Learning Letter - "To Post, or Not to Post"

To Respond, or Not to Respond

                While this class was an incredible amount of work, I am stepping away from it with a sense of accomplishment.  In all of the years that I have gone to school, and those are many, this quarter has been the most intense and daunting ever.  Even when I did the original fifteen lessons (for the “composition” unit) they took so much out of me, mentally, that I almost started crying when I found out that it was all (almost) for naught.  I guess I am a stereotypical male in that I don’t (didn’t) read the directions before beginning.  I was just so excited to get going!  I have loved education for most of my life, were it Sunday School or teaching my own kids.  Being in any education class gives me a sense of excitement. 

                The assignments I worked on this quarter broadened my horizons.  From learning how to create a blog to learning eight other works of literature in one day, I feel more prepared for what is to come.  The blog was fun, because it is something that I always wanted to learn how to do.  The book talk was fun as well as well as enlightening, because it gave me the chance to talk about something that I have great appreciation for.

                The literature mini-lesson went well, but not as well as I would have liked.  Again, I included something that I hold dear to my heart.  Comic books provided an escape for my life as a kid and young adult, and I was thrilled when I noticed similar storytelling styles in the Sherman Alexie text.  In my mind I envisioned me teaching a great lesson with the “students” ending the lesson with sloppy smiles on their faces.  They didn’t have to be singing halleluiah, but I wasn’t trying to count my chickens too early.  When I began to teach the lesson though, two things frustrated me: that the “students” weren’t accessing the information as well as I wanted them to, and that time was slipping away far too quickly!  I would love to, in the future, take some time to give this lesson the treatment it deserves—a full class time, while integrating some of the information and techniques that I observed from the other mini lessons.  The “negative” vs. “positive” space ideas were genius.  Also, this lesson does require some serious modeling!

                Now, the unit plan.  I was relieved when, in my placement classroom, I came across a binder on my mentor teacher’s desk titled, “Persuasive Writing.”  As I adapted it to my own fifteen lessons, I made an attempt to be honest; I didn’t “beg-borrow-steal” too much of it, I just used it mainly for inspiration.  Regardless, I learned a big lesson that day in the instructor’s office.  Besides to simply read the directions of any task, I learned to pick myself up from the dumps.  I had never put more into an assignment as I did that composition lesson.  His advice was sound though—don’t scrap all of it.  I made a new outline for the unit, and began again.  My family had to do without me for a few more days, but, in the end, I had a product that I am more proud of than the composition one.

                Even though this class was more work than any other one that I have taken before, it fits right into some of the other feelings I have been feeling over the weeks of this quarter.  In EDUC, someone asked if all of this was worth it, meaning all of the work.  It took me a few weeks to answer this question, and the realization wasn’t that the financial rewards would be enough.  What all of this work translates to is showing us, the perspective teachers, whether we really wanted to do this.  I can’t speak for everyone else, but I really, really do want to do this.  

John's Lesson on Sherman Alexie

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #___500____

Course: ENGL 493

1. Teacher Candidate	John Smith	Date Taught	March 9, 2015
Cooperating Teacher	Sean Agriss	School/District	Eastern Washington
2. Subject	English	Field Supervisor	Diane Ball
3. Lesson Title/Focus	Sherman Alexie’s Cartoons	5. Length of Lesson	20 Minutes
4. Grade Level	9 - 10

6. Academic & Content Standards (Common Core/National)	RI.9-10.3: “Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.”
7. Learning Objective(s)	Having been shown a copy of page 57 and 88 of Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian,” and a page from Marvel Comics’ The Amazing Spider-Man #669, students will show that they are able to understand how an author connects thoughts and ideas pictorially by similarly drawing, and submitting, an event from their own lives.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Analysis                 Pictorially Introduction            Thought Development          Idea Connection

9. Assessment

Attached is a rubric grading students on their participation in the exercise, their contributions to the group, and desire to participate in the lesson as planned.

