Warm Up- take out your goals from yesterday

1. Warm Up- take out your goals from yesterday • The last step that we are going to do is create a list of actionable goals. • These need to be actionable- requiring a certain behavior that can be measured or counted to ensure it has been met. • Ex: “Be good at football” is not a measurable goal. “Complete 2 touchdown passes in 1 game” is. • Set goals that are realistic in a given time to stay motivated. • Set only enough goals that are feasible to complete all (ie: don’t set too many). • Create 3-5 goals you can complete in the next year. • Create 1 goal you can start today.

2. DOL- you will be turning this in to me. • Two “bucket list” goals • 1 piece of information from your long-term narrative around what you what to be doing professionally or academically • 1 piece of information from your short term goals • 1 action piece

3. Cell Phones • As a rare gift, you need to take out your cell phones for the next 2 minutes: • If you wish to receive reminders via text about this class, text the code @SHSctto 917-746-2024. Also create a contact or note for me in your phones with my website: www.msbishopsclassroom.wordpress.com • You will be asked to reply with your name. This allows me to keep track of who gets my texts. • I will not receive anything you text back to this number.

4. A bit of folder housekeeping… • Look through your folder and remove the following to Keep: • All class notes you took from powerpoint lectures • All fallacy graphic organizers • Any study guides you still have • Rubrics/Intellectual Standards Sheet Look through what you have left: throw away: -old articles you don’t want, old classwork, etc.

5. Objective and DOL • Objective: SWBAT describe economic inequality, explain how wealth is distributed in the US, and discuss the implications of economic ineqaulity.

6. What do you notice? Argentine Does This surprise you? Do you think this happens in America too?

7. What do you notice? United States

8. What is economic inequality? • Economic inequality- the difference between individuals or populations in the distribution of their assets, wealth, or income

9. Assets are things people own • In your notes, answer the following questions by restating the question first. (example: 1. “Examples of assets that lower-income people may have are”…) • 1.) What are some examples of assets that lower-income people might have? • 2.) What are some examples of assets that middle-income people might have? • 3.) What are some examples of assets that upper-income people might have? • 4.) What are some examples of assets owned by the top one percent of people in the U.S.?

10. Discussion • Some examples of assets might be… • 1.) lower income- cash, checking account, TV, used car. • 2.) Middle income- cash, checking and savings account, equity in a house, nice car, small funds • 3.) Upper income- luxury car, boat, equity in a nice home or vacation home, stocks. • 4.) Top 1%- several luxury houses, large stock and bond holdings, businesses, artwork and other collectibles. • Think/Write/Share: • How would you describe your parents wealth? Your wealth? Justify your answer.

11. Warm Up: 1/8/14 • 1. Explain economic inequality in your own words. • 2. What are assets?

12. Wealth vs. Income • How is wealth different than income? • Wealth- What you own minus what you owe. It is what you have in the bank and the assets you own • Income- Your paycheck or wages simply put, any incoming money. • How is it possible to have negative wealth? • When you owe more than you bring in on an annual basis.

13. Who Owns How Much? • There are 10 sections of tape on the floor up front. I need 10 volunteers to come up and help me with this demonstration. • One person will represent the top 10% of the population • Each volunteer now needs to stand behind one of the squares on the floor.

14. Instructions for demonstration • Each one of the 10 squares on the floor represents 10% of all the private wealth in the United States • Each volunteer represents 10% of the population of the United States. • The person with the placard is representing the “wealthiest 10% of the U.S. Population”

15. So what is going on here? • This is what wealth would look like if it were evenly distributed in the U.S. • 1 person, 1 square • If wealth were evenly distributed every household would have a net worth of $380,100. • Quick Discussion: • What might it be like if every household actually made $380,100 a year? • Why might this be problematic?

16. So what is going on here??? • Different statistical groupings of people in the U.S. own different percentages of wealth. • The information we are using is from 2004 • Question: How much of the total wealth do you think the top 10% owned in 2004? • Now the student with the “Top 10%” placard needs to stretch out to lay across seven squares. • The rest of the 9 students need to squeeze themselves to fit in the remaining 3 squares. All 9 students must be in the 3 squares in some way shape or form.

17. So what does this mean? • This is a visual representation of the wealth distribution in 2004. • In 2004 the top 10% of the population owned over 71% of all the private wealth in the U.S. • Those volunteers that are squeezing into the remaining 3 squares describe with one word or a short phrase how you feel at this time.

18. “SAY WHAT????” “Oh Yeah and it gets worse.” • Even within the top 10% there is greater disparity. • Now the arm of our fearless volunteer laying on the ground will represent the wealthiest 1% of the population. • In 2004 the wealthiest 1% of the population owned 34.3% of all wealth in the U.S. • THE WEALTHIEST 1% HAVE MORE WEALTH THAN THE BOTTOM 90% COMBINED!!!!!

