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INEQUALITY FOR ALL / Curriculum
LESSON PLAN 2
Civics: Grades 9 – 12
Reform: What Is It and Do We Need It? (Campaign Finance Reform; Tax Reform; Wall Street Reform)
BACKGROUND
“Civic Education in a democracy is education in self-government. Democratic self-government means that citizens are
actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the
demands of others.”
In the film Inequality for All we meet Robert Reich, former Secretary of Labor under President Bill Clinton. Reich states,
“Most people continue to be economically stressed. If they have a job, they’re working harder and longer than ever before.
The median household’s income continues to drop. But until we can take a step back and understand the big picture,
we can’t do anything to get ourselves out of this mess. Wise public policy depends on an informed public.” This lesson
investigates American society and our role as a nation of voters in reforming public policy in order to create a more equal
distribution of wealth in our country. Students will be challenged to not remain passive, but rather to educate themselves
on key issues and to form an educated opinion regarding those issues.
OBJECTIVES
• Students will identify, define and understand the key terms and concepts from the film relating to distinctive characteristics
of American society.
• Students will research, explore for further knowledge and discuss issues regarding rights of citizens, American political
culture and characteristics of limited and unlimited government.
• Students will formulate, establish and defend an opinion on campaign finance reform, tax reform, or Wall Street reform.
• Students will identify actions and solutions for reform.
• Students will conduct and perform a debate related to reform.
KEY CONCEPTS/VOCABULARY
Middle Class Society; Inequality; Labor Unions; Minimum Wage; Reform; Campaign Finance; Lobbyist;
Deregulation; Taxes
ALIGNMENT WITH NATIONAL STANDARDS FOR CIVICS AND GOVERNMENT EDUCATION
http://new.civiced.org/standards?page=912toc
• What are the distinctive characteristics of American society?
• What are the rights of citizens?
• What are the essential characteristics of limited and unlimited government?
MAIN LESSON
INTRODUCTION:
In this lesson the students are asked to research in depth the meaning of “middle class” and “inequality”. The idea is for the class
to work together to create a master list of what they think these concepts mean. This list could be created on large butcher paper
and then displayed in the classroom throughout this lesson. The students are then asked to take their research one step further and
investigate labor unions, higher education and minimum wage. You are encouraged to turn this research into a debate topic. Finally,
the students are introduced to potential reform solutions for citizen rights that have been greatly reduced. The students are asked
to write a professional quality editorial giving their educated opinion regarding one of these areas of reform. Before beginning, view
Inequality for All and go over key concepts and vocabulary terms.
ACTIVITY 1
1. As a class, do some background research on these particular key concepts related to civics that are thematic throughout the film.
Ask the students to begin to create a large classroom list of words and phrases that describe each term. Some websites have been
provided to assist in the research. (Time: 1 – 2 hours)
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• Middle Class Society
http://money.usnews.com/money/personal-finance/articles/2014/04/24/what-it-means-to-be-middle-class-today
http://www.theatlantic.com/business/archive/2012/12/the-end-of-middle-class-growth-what-it-means-for-the-future-of-
work-family-and-the-economy/265966/
http://www.americanprogress.org/issues/economy/report/2012/05/17/11628/the-american-middle-class-income-
inequality-and-the-strength-of-our-economy/
http://www.pbs.org/wgbh/pages/frontline/business-economy-financial-crisis/two-american-families/the-state-of-americas-
middle-class-in-eight-charts/
• Inequality
http://inequality.org/
http://www.aei.org/papers/economics/opportunity-for-all-how-to-think-about-income-inequality/
http://www.pewresearch.org/fact-tank/2014/01/07/5-facts-about-economic-inequality/
http://harvardmagazine.com/2008/07/unequal-america-html
http://inequality.is/real
2. Divide the class into three teams. Assign one term from below to each team and have them research that term and record their
findings. (Some websites have been provided to assist in the research.) Ask each team to also record what they recall from the film
regarding each term. Then ask the students to decide as a team if they feel their term represents a citizen right that has been greatly
reduced in our nation, and if the “solution” in red is the answer, or if they have a better answer. Have each team report back to the
entire class. (Time: 1 – 2 hours)
Extension: This format could be turned into a classroom debate regarding each term and solution. (A debate format is provided below.)
• Labor Unions
http://www.unionplus.org/about/labor-unions/history-origin
http://www.shmoop.com/history-labor-unions/
Reform/Solution? Strengthening Workers’ Voices: Support efforts to unionize workers.
• Higher Education
http://ourfuture.org/20140319/free-higher-education-is-a-human-right
http://www.commondreams.org/view/2014/03/20-8
Reform/Solution? Investing in Education: Increase state support for public universities so tuition is reduced to the affordable levels of
the 1950s and 1960s (typically $0 – $500 per semester). Provide early childhood education and ensure that all K-12 schools offer
world-class educations regardless of their students’ family incomes.