10. Lesson Connections Prior to this lesson students have been taught the basics, and some advance techniques, of composition.  After this lesson, students should have additional understanding of connecting scenes and ideas to other scenes and ideas. The objective for this lesson is found at [http://www.corestandards.org/ELA-Literacy/RI/9-10/] Additional research supporting using “comic books” to teach literature and understanding can be found at [http://teach.com/comics-in-the-classroom/why-comics], particularly in situation, where struggling and emergent readers are involved.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role 1. Make sure the learning objective, from box 7, is either written on the whiteboard, or projected via the document camera. 2. Depending on time, show a representation of either page 57 or 88 preferably page 88, from the Sherman Alexie text (attached.)    Hand out the attached “Storyboarding Prompt,” a version of the student instructions for step 2.  Once students are set to task, silently roam from group-to-group, not only making sure that students are on task, but resolving any concerns that may arise.  This is formative assessment. 3. Next show page 16 from the comic book by Marvel, The Amazing Spider-Man #669, and have them do the same steps from #2. 4. Have students select a moment from one of the group member’s lives and sketch a six-panel page of this event. 5. While the group presenting is in the front of the class, make sure all other students are participating.  If needed, call on students who might need additional motivation to participate. 6. Have one student restate the learning objective on the board, then ask the class if they 1- feel like we accomplished this, and 2 – for any additional questions they may have. 7. Once renderings are collected, use them and information collected on the participation of students during presentation time to gauge the summative effort of students.  Use this knowledge to fill out the rubric attached to this lesson.	Students’ Role 1. One student will read, out loud, the displayed learning objective. 2.  In two, maximum three, person groups, students will look at the portrayed pages 88 from Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian,” and explain:  a – What the main idea is,  b – How the author connects an overall idea amongst the panels, then  c – Come up with at least one verbal representation of a “new” panel that they might add to the drawing.  If your decision is that none should be added, explain: why or why not? This should take 1 – 2 minutes. 3. Perform the same tasks from step two with the image from The Amazing Spider-Man page.  (Page 16 from issue 669 of Amazing Spider-Man) 4. There may not be enough time for each student to draw a moment from each of their own lives.  Select one student in the group who is, or claims to be, a “good” artist and one student who claims to have a story in mind, that lends itself well to pictorial representation.  While the storyteller tells, the artist renders, with assistance by the other classmates in the group. 5.  As soon as your group is finished, raise your hand.   The first group to do this presents their drawing to the rest of the class, by using the document camera.  The author asks the rest of the class what they think the story is, then either confirms, or clarifies, the understanding of the class. 6. Restate the learning objective. 7.  Make sure every name from your group is written at the top of your rendering and hand it in!
Student Voice to Gather -At the beginning of the lesson ask one student to read the learning objective.  Ask for ideas how this might be accomplished. -At the conclusion of the lesson, ask for another student to read the learning objective, and ask them if they feel like it was accomplished.  What other questions might they have? -During the lesson, are students referring back to the image projected on the screen?  It should be either one of the Sherman Alexie image, or the Spider-Man pages.  These artists have been trained to “tie ideas together.”  Do students refer back to them for assistance?  Ask them to complete this sentence: “I am learning…” -During the composition exercise, teacher must not remain static, at the front of the class watching.  He must move between groups and silently listen.  If not to make sure the groups are functioning as planned, then he must be ready to guide the students back on task or answer any questions that might arise.  Make sure they know that they will be graded on their participation and motivation. -After groups have presented, have them draw back to the learning objectives.  Does this presentation relate to the objective?

12. Differentiated Instruction

Plan This lesson is planned for students who learn in different ways.  There is no “boring” reading of pages, nor is there just one text for all students to attempt to access.  For students who learn best by utilizing imagery, both the Alexie images, as well as The Amazing Spider-Man images should ease their concerns.  While students who might otherwise find problems participating in group sessions, the group sessions are designed to utilize different skills and abilities of the students—not everyone is required to draw, not everyone is required to write, not everyone is required to present.  Everyone can help in some way. Additionally, a URL is shown in the lesson connections area that explains the benefits to using comic books in the classroom, particularly for struggling and emergent readers.  If there are no ‘struggling and emergent’ readers in this class, students will appreciate the change in venue with showing images, rather than the typical just reading static lines on a page.

