Notes for Teachers
The following are suggested questions and activities that can be given to your students after they read the materials of each section. The questions are meant to be asked as a review exercise, but also as critical thinking exercises. The activities, which may require additional research, can be presented as classroom exercises or as individual assignments for essays or class presentations (see also Resources for suggested research materials). Some activities call for students to have debates that would engage the entire class but all of the questions and activities can be used in this way. These are only suggested questions and activities. Teachers should rewrite or develop their own as they feel necessary.
Essential Principles and History
Study Questions
Question
What characterized economies before the industrial revolution? How did economies compare or differ in different parts of the world (Europe, Eurasia, Africa, the Americas?)
Question
Adam Smith is considered the founder of modern free market economics. How did Adam Smith’s ideas affect national economies in his time? How do they affect them today?
Question
Does the concept of laissez-faire mean complete economic freedom? How have democratic governments acted to limit laissez-faire policies? How do Adam Smith’s ideas compare to modern theorists like Milton Friedman?
Question
What is the Heritage Foundation's definition of economic freedom (see Essential Principles)? How does the Heritage Foundation’s definition match with Adam Smith’s views of economic freedom in The Wealth of Nations? What does Ezra Solomon propose as an alternate definition?
Question
Some define economic freedom as the freedom to own property. Some define economic freedom as economic and social rights (see UN Declaration of Human Rights and the UN Covenant on Social and Economic Rights)? How have each of these definitions been used in the past? How would you define economic freedom? What did Franklin Delano Roosevelt as a means to economic freedom?
Activities and Study Topics
Activity
Some argue there are "twin" — political and economic — characteristics of democracy? Discuss the ideas of political and economic democracy. How does one differ from another? When is it permissible to limit economic liberty? How do different political philosophies come to different answers to the last question?
Activity
Compare the Essential Principles sections for Economic Freedom and Freedom of Association. Is freedom of association an unnecessary or necessary constraint on economic freedom? Review different economic periods in which trade unions acted to constrain business practices towards labor and workers. Discuss the interrelationship between economic freedom and freedom of association in terms of Ezra Solomon’s definition of economic freedom.
Estonia
Study Questions
Question
What characterized Estonia’s economy during its period under the Russian Empire? How did Estonians act to expand economic freedom for themselves in this period? How did Estonians act to ensure economic and political freedom during its first period of independence?
Question
What characterized Estonia’s economy during occupation as a Soviet republic? What were the distinct features of a communist-run economy? Were Estonians able to exercise any economic freedom during this period.
Question
What means did Estonians use to achieve independence from Soviet rule? How did non-violence feature as a strategy during the period of Estonia’s second national renewal?
Question
Why was Estonia able to improve its economy so quickly after independence from Soviet rule? Are there any lessons that other developing countries could learn from Estonia and apply themselves or are these lessons distinct to Estonia as a small nation?
Activities and Study Topics
Activity
Compare the economic experiences of Estonia and Cuba as described in the Country Studies. Both have experienced communist dictatorships and economic reforms. What factors influenced the different routes that the two countries have taken since the fall of the Soviet Union? Discuss why Estonia changed and Cuba did not after the fall of the Soviet Union?
Activity
Compare the economic experiences of Estonia and Kenya after achieving independence from colonial rule? What were the similarities and differences? Discuss how did the establishment of democracy affect the two countries? How did authoritarian rule affect economic freedom in Kenya?
Kenya
Study Questions
Question
What characterized Kenya’s economy under colonial administration by the British?
Question
What means were used to achieve independence from colonial rule? How did civic resistance and violent rebellion affect Kenya’s politics after achievement of independence?
Question
What were the initial economic policies of Jomo Kenyata, Kenya’s first president? Why was Kenya considered an economic model for the African continent?
Question
How did authoritarian rule contribute to economic decline of Kenya?
Question
What is the correlation between political and economic freedom in Kenya?
Activities and Study Topics
Activity
Assign a paper to compare Kenya's history of economic freedom with those of neighboring African countries, e.g., Botswana, Uganda, or South Africa, using their Country Studies and Resources.
Activity
Briefly compare the Freedom House ratings for Kenya and Kenya's neighbors and what are their economic situations (using IMF GDP rankings, UN Human Development Index and Heritage Foundation survey). What correlations are there between economic and political freedoms as measured by Freedom House?
Activity
Recent elections in Kenya resulted in the inauguration of William Rutu as president. Have students research New York Times and Economist articles on the 2022 elections and have them compare to previous elections described in the Country Study. Assign an essay or have class discussion on whether the 2022 elections were a step forward for Kenya’s democracy.
Cuba
Study Questions
Question
What type of economy did Cuba have under Spanish colonial rule? How did economic freedom develop under its rule?
Question
What characterized the economy of Cuba after its independence? How did democratic politics affect its economy? How did authoritarian politics?
Question
How did Fidel Castro and the July 26 Revolutionary Movement rule after seizing power in 1959? What economic system was imposed?
Question
Cuba has had a communist dictatorship for more than six decades? What has been the result? Even with some economic reforms, is there economic freedom in Cuba according to the two measures used by Freedom House?
Activities and Study Topics
Activity
Discuss what countries affected Cuba’s history? What were their distinct characteristics? Which had more impact: Spain, the US, or the USSR?
Activity
Have students go to Yoanni Sanchez’s web site Generation Y (see link in Resources) and read recent blogs by her as well as other independent bloggers linked by her site through Voces Cubanos (Cuban Voices). What are the most important issues reported on by Sanchez and these independent journalists? How are human rights reported on? Economic policy and changes? How do they assess Cuba’s current situation? To what can these independent journalists exercise freedom of speech and media?
Activity
The Cuban Revolution promised to improve the situation of Afro-Cubans, who have suffered a four-century legacy of slavery and discrimination. Assign the New York Times article “For Blacks in Cuba, the Revolution Hasn’t Begun.” How does it describe the current situation of Afro-Cubans? How are Afro Cubans active in political opposition?
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