For quite awhile, I’ve been accumulating resources documenting the growth in the United States in wealth and income inequality. I’ve been planning on using them to develop a simple lesson using some of them — both for my Theory of Knowledge class and for my Intermediate English class. I’ve got a few ideas, but thought I’d share the resources today and solicit suggestions from readers.
I was prompted to write this post today after reading Nicholas Kristof’s New York Times’ column titled “Our Banana Republic,” which certainly belongs on this list. Here’s an excerpt:
The richest 1 percent of Americans now take home almost 24 percent of income, up from almost 9 percent in 1976. As Timothy Noah of Slate noted in an excellent series on inequality, the United States now arguably has a more unequal distribution of wealth than traditional banana republics like Nicaragua, Venezuela and Guyana.
Resources to illustrate this kind of disparity on a world-wide basis can be found in two other “The Best…” lists:
The sites on this list, though, are specifically related to the United States.
The lesson plans I’ve seen on the Web seem pretty involved and complicated, and I want to develop, or learn about, one that is much simpler. All suggestions are welcome, including ones about additional resources.
I’m dividing this list into two sections. The first one includes infographics that might be accessible to English Language Learners. The second part shares articles that would have to have portions modified to make them accessible.
Here are my choices for The Best Resources About Wealth & Income Inequality:
A History of Poverty is an animated world map showing where poverty (and prosperity) have been most present over the past two hundred years. You can narrow it down by continent or county, too. It’s from the Christian Aid charity. After showing it to students, it could create a wealth of question-asking opportunities.
Recently, filmmaker Michael Moore spoke to public sector workers protesting in Wisconsin and said, “”Just 400 Americans — 400 — have more wealth than half of all Americans combined.” I’m an admirer of Moore, but he can also be guilty sometimes of a little hyperbole. I did find it interesting today, though, to read that The Milwaukee Journal Sentinel actually investigated his claim pretty thoroughly. Here’s their last line:
The BBC has an interactive chart builder that lets you compare Asian countries (and the U.S. and the U.K.) in terms of wealth, health, life expectancy, education and energy consumption.
Here are two articles I’m adding to this list that are definitely not accessible to ELL’s, but they have great information that could be used by a teacher:
The Guardian has published a very good animated video on income and wealth inequality in the United States. I’m embedding it below, but I’m not sure it will come through on an RSS Reader. If not, you’ll have to click through to the blog to see it.
Income inequality is increasing across much of the developed world, a trend that will continue unless governments move aggressively to arrest it, according to a report released Monday by the Organization for Economic Cooperation and Development.
Bill Moyers’ new show recently made its debut, and it looks like it’s going to be a winner. The first episode was on economic inequality. Here’s how it’s described:
Bill Moyers explores how America’s vast inequality didn’t just happen, it’s been politically engineered.
A few months ago, I began to have PostRank index posts from my other blog, Engaging Parents In School. Post Rank uses a variety of ways to measure level of “engagement” that readers have with specific blog posts. I have a constantly updated “widget” on my blog’s sidebar that lists these posts, but I thought a quarterly post would be helpful/interesting to subscribers who don’t regularly visit the blog itself.
I don’t think it’s a brilliant insight, but it did get me thinking a bit. I don’t have the greatest handwriting in the world, and this study might just be another reminder (and, let me tell ya’, students don’t hesitate to remind me, either) that I should be more mindful of my writing when using the document camera — especially for instructions. I try to type out instructions for display in advance, but can’t always do so. And if there’s one thing I’ve learned over the years, it’s absolutely essential to have written instructions students can refer to prior to their doing any activity.
I do have a few more comics to add, but the main reason I’m writing this post is because I’ve found what seems to me to be the absolute best teacher resource on the web for comics. It’s the last item on this list.
Also, in my previous post, I forgot to include my “The Best…” list that provides tools for students and teachers to create their own comic strips — The Best Ways To Make Comic Strips Online.
Here are my choices for Part Two Of The Best Comic Strips For Students & Teachers — 2010:
Tom Barrett is known for, among other accomplishments, his hugely helpful “Interesting Ways” series, which include numerous ideas on how to use Web 2.0 applications (including Wordle, iPod, Google Wave, Prezi, etc.) in the classroom. This is a link to all twenty-eight of them.
No you can’t teach love….I don’t think the goal is ever love, the goal is attachment. You can work really hard to create an environment where you can form attachment. You want to create situations where it’s more advantageous for them to attach than to keep doing things their own way and isolated.
I thought her comment was also very applicable to the misconception that you can motivate students. I don’t believe you can, as I wrote in my post, I’ve Never “Motivated” A Student.
We can help create a situation where we hope they see it as more advantageous for them to feel motivated, but we can’t motivate them.
He focuses in on what he describes as the President’s choice to be “transactional” (emphasizing on compromise) instead of “transformational” (emphasizing change).
It’s a difference first coined by political scientist James MacGregor Burns, and one used by community organizers (which both Ganz and I have been). I’ve also used the words “covenant” versus “contract” to paint a similar picture.
I do think Ganz goes too far in describing it as an either/or choice — I think an effective leader, teacher, and organizer needs to be able to do both. I would agree, though, that Obama has leaned too heavily on the “transactional” side of things.
But his piece did get me thinking about how this difference could be applied to the classroom, and the tension we teachers have to deal with between these kinds of options all the time. It seems to me that’s what differentiated instruction is all about.
For example, I have some students whose writing skills are so low that they will clearly not graduate from high school unless they make dramatic improvement. I could choose to be only “transactional” (as I had been during the first two months of the school year) by helping them “get by” just enough to pass my class. In the face of all the needs other students have, doing this kind of “triage” is not an uncommon strategy that many of us take.
Another option is to be heroically “transformational” (a la the teaches we see in the movies giving up their own lives to help their students).
The option that I chose, though, was one with more of a realistic balance. I had individual conversations with each of them (done, of course, in the context of very good relationships I have built with them since the school year began). I began by saying that each of them had told me in the past that they wanted to graduate from high school and go to college, and asking if that was still a goal. After they each confirmed that it was, I bluntly told them that it probably wasn’t going to happen unless they dramatically improved their writing skills, but that I would be willing to create special assignments that would require extra work from them but that should be engaging (they can help pick the topics they write about) and ultimately help them. For example, I said, next week I would want them to use the outline and graphic organizers we had been using to write a persuasive essay about the worst natural disaster to, instead, have them write about why their favorite football or soccer team was better than another one (they are all either football or soccer players).
If they decided they wanted to do this extra work, they would need to continue to do our class’ regular work, though I would temporarily reduce my expectations for what would constitute a completed assignment. I would also give them extra credit for completing their extra writing assignments.
I also told each of them that they were free to decide they didn’t want to do the extra writing work — I wouldn’t be angry at them if they made that choice. They just needed to decide how badly they wanted to graduate and go to college.
Each one of them said they wanted to start doing the extra writing work.
I suspect it won’t be quite as easy to get them to actually do the work all the time, but at least the stage is set for the motivation to come from them, not from me. I can regularly remind them that they made the decision, and say that they’re the ones who say they want to graduate and go to college.
Notice that “transactional” and “transformational” tactics are all present in this strategy — there are the transactional elements of reducing regular classwork expectations and receiving extra credit for the extra writing assignments, and there is the core transformational element of attempting to dramatically improve their writing ability so they can achieve their goals. I’ve made it practical (and not heroic) for me by planning to have them use similar scaffolding that we’ll already be using in class and helped them increase their motivation by letting them decide on their own writing topics.
I’ll keep readers updated about how it goes — the good, the bad, and the ugly.
In the meantime, please share your own experiences in balancing being “transactional” and “transformational” in the classroom….