13. Resources and Materials

Plan The idea for this lesson came from page 106 of “Teaching & Assessing 21st Century Skills,” by Robert Marzano and Tammy Heflebower, 2012, Marzano Research Laboratory.  Teachers will need Pages 57 and 88 of Sherman Alexie’s “The Absolutely True Diary of a Part Time Indian” and page 16 from Marvel Comics’ The Amazing Spider-Man, Issue 669 (by Slott and Ramos.)  All are attached. Also, teachers will need the student participation rubric and the storyboarding prompt, though only the prompt needs to be handed out to students.  Note, that there are two copies of the same prompt on each page, to conserve copying costs. Students will need a willingness to try something new, to allow themselves to tap into their previous experiences and personal stories.  With this, they will be able to create something they can share with anyone, especially individuals outside of class.

14. Management and Safety Issues

Plan There may be issues with making sure everyone is involved while students are presenting at the front of the class.  It is important for the teacher to help designate students who will ask questions while the students are presenting at the front of the class.  If students refuse to participate, take them aside and give them an assignment to draw their own event, which should not disrupt the flow of student participations.  If disruption occurs, invite the student to step aside.  Teacher sets the students back on course, then talks quietly to the lone student.

15. Parent & Community Connections

Plan

For extra credit, or for students who need extra help, assign students to go to parents or someone in the community to ask them for a tale that students will then render into a one-page collection of connected panels.

Storyboarding Prompt In two, maximum three, person groups, students will look at the portrayed pages 88 from Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian,” and explain:  a – What the main idea is,  b – How the author connects an overall idea amongst the panels, then             c – Come up with at least one verbal representation of a “new” panel that they might add to the drawing.  If your decision is that none should be added, explain: why or why not? This should take 1 – 2 minutes. Then, when you will be shown page 16 of Marvel Comics’ The Amazing Spiderman #669.  Repeat the above steps in your group.

Sherman Alexie’s “The Absolutely True Diary of a Part Time Indian,” Page 57

Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” Page 88

Marvel Comics’ The Amazing Spider-Man Number 669, Page 16

(Written by Dan Slott, Penciled by Humberto Ramos)

Collaborative Work Skills : Sherman Alexie and The Amazing Spider-Man Teacher Name: J Smith Student Name:     ________________________________________

CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Pride	Work reflects this student\'s best efforts.	Work reflects a strong effort from this student.	Work reflects some effort from this student.	Work reflects very little effort on the part of this student.

Book Talk on John Grisham's "Theodore Boone's - The Activist"

Theodore Boone: The Accused by John Grisham

"Theodore Boone: The Activist" by best-selling author John Grisham is the fourth novel in [a series] about a kid lawyer who solves cases and helps his friends. He's not really a lawyer, but he's the closest thing a kid will ever be to one.

The book starts slowly. The first half sets the scene for the part of the book that gets exciting. Honestly, it's kind of a slog -- but a slog that's well worth getting through. The last part of the book (a little over the last half) has enough action and excitement to make the book difficult to put down.

This book, perhaps more than the others, delves into subjects that might be confusing to middle grade readers. Pork projects or politically motivated projects are explained in detail and in a way that will open kids' eyes. In Theodore's town, the politicians want to build a multimillion dollar bypass around the town to help traffic. At the same time, the town and the county are financially strapped and are having to cut their budget, resulting in layoffs.

The bypass doesn't worry Theodore much until it becomes personal. While visiting his friend's idyllic farm, a farm that will be destroyed by the bypass, Theo's dog, Judge, is attacked by some workmen trespassing on the property in order to do a survey.

Through some digging (into confidential files), Theo realizes how corrupt the system and the people involved are. He is very concerned that his father represents one of those involved in the deal.

Grisham cleverly creates parents who disagree politically so that Theo (and the reader) hears both points of view regarding many issues. Grisham also creates a real moral dilemma for Theo. At one point in the book, Theo is tempted to do something that deep down he knows is wrong. But he also knows it will help stop the miscarriage of justice that building the bypass would be.