19. Lets ask our volunteers now • 1.) How are you feeling at the top? • 2.) How about in the bottom 90%? • 3.) How’s life at the bottom? • 4.) Who would you push out of the squares to make room? Why? • 5.) Look at the person at the top, how would you imagine they use their squares? (wealth) • 6.) Are there any students just barely holding a space in a square or not in the square entirely? Who do they represent?

20. Close Reading • Read and annotate the text • Number paragraphs • Circle key terms – No more than 5 per chunk • Chunk as you go to group paragraphs of similar content • Left column is a one sentence summary per chunk • Right column is a question per chunk (could be confusion or higher-level)

21. Warm Up: 1/9/14 Answer the following questions in complete sentences. Look to your notes if you need to refresh your memory • How is wealth different from income? • Is wealth evenly distributed amongst all people in the United States? Why or why not? • How might we go about changing this wealth gap and inequality in wealth? (There’s no right answer here, be creative in your ideas)

22. DOL from yesterday (review) • 1. What is economic inequality? • 2. What might people’s lives be like in the upper 10%? In the bottom 10%? • 3. What percentage of wealth does the top 10% own? The top 1%?

23. Objective & DOL Objective DOL • List 5-8 causes of economic inequality. Explain how these are connected to each other, and when they are exist together how they make poverty worse/more likely. • SWBAT analyze major underlying causes of economic inequality. • Cycle of Poverty

24. Notes • cycle - a series of occurrences that is repeated • Poverty:- the condition of lacking sufficient money or goods to meet basic human needs such as food, shelter, clothing

25. Federal Poverty Levels 2013

26. Discussion and Prediction • Thinking back to yesterday: where would someone in poverty be sitting? • What would keep them from getting to the top?

27. Cycle of Poverty What causes economic inequality?

28. Geography- where you live • Access to a safe neighborhood • Urban and rural access to quality food • Urban and rural access to quality schools • Rural access to quality jobs • Rural access to quality medical care • Rural access to social networks • Link between property taxes and school budgets • Think-Pair-Share: Can you think of any other ways where you live can keep you in poverty? Which one of these resonates with you the most?

29. Health • Nutrition and food security • Access to quality medical care • Cognitive health, including problem-solving and decision-making • Chronic illnesses, such as diabetes or asthma • Mental illnesses, such as depression or bipolar disorder • Physical disabilities • Safe neighborhoods • Safe schools • Think-Pair-Share: Which one of these resonates with you the most? How might the Affordable Care Act effect this?

30. http://www.upworthy.com/what-does-your-life-expectancy-have-to-do-with-your-zip-code-everything-2http://www.upworthy.com/what-does-your-life-expectancy-have-to-do-with-your-zip-code-everything-2 • How does this show the cycle of poverty? How do the 2 factors work together

31. Close Reading • Read and annotate the text • Number paragraphs • Circle key terms – No more than 5 per chunk • Chunk as you go to group paragraphs of similar content • Left column is a one sentence summary per chunk • Right column is a question per chunk (could be confusion or higher-level)

32. Warm Up • What are 3 ways geography can perpetuate (continue) the cycle of poverty? • What are 3 ways healthcan perpetuate (continue) the cycle of poverty? • Predict: what are other factors that will keep those in poverty in the lower class?

33. Household and Family Structure What did you come up with for Household and Family Structure • Access to a safe home • Marital status of parents or guardians • Gender of single parent or guardian • Education level of parent or guardian • Income level of parent or guardian • Incarceration of a parent or guardian • Number of working persons in the home • Number of children in the home • People who live alone • Think-Pair-Share: What is on this list you had not thought of? How could it lead to and continue the cycle of poverty?

34. Education • National workplace emphasis on advanced degrees • Necessity of a high school diploma • Family support, including time and supplemental funds • Preparation for learning • Access to quality schools • Mobile existence • “Tracking” of students in schools      • Working outside of school • Civic engagement Think-Pair-Share: What is on this list you had not thought of? How could it lead to and continue the cycle of poverty?

35. How does this quote relate? • Consider a birdcage. If you look very closely at just one wire in the cage, you cannot see the other wires. If your conception of what is before you is determined by this myopic focus, you could look at that one wire, up and down the length of it, and be unable to see why a bird would not just fly around the wire any time it wanted to go somewhere. Furthermore, even if, one day at a time, you myopically inspected each wire, you still could not see why a bird would gave trouble going past the wires to get anywhere. There is no physical property of any one wire, nothing that the closest scrutiny could discover, that will reveal how a bird could be inhibited or harmed by it except in the most accidental way. It is only when you step back, stop looking at the wires one by one, microscopically, and take a macroscopic view of the whole cage, that you can see why the bird does not go anywhere; and then you will see it in a moment. It will require no great subtlety of mental powers. It is perfectly obvious that the bird is surrounded by a network of systematically related barriers, no one of which would be the least hindrance to its flight, but which, by their relations to each other, are as confining as the solid walls of a dungeon. • Marilyn Frye, Oppression

36. DOL • List 4causes of economic inequality. • Explain in detail how these are connected to each other, and when they are exist together how they make poverty worse/more likely.