  What do you think will stop you?  What did partners say they needed?

Service Reflection

Add from September to December to your Lifeline: Mark the times when an experience (classroom, service, interaction, conversation, etc.) has challenged you, moved you, made you think about what you are doing, or rethink your underlying assumptions about race, class, gender or ability. Write a story about one experience at service you have recorded on your time line. 

 We shall not cease from exploration, and the end of all our exploring will be to arrive where Quote: “We started and know the place for the first time. T. S. Eliot

Service Reflection/Evaluation


Looking back and looking forward

Written Assignment: Respond to these questions about your first semester in SLC.

1.       Describe what you have learned this semester

2.       What are the best things you discovered about the community in which you served?

3.       What do you want to learn about next semester? Topics?

4.       What questions have you developed as a result of your service and learning?

5.       What is one thing you would change about fourth hour?

6.       Suggestions for community building next semester?


QUOTE:  “Service Learning is an Obligation of Citizenship” Jane Addams   

Learning without reflection is a waste, reflection without learning is dangerous.’

- Confucius