Help on this summary was found at [http://www.examiner.com/review/theodore-boone-the-activist-by-john-grisham-will-please-young-fans], accessed 3-3-15.

Why Did I Choose This Text?

I watch my children read.  I was excited when my daughter devoured the other three Theodore Boone books by John Grisham, my favorite author.  When she and I read this book fourth in the series, I realized that there are various ways to model this in the classroom.  Age group for this book would be 9 or 10, or can be used in upper grades for students to have a quick entry into a model of debate. 

How I Would Teach This in The Classroom:

1 – One of the biggest events of the book is when Theodore goes in front of the city council with a bunch of his friends.  A conglomerate of business owners and politicians want to bulldoze a city park where kids play.  Doing a debate in class, on an issue that causes passionate responses, would not only bring a community concern to light, but would also help students own what they are arguing.

2 – Going the route of research on subjects that relate to the students and the communities are much more relative to the students that research on a subject that students might feel no connection to.

3 – One of the biggest scenes of the book happens when Theodore and his fellow Boy Scouts are out hiking in an area where poisonous snakes are known to be.  One of the unruly boys in the group finds a snake and taunts it.  Theodore, as the patrol leader, tries to get all of the boys to stay away from the snake.  The boy is bitten; Theodore gets blames and is suspended from his leadership role.  Debating the rights and wrongs of this scene could lead to a passionate debate over perceptions of the reality of what really or did or didn’t happen.

Why Some Parents Might Not Like This Book to Be Taught:

There is very little for parents to be concerned about in this book, especially where controversial topics are concerned.  One of the first concerns that come to mind is that some parents might not like that this book isn’t part of the “literary cannon” and is by an author that is known to (usually) write popular formulaic fiction.  This issue can be cleared up though, with a detailed and friendly letter home describing exactly what the book is about.  (There is an issue in which Theodore disobeys his parents, and his actions are justified as a plot point without any real punishment…)

Why I Would Justify Teaching This Book

One of the reasons that my family has enjoyed the Theodore Boone books is that they are character driven and easy to read.  For emergent readers who still need to be able to access a subject that can be debated and used in class, this is one that can draw them in.  Some students might be a little sad that there are no “spark notes” on this book, but they should still be able to access it, because it is a fast and fun read.

Response to "Standards Based Grading and Reporting Handbook"

This all goes back to standards, which are created for the main purpose of equalizing the educational experiences of all students.  Documents like the “Secondary Standards Based Grading and Reporting Handbook” are designed to help someone else in the education equation: parents.  As a parent of students enrolled in educational atmospheres, it does me good to know that my students are being held up to a level that would make them equal with their peers.  Unfortunately, as a student teacher, I see how standards are not completely followed as intended.  The main problem there is the lack of funds needed to bring school districts up to par.  We can grade and report according to standards all we want, but if we don’t have the tools needed to do as we are being trained, a lot of futility enters into all of it.

I am not saying this document is full of crap, just the situation.  It would be wonderful if every student actually had the opportunities promised to them.  For instance, there are some very notable things said.  “When a student makes progress they feel motivated and more successful because enhancing perceived competence is motivating in and of itself.”  No one, including students, likes doing things when there are no results to build them up.  The idea here is to make sure of two things: that education: that standard are met, and to make sure students know when they succeed at meeting such a lofty level of achievement.

On page 6, I did appreciate the idea of students being graded separately on achievement, and being graded on all other bench marks separately. In other words, if a student is only graded on how well they met the standards that are being taught, so much else might be missed.  In other words, if a student works extra hard (work habits) and doesn’t achieve the level of standards that is expected/hoped for, I do not believe that all of their other efforts should not be noted.  

