In the spring of 2001, my sixth-grade class at Cedarvale Community School took part in a special Canadian government program intended to preserve “Canadian heritage” by interviewing older people and recording their thoughts.
My classmates and I visited a home for the elderly where we asked residents a series of questions and dutifully wrote down their responses. Though I doubt the historical utility of our crude reports, they were deemed sufficient to meet the criteria of the government program. For our efforts, my class was paid the princely sum of about $300.
My teacher, Ms. Botham, who continuously infused the curriculum with her anticapitalist perspective, asked our class to decide collectively where we would like to donate the money. An impassioned debate ensued. . . .
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