• Minimum Wage
http://www.whitehouse.gov/the-press-office/2014/03/28/weekly-address-raise-minimum-wage-it-s-right-thing-do-hardworking-americ
http://america.aljazeera.com/articles/2014/6/4/minimum-wage-domesticworkers.html
Reform/Solution? Making Work Pay: Raise the minimum wage and/or require employers to pay a living wage and enlarge the earned
income tax credit.
ACTIVITY 2
Inform the students that they are going to write a news editorial covering one of the three topics of reform from the film: Campaign
Finance Reform; Wall Street Reform; Tax Reform. Allow the students to choose the topic that interests them most. Point out to the
students that an editorial is different from a regular news article. They are being asked to form an opinion and to defend that opinion.
Each topic below includes a possible reform/solution. The students should address in their editorials either the reform provided, or
introduce their own reform. Students should follow the editorial format provided (see attached). (Time: 2 – 4 hours)
1. Campaign Finance Reform
• Campaign Finance/Lobbyists
http://www.ctn.state.ct.us/civics/campaign_finance/Support%20Materials/CTN%20CFR%20Timeline.pdf
https://www.simple.com/blog/the-ins-and-outs-of-campaign-finance-reform
http://economyincrisis.org/content/lobbyists-and-specials-interest-groups-americas-flawed-political-system
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http://www.opensecrets.org/influence/index.php
http://dc.about.com/od/jobs/a/Lobbying.htm
Reform/Solution? Getting Big Money Out of Politics: Enact campaign finance reforms that would place caps on campaign donation
amounts and disallow corporations to take tax deductions for the cost of lobbyists.
2. Wall Street Reform & Tax Reform
• Deregulation of Wall St. (Glass-Steagall Act)
http://object.cato.org/sites/cato.org/files/serials/files/policy-report/2009/7/cpr31n4-1.pdf
http://www.globalresearch.ca/global-financial-meltdown-sweeping-deregulation-of-the-us-banking-system/10588
http://www.nerdwallet.com/blog/banking/glass-steagall-act-explained/#definition
Reform/Solution? Reforming Wall Street: Cap executive pay and resurrect the Glass-Steagall Act.
• Taxes (Buffet Rule)
http://inequality.org/wealth-wealthiest-hiding/
http://www.businessinsider.com/shiller-on-inequality-and-taxes-2014-4
http://www.cbpp.org/cms/?fa=view&id=4142
http://www.whitehouse.gov/economy/buffett-rule
Reform/Solution? Fixing the Tax System: Institute the so-called “Buffett Rule” so that those who earn over $1 million annually (even
from capital gains) pay at least the same tax rate as middle class families.
Assessment/Follow up:
1. Create a rubric based on class expectations for the class debate.
Suggested link for appropriate rubric: http://course1.winona.edu/shatfield/air/classdebate.pdf
2. Create a rubric based on class expectations for the editorial article.
Suggested link for appropriate rubric: http://www.oneworldeducation.org/sites/default/files/Editorial%20Rubric.pdf
Social Action
At the end of the film, Robert Reich states that there are three ways to make a difference and to affect reform:
• Mobilize
• Organize
• Energize
Ask your students to think about each of these actions. Which do they feel they could accomplish? How? Which would be most
affective? As a start, ask which students might be willing to submit their editorial articles to a school or local newspaper?
Modifications for 7th/8th
• Skip the Activity 1 activities and just concentrate on the Activity 2 lesson.
• Instead of the students writing an entire editorial, ask them to write a persuasive paragraph. This might also work best if they are in teams of two or three.
Resource: http://www2.ivcc.edu/rambo/eng1001/paragraph_organization.htm
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INEQUALITY FOR ALL / Curriculum
DEBATE
Guidelines for a Classroom Debate:
Debate is a controlled, structured, formal way of objectively presenting different viewpoints and settling disagreements. Generally there is a
pro and con viewpoint. During debate each side is forced to think about the other side’s viewpoint and prepare a response, or rebuttal. Each
side must research their viewpoint thoroughly prior to the debate and be prepared with their presentation and rebuttal. Debate develops
critical thinking skills and presents a civilized manner in which to discuss different viewpoints.
Debate Rules:
No put-downs.
You must raise your hand if it’s not your time to speak.
Teams lose 1 point for each interruption.
Teams lose 1 point for whispering while another speaker is talking.
Times:
Opening statements for both sides = 3 minutes each
Arguments for both sides = 3 minutes each
Rebuttal conference = 1 minute
Rebuttals = 2 minutes each
Closing statements for both sides = 3 minutes each
Outline:
• Opening Statement: (Pro or Con) Thesis statement of main idea.