Response to Assessing and Evaluating Students’ Learning

Response to Assessing and Evaluating Students’ Learning

Again, the idea is to empower students to not only take control over their own learning, but also to help other students and assist them with their own learning.  When the issue of journaling came up, I felt like this article was written for me and my student teaching experience.  Every day the students enter class and work on a journal entry, usually based on a word that the teacher displays on the document camera.  The students are only required to write the equivalent of one half of one page, then the teacher and the students spend anywhere from ten minutes to forty minutes discussing the quote.  I never understood what the teacher was doing, or how to grade it, until I read, “make it clear to students that you are using journals…for the purpose of evaluation.”  One might see the informal entry-task experience is nothing but time-filler or busy work.  But, I have seen the kids turn the journal entries into the teacher and be worried about one thing: if the entries were long enough.  I don’t imagine the students know how the teacher may be using the entries as assessment—I have a feeling that they think it is just busy work.  In other words, I don’t think students know that they are being “evaluated against themselves over time based on specific criteria.”  I believe that they are missing the point of the assignment, that the teacher is assessing their ability to critically think and reason, to be willing to consider the points of view of other students.

Another point that hit close to home was the section on teaching students how to be the ones to give peer feedback.  The important idea here though, is that the teacher must “train peers to provide reader-based feedback in peer-conferences.  You can model feedback strategies…”  The important idea is to show students how to learn by modeling and showing them how to do it.  For teachers who believe that the best way for a student to learn is by standing in front of them and lecturing, they are missing at least two bits of essential learning: students are smarter than they are often given credit for, and that they want to be trusted to be the facilitator in their own education.  They are the stewards, they should be the architects.

Response to Gallagher's "Readicide"

I think one of the most important ideas here is that American readers are not poor, or substandard readers, it is more that they are reluctant readers.  When I was in school, I didn’t enjoy it.  I didn’t dislike it, per se, I was just bored.  Often I stayed up hours into the night reading books and writing stories. I was into religious fiction, something that schools never would/could put forth in their classes.

As we have become a society that is geared more towards numbers, there is less concern for the individualized student experiences.  Even when a school might say that they give their students options for their educational experience, their funding still depends on achieving a level of achievement.  Why would funds be made available to schools that do not perform?

That question does not necessarily need answered, for it can not necessarily be solved.  This education thing is supposed to be all about students.  One of my personal reasons for explaining that I want to teach is because I want to affect young person’s minds.

This is not to say that reading isn’t taught, or that what is presented to the students is something that they cannot understand or latch on to.  The problem that has been happening is that students’ appetite for reading is not being fed.  This comes to my mind the image of a cat.  As soon as a can opener is clicked onto a can and the can is opened, the cat’s appetite is sparked.  This is how I have been with reading for my entire life.  There has never been a time when I was not reading something or looking for the next something to read.  The problem is that most of this reading had nothing to do with school or the grades being offered there.

The discussion can be centered around teachers over- or under-teaching reading selections.  How to fix this “readicide?” My idea is to allow students more leeway in reading, allowing them to digest how it best serves their abilities. Of course this means less free time for teachers, and more work, in the long term, for them.  It is hard to believe that my religious fiction could be part of a school atmosphere, for there is the known belief of a separation between “church and state.”  I am just saying that there could have been/be now, more leeway in how my education proceeds.

Response to edTPA

To be honest, the edTPA scares me, and more than a little.  When it was explained in class that all professionals go through a similar all-encompassing assessments of learning, I felt a little better, until I spent time listening to one of the teachers who I am observing as part of my student teaching.  These kinds of tests were unheard of, even a few years ago, especially when they finished their schooling. They were a little shocked as to how much we go through, before we become them.  As the homework and the efforts pile up, I can’t help but feel like I am slowly being crushed by a wave of molasses.

As I read through this, specific emphasis is spent on making sure those who are going through the process of the edTPA make deliberate and careful observations of the process and of students that are involved.  While the temptation for some might be to view this as a massive test that stands in the way of many of us becoming the teachers, it is easy to see that it might be designed as a process that not only makes us better teachers, but helps us to decide what kind of teacher we want to be.

The idea is not to drown us in work, for on page six it warns, “You will want to think carefully about how much content to address in your edTPA learning segment.  This is a significant decision about manageability…but also for the capacity of the students…”  In other words, this pays homage to one of the adages one might hear in the service industry: “quality is better than quantity.”  The isn’t to send the grading board a whole bunch of crap, but a considerate, well-molded bit that will show who I am, and what I can do.

