Matthew Topel

06/14/2016

TE 855: Course Project

Introduction

My plan for this project was to “mathematize” a student struggle. However, I teach in a
parochial school where 98% of the students are white, and nearly all of the families are able to
pay our tuition without assistance or significant financial hardships. All of this means that few of
the struggles discussed in our readings apply to my students. It is therefore my goal to first
create empathy for those who have other types of struggles, and then to determine ways that
we can use our privileged position to help others. The unit will take place in four parts; an
introduction activity, a numerical analysis of wealth, a look at the daily life of these different
levels of wealth, and a discussion of how we can help. I have provided some comments about
my expectations, and the rationale for each lesson, but more detailed lesson plans and
resources are available at the end of this paper.

Unit Overview

For the introduction to this unit on poverty I will borrow an activity from our Wager
text. On page 150 Bob Peterson describes an activity called the “World Wealth Simulation”. This
activity places students in a role playing activity as cookies or other treats are divided unequally
among the citizens of various “world regions”. While Peterson acknowledges that this activity
has limitations, he also notes that within his own classroom he frequently hears cries from the
students saying “that’s not fair”, or even sees them model certain real world behaviors like
illegal immigration to another country. I think the role playing in this activity can serve as a
good foundation to build on as we close out the day by discussing the simulation and then
writing a brief response, about their experience in the simulation as described in the lesson
plan below.

After the emotionally charged discussion and illustration of world wealth distribution,
lesson two will focus on something which my students will more easily be able to relate to;
wealth inequality within the United States. We will begin with a short discussion where we
predict the wealth distribution within the united states, then view a short video about the
actual distribution of wealth in the United States
(https://www.youtube.com/watch?v=QPKKQnijnsM) (This video was part of our previous
padlet viewings). After this introduction students will make a balanced monthly budget for
several U.S. families who have various levels of income and expenses. This budget worksheet
(included in the section below) builds on their previous knowledge of computing percents,
while also allowing them to see the disparity between different income levels. Finally, the data
will help provide actual numbers for our next two days of discussion

As a follow up to the budget worksheets, we will examine what these budget figures
would look like in real life. Students will be split into groups which are responsible for
presenting the choices available to people of each economic stratum(3 people assigned to the
Baker family, 3 to the Chavez family, etc.)They will use the internet to searching for affordable
housing, investigate the amount of disposable income, and even plan meals around the
previous day’s monthly budget figures. Then they will present their findings to the class using a
Google Slides slideshow. These slideshows should prompt some discussions as to how different
the income levels really are, and why some categories are already provided for by certain
people’s employers. It should also lend tangibility to the problem instead of simply examining
raw numbers.

For our final lesson, we will discuss the pros and cons of several popular solutions to the
issue of wealth inequality. While I would prefer this to be an entirely student-led discussion, I
have also prepared some talking points as a “back-up” in case it is difficult to get the
conversation started.. Some common solutions that I anticipate discussing are radical socialism
(government controls all assets and distributes all of them evenly), Tax reform (tax the rich
more so that the government can move some of their wealth to the poor), Increased
government programs (add or improve more government programs so that the essential needs
of poor people are met through taxes), and charitable giving or service (encourage the richer to
freely give money or volunteer time so that those in poverty are provided for). We will discuss
and analyze the advantages or disadvantages of each approach. Students will then be asked to
provide their own summary of the information and present it either in a written paper, or with
a verbal presentation that answers the question “Do you believe there is a problem with the
distribution of wealth in our country? Explain, how would you go about fixing it, or why you
think things should remain the same? Defend your viewpoint using mathematical arguments.”
It is my hope that after completing this unit my students will have a greater appreciation
for the struggle faced by other people, and have some ideas about what they can do to help.
But it is also my hope that they can see the power of mathematics in allowing them to make an
argument in favor of change.

Lesson Plans

Lesson 1: Introduction to World Poverty

Grade Level: 8th grade Pre-Algebra Students

Length: 1 Day (45 minutes)
Purpose: To help students build empathy for people in poverty
Materials: - “Place of Birth” cards with labels for various world regions

- “Negotiator” card for one student in each region.

- Marked out regions of the world on classroom floor
- Cookies to distribute to various groups
- Paper bag to hold cookies
- World population and Wealth statistics data sheet.

Introduction: Distribute World Population and Wealth Data Sheet and discuss. Ask Students
“What do the numbers on this sheet tell you about the distribution of wealth across the
world?”, “Which regions have the most money?” “Which regions have the fewest?”, “If you got
to choose where would you want to live?”. Then say that we are now going to show what the
numbers on this chart really feel like.

