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.
DOL- you will be turning this in
to me.
1.
2.
3.
4.
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
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 @SHSct to
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.
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.
Objective and DOL

Objective: SWBAT describe economic
inequality, explain how wealth is
distributed in the US, and discuss the
implications of economic ineqaulity.
What do you notice?
Argentine
Does This
surprise
you?
Do you
think this
happens in
America
too?
What do you notice?
United
States
What is economic inequality?

Economic inequality- the difference
between individuals or populations in the
distribution of their assets, wealth, or
income
Assets are things people own

In your notes, answer the following
questions by restating the question first.
(example: 1. “Examples of assets that lowerincome 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.?
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.
Warm Up: 1/8/14


1. Explain economic inequality in your
own words.
2. What are assets?
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.
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.
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”
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?

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.
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.
“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!!!!!
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?
Close Reading

Read and annotate the text
 Number
 Circle
paragraphs
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)
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)
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%?
Objective & DOL
Objective

DOL
SWBAT analyze
major underlying
causes of
economic
inequality.
 Cycle
of Poverty

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.
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
Federal Poverty Levels 2013
Discussion and Prediction


Thinking back to yesterday: where would
someone in poverty be sitting?
What would keep them from getting to the
top?
Cycle of Poverty
What causes economic inequality?
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?
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?


http://www.upworthy.com/what-doesyour-life-expectancy-have-to-do-withyour-zip-code-everything-2
How does this show the cycle of poverty?
How do the 2 factors work together
Close Reading

Read and annotate the text
 Number
 Circle
paragraphs
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)
Warm Up
1)
2)
3)
What are 3 ways geography can
perpetuate (continue) the cycle of
poverty?
What are 3 ways health can perpetuate
(continue) the cycle of poverty?
Predict: what are other factors that will
keep those in poverty in the lower class?
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?
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?
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
DOL


List 4 causes 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.