We must not forget the most important participants in this process the students.  Page 12: “Establishing respect and rapport among and with students is critical for developing a mutually supportive and safe learning environment.”  The idea isn’t to spring the experience on them one day, showing up with video cameras and audio equipment, but to ease them into it.  Perhaps this is one of the reasons we don’t full-time student-teach our first quarter, because the students aren’t used to us, and we aren’t used to the whole process.

This is going to take a while.   I just hope that by the end, I am as excited then about being a teacher, as I am now.  I have come a long way, to just walk away.

Response to "I Read It But I Don't Get It."

I liked how Tovani wrote in “I Read it, but I don’t get it.”  So often, education advice is delivered in a method that knocks the reader over the head and tires them out.  Very little time was spent on re-reading what she was trying to say, which makes it more accessible to me.

In chapter one, she dispels the myth that fast reading means that the reader comprehends what they read.  Too many times I have seen my kids read for thirty minutes, set the book down and announce that they are “done.”  I asked them what they read about, and they give me a blank look.  I don’t think some readers comprehend what comprehension is.  As is discussed in chapter three, some of them might need more than just holding the book in front of them, interpreting the meaning behind a string of symbols and expecting something to come of it.  Tovani discusses certain strategies like “thinking aloud,” “marking,” “double-entry diaries,” “modeling” and more.  Often text, even when it isn’t so deep to require multiple readings, needs manipulation to achieve the level of understanding that a student needs.

Chapter four gave a particular useful idea; kind of a method for dismantling the hold that confusion has on some of us.  By teaching students to be aware of when confusion comes creeping into their learning, they are able to understand how to work around the barriers that confusion might cause.  In this chapter, she mentions six signals that readers might need to look for.  This skill might be hard for accomplished readers to do so she suggested finding a particularly difficult piece of reading for them to use to be able to discover the signs that confusion might be limiting the levels of comprehension needed to achieve understanding.

One of the things that occurred to me, as I was reading this, is that there is no easy and quick path to fixing any kind of learning strategies.  Like habits that take concerted time to alter, learning habits are the same way—in the beginning, change may feel particularly elusive.  With deliberate and constant work, eventually, change will feel swift and the process may feel less intrusive. 

Problems with Social Justice?

so·cial jus·tice

noun

1.      justice in terms of the distribution of wealth, opportunities, and privileges within a society.

The word that catches my curiosity most is, “opportunities.”  Initially, it sounds nice and just to share everything, to have no one person or people better-off than another.  Why should anyone?  After all, we are all part of this world, this place that was here long before any one of us were here.  But, is this viable?  Did anything or person take opportunities away?  To me, it makes sense that all of us, as citizens of Planet Earth had the opportunities, and some of us chose not to.  In other words, not everyone wants to live up to an opportunity or possibility.

Social justice exists when “all people share a common humanity and therefore have a right to equitable treatment, support for their human rights, and a fair allocation of community resources.”  And, “equal opportunity" and similar phrases such as "personal responsibility" have been used to diminish the prospective for realizing social justice by justifying enormous inequalities in modern society.”  In other words, if a responsibility or opportunity is to be met, the only issue is not that it is there or offered to all equally, but that people must use that opportunity.  This is where I ask the question—do people really want equality?  Change is not a passive thing, change won’t knock on one’s door one day and announce its presence—it must be worked for.  I am also saying that if someone tries to ignore change, it will happen. It’s like teeth—the teeth will rot out—some change will come whether one likes it or not. (1)

There is the idea that some inequalities are unjust and simply not fair to those who they are imposed upon (which opens up a whole new batch of discussions) and should be lifted off of them.  If a society lifts burdens off of people, does this not create a whole new version of social equality?  Does it ever end?  If not, is the answer to the endless cycle of social “equality” actually to do nothing?  It just does not feel fair.

(1)   http://gjs.appstate.edu/social-justice-and-human-rights/what-social-justice