Activity: Have students pick a card from the “Place of Birth” pile then report to their respective
region. (For a group of 25 students distribute population as follows Asia = 15, Europe = 3, North
America = 2, Central America = 2, Africa = 3). Instruct the students that you will now distribute
the “Wealth” cookies but they are not allowed to eat them until all regions have negotiated
(Distribute as follows: Asia = 6, Europe = 8, North America = 8, Central America = 2, Africa =
1/2). Instruct student negotiators to go and do what’s best for their people. Allow about 10
minutes for negotiations then return to the classroom and distribute a fair amount of cookies to
participants.

Discussion: Allow time for student questions. If needed pose your own “Why does Asia have so
many people, but so little wealth?”, “What was the ‘right thing to do’ if you were in North
America?”. After the discussion, we will close with a short assignment.

Assignment: write a half page response to the following question “Describe your role in the
world wealth distribution activity. Were the results fair? How did that make you feel?”

Lesson 2: Wealth Inequality in the United States

Grade Level: 8th grade Pre-Algebra Students

Length: 1 Day (45 minutes)
Purpose: Students will make a balanced budget for several different families, and compare
them to see the inequality of wealth within the united states.
Materials: - Computer and projector for Video

- Worksheet with data and budget worksheets for 5 different families.

 o Single Parent Household at minimum wage
o Family of four at minimum wage
o “Middle Class” family of four
o 75th percentile family of four
o Top 1% income with family of four.

Introduction: Explain that yesterday’s activity assumed that all people within the same region
had the same amount of wealth, but this is not the case. Ask how students believe wealth is
distributed in the US “If we take 10 people in the United States and arrange them from the
poorest to the richest, then we assume we have 100 dollars, how do you think it would be
divided?”. After this discussion watch the video “Wealth inequality Perception vs. Reality”
(https://www.youtube.com/watch?v=QPKKQnijnsM). After the video allow time for comments
and questions. Then say. “Now we are going to look at what that means on a day to day level.
How will this disparity of wealth look if viewed in terms of a monthly budget?” Tell students
that they can work in groups of up to three on this exercise, distribute the worksheets, and tell
them that all calculations are to be completed for our discussion tomorrow. While they are
working circulate the room and see if they require help in understanding any of the problems or
completing any calculations.

Assignment: Complete any of the Monthly budget worksheet that was not finished during class.

Lesson 3: A Portrait of Different Levels of Wealth

Grade Level: 8th grade Pre-Algebra Students

Length: 1 Day (45 minutes)
Purpose: Students will use the previous day’s budget figures to show what life would be like for
people in various economic strata.
Materials: - Student computers with internet connection and access to Google slides or
other slideshow presentation media.

- Scoring rubric which tells students which questions their presentation must
answer.

Activity: Randomly divide students into 5 groups. Each group will be assigned one of the
economic strata from our budget worksheets, and asked to make a sketch of their daily life.
They will need to perform various calculations to take some monthly figures down to daily
amounts (e.g. if everyone eats 3 meals a day, calculate the amount that each person can afford
per meal, and give an example of a meal within that budget) This sketch will be presented to
the class on a slideshow, and must include the following elements. 1) What type of housing
could they afford based on their monthly rent. 2) What would their meals look like each day 3)
How much would each family member be able to spend on cloths each month? What could
they buy for that amount? 4) What kind of car could they drive? 5) If they saved money for their
entire 40 year career, how much money would be in their bank account?.

Assignment: Write a half page response to the following question? Do you think our
distribution of wealth in America is fair? Why or Why not? And Write at least one suggestion for
how we could change it?

Lesson 4: Solutions to Wealth Inequality

Grade Level: 8th grade Pre-Algebra Students

Length: 1 Day (45 minutes)
Purpose: Students will expand on their previous assignment and try to determine the best way
to help solve the problem of wealth inequality in America.
Materials: - Back-up discussion points outlined here.

- Radical Socialism: Government controls all assets and distributes all of them
evenly.
o Pro: All need are met
o Con: How will we get all the money to the government?
- Tax reform: Tax the rich more so that the government can move some of
their wealth to the poor
o Pro: Gives money to poor without taking all money away from rich
o Con: What if rich leave to go to another country?
- Increased government programs: Add or improve more government
programs so that the essential needs of poor people are met through taxes
o Pro: Ensures needs are met for everyone
o Con: May lead to less efficiency. What about those who don’t qualify
for government aid?
- Charitable giving or service (encourage the richer to freely give money or
volunteer time so that those in poverty are provided for)
o Pro: No need for government intervention. Can be given to any need
o Con: What if people don’t give?

Activity: Lead a discussion on each of the suggestions for providing a more equal distribution of
wealth. Begin with student suggestions from their assignments, then move on to the slide show
if necessary. Help students to see the pros and cons of each argument.
Resources

Names: ___________________, ______________________, ____________________

Budget Worksheets for Various Income Levels

Avila Family

Mrs. Avila is a single parent with two young children. She works full time (40 hours a
week) at a local McDonald’s restaurant making minimum wage ($8.50 an hour). If each
month is 4.25 weeks determine how much money Mrs. Avila makes each month, and
how much she can spend on the following categories.

