NYC Income Inequality:

A look inside NYC Racial Wealth Gap

12th Grade Economics

Ms. Davis

SDavis74@schools.nyc.gov

Introduction:

~What kind of financial future would you like to have for yourself?

~Does this future include financial choices you make?

~What if there were obstacles in front of you right now that will hinder your abilities to obtain wealth?

~What if I told you, right now, there are several ways to make income into wealth overnight?

What Is Coming?

You have now been given the chance to solve income inequality in NYC creating a presentation and developing a solution plan to send to the Mayor of NYC. The presentation is a virtual activity that will be shared with the entire school community. Your letters will also be sent out electronically to The Office of Mayor Adams.

Background Info

Income inequality refers to the extent to which income is distributed in an uneven manner among a population.

Income includes the revenue streams from wages, salaries, interest on a savings account, dividends from shares of stock, rent, and profits from selling something for more than you paid for it.

During the Gilded Age in the early 1900s, social movements and progressive policy makers fought successfully to level down the top through fair taxation and level up the bottom through increased unionization and other reforms.

Here’s a video that breaks Income In down from the start.

https://www.youtube.com/watch?v=Mqrhn8khGLM

Task: Policy Analyst

Time Frame:

One Unit /

Six- Eight Lessons

Objectives:

- deepen their understanding by using background information sources;

- examine their own biases and minimize their impact on their writing.

- put information together by making inferences or generalizations across several information sources;

look for relationships of cause and effect among variables and be asked to discuss their meaning.

Student Product:

First students will present on the current issues of Income Inequality plaguing their current neighborhoods through a series of research and policy evaluation.

Second, students will compose a five-paragraph letter to the Council Member discussing the concerns of income inequality in NYC.

Process / Resources

Instructions:

- Students must choose a focus neighborhood to explore the issue of income Inequality.

- Identify where the social problem is and follow the steps listed in the PPA examples covered in earlier lessons.

Resources:

Below are listed resources to help you explore the topic, including links to documents pre- organized for research.

Google Docs

https://docs.google.com/document/d/1rDWLUxRghiPAbC-NZRaDsC-8tKr0mgypbvsaw-tzViM/edit

1. https://www1.nyc.gov/assets/opportunity/pdf/21_poverty_measure_report.pdf

https://www.nytimes.com/2013/01/20/magazine/income-inequality.html?hp&_r=2&pagewanted=all

Day One: Define the Problem

● Let’s understand the importance of income inequality in major cities and the effects on students.

● Discuss the differences between income inequality issues between racial groups

● Evaluate what income inequality issues directly have an impact on us.

Day Two: Gather the Evidence

● Think of the different reasons things have been unequal overtime in America: How can this have shaped the income inequality currently in our city?

● Build a timeline of Income Inequality Directly impacting America

● Construct a chart that addresses the issues of income inequality by racial groups and socio- economic statuses.

Day Three: Identify the Causes

● What is causing Income Inequality in NYC?

● Read articles on Income Inequality

● Compare and Contrast Various opinions

Day Four: Examine an Existing Policy

● Research One Policy that impacts the Income Inequality you would like to focus on.

Below is a worksheet to use in order to understand how to research information:

https://docs.google.com/document/d/1SCno15Gll2IX4m1fVrBwhBzopRv75nbGBKN0xdxBoDE/edit?usp=sharing

Day Five Developing New Policies:

● Find a solution to income inequality by developing your own solution plan that would then become different types of policies in government.

● These policies should focus on two different solutions to income inequality. (Different Perspectives)

https://docs.google.com/document/d/1bWd7mPkykq8zi4jLcJCBmAeZ3-O85i9yaWd9OWCgc74/edit

Day Six/ Seven: Select the Best Policy Solution

*Types of Income Inequality*	*Possible Social Issue*
Wage	Racial Discrimination
Housing	Gender Equity
Education	Age /
Medical	Immigration Status
Business	COVID-19
	Sexual Identity, Orientation

- Choose one of the social issues and find any major connections to the policies you will use to reinvent.

Student Grouping:

Students will work in groups of five for this project.

Choosing a variety of roles:

- Public Advocate

- Government Consultant

- News/Press

- Policy Advisor

Policy Developer

Evaluation:

The evaluation of this project will be in the form of two separate learning rubrics, one for the presentation and one for your letter.

Presentation Rubric:

Link To Rubric:

https://docs.google.com/document/d/1hTb4LKllNVI6Bm4xhJvls3TafyaFUTxLdkRIJuHTTuU/edit

Letter Rubric:

Rubric

After analyzing the Solution Plan assess your fellow classmates by using this rubric. Circle the category

Category	2	1
Claim	The Student is able to clearly state a claim directly addressing the position of the argument. The claims are developed based on the sources and lessons in class.	The Student is unable to clearly state a claim directly addressing the position of the argument. The claims are not developed based on the sources and lessons in class.
Evidence	The student uses a maximum of six sources to support or refute the given claim. The evidence provided is related to the claim, the student provides an explanation of how the evidence supports or refutes the claim.	The student uses a minimum of three sources to support or refute the given claim. The evidence provided is partially related to the claim, the student provides no explanation of how the evidence supports or refutes the claim.
Opposing Argument	The student anticipates others’ opinions on the topic by stating the opposing argument. The student addresses any questions on the topic using research and factual information.	The student does not anticipate others' opinions on the topic by stating the opposing argument. The student does not address any questions on the topic using research and factual information.
Writing Structure	Claim, Evidence, and Details are structured in order (understandably). The response includes all of the necessary structural elements and sections required in the given prompt/ question.	Claim, Evidence, and Details are structured in no particular order. The response is disorganized and lacks the necessary structural elements and sections required in the given prompt/ question.
Understanding of Topic	The student shows a clear understanding of the topic by addressing the unit’s overall question.	The student does not show a clear understanding of the topic and is unable to address the unit’s overall question.

Conclusion:

Now use the PPA steps to solve your own social problem:

Define the Problem
Gather the Evidence
Identify the Causes
Examine an Existing Policy
Developing New Policies
Select the Best Policy Solution

Real World Experience:

Income inequality in the U.S. is on the rise. While many believe something should be done to remedy the problem, the great division is in the prescription for a remedy. Within this Unit we have focused on how individuals contribute directly to their financial future through the decisions they make. Those decisions have been led by factors in which directly and indirectly can impact people’s lives. It is now up to you to determine how this occurs and what are the long-lasting effects for future generations.

Connections to Unit:

● Students will have the opportunity to discuss the financial choices within their lives now that can impact their future.

● Students will assess this question from different points specifically in the research, students will assess the choices of income and wealth.

● Determining connections between the New York City Policies and individual responsibilities.

Learning Standards:

12.E1 INDIVIDUAL RESPONSIBILITY AND THE ECONOMY: Individuals should set personal financial goals, recognize their income needs and debt obligations, and know how to utilize effective budgeting, borrowing, and investment strategies to maximize well-being.

RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.