Total Income = _____________

Taxes (%10) __________

Housing/Rent (25%) ____________

Water/Gas/Electricity (5%) ____________

Food (15%) ____________

Transportation (15%) ____________

Medical Expenses (5%)____________

Clothing (5%) ______________

Savings (15%) ______________

Entertainment (5%) _______________

Total Budgeted (100%) _________________

Baker Family

Mr. and Mrs. Baker are a married couple with two children. Both work full time (40 hours
a week) minimum wage ($8.50 an hour) jobs. If each month is 4.25 weeks determine
how much money the Baker’s make each month, and how much the family can spend
on the following categories.

Total Income = _____________

Taxes (%15) __________

Housing/Rent (25%) ____________

Water/Gas/Electricity (5%) ____________

Food (13%) ____________

Transportation (15%) ____________

Medical Expenses (5%)____________

Clothing (5%) ______________

Savings (12%) ______________

Entertainment (5%) _______________

Total Budgeted (100%) _________________

Chavez Family

Mr. and Mrs. Chavez have two children, and both work full time salaried (they are paid
the same amount regardless of how many hours they work) jobs with different
employers. Mrs. Chavez is a teacher, and makes $40,000 a year, while Mr. Chavez is a
construction foreman who makes $50,000 every year. Determine how much the family
is paid each month, and see what they can spend in each category.

Total Income = _____________

Taxes (%15) __________

Housing/Rent (25%) ____________

Water/Gas/Electricity (5%) ____________

Food (13%) ____________

Transportation (15%) ____________

Medical Expenses (5%)____________

Clothing (5%) ______________

Savings (12%) ______________

Entertainment (5%) _______________

Total Budgeted (100%) _________________

Darden Family

Mr. and Mrs. Darden have two children, and are both working for different companies as
full-time salaried employees. Mr. Darden works for a bank and makes $150,000 a year
while Mrs. Darden is a fashion designer who makes $ 90,000 a year. Mr. Darden’s job
at the bank also pays for all of his medical insurance and expenses. Determine how
much money the family makes each month, and how much they can spend in each
category.

Total Income = _____________

Taxes (%25) __________

Housing/Rent (25%) ____________

Water/Gas/Electricity (5%) ____________

Food (13%) ____________

Transportation (15%) ____________

Medical Expenses (0%)____________

Clothing (5%) ______________

Savings (12%) ______________

Entertainment (5%) _______________

Total Budgeted (100%) _________________

Edwards Family

The Edwards family also has two children and two working parents. Mr. Edwards is a
Division II college football coach who makes $350,000 every year, while Mrs. Edwards
runs a regional office for a corporation and makes $400,000 a year. Her company also
covers the medical expenses for the whole family, and each parent has the use of a
company car for transportation. How much does the family make every month, and how
much can they spend in each category.

Total Income = _____________

Taxes (%40) __________

Housing/Rent (25%) ____________

Water/Gas/Electricity (5%) ____________

Food (10%) ____________

Transportation (0%) ____________

Medical Expenses (0%)____________

Clothing (5%) ______________

Savings (10%) ______________

Entertainment (5%) _______________

Total Budgeted (100%) _________________

Names: ___________________, ______________________, ____________________

Assigned Family:____________________

Portraits of Economic Equity

For this activity your team will use yesterday’s budget figures to give the rest of the
class a picture of what your assigned family could afford with the money that they make
each month. You will use mathematical calculations and a Google Slides slideshow to
present at least 5 items that your assigned family can afford, or would have to use on a
regular basis. Also, be sure to include the name of the family, and the amount that they
are paid each month. Here are some suggestions for illustrations you may wish to
include.

- Transportation: What type of transportation can they afford? Look up

the monthly payments on various cars, or public transportation to see
what they can use to get from place to place.
- Food: What would their average meal look like? How much could each
person spend on a meal (don’t forget to include their kids)? Are they
eating McDonald’s or prime rib every night?
- Housing: What would they live in? What will their monthly amount for
housing buy them, a cheap apartment or a luxury mansion?(use real
estate websites to get an estimate for monthly payments on homes or
apartments).
- Clothing: How much can each person spend on clothes in a month
(again, don’t forget the children)? How many months would they have
to save up to get a specific item (like a pair of Jordan’s, or a designer
purse)
- Savings: How much money are they setting aside each month? How
long would it take them to save up $100,000?
- Entertainment: How much can they spend on fun activities each
month? What type of vacations or trips can they go on? How long
would it take for them to save up for a trip to Disney world?

Remember you need to include at least 5 example slides answering some of the many
questions above, or answering your own questions. Please include pictures to help tell
the story of your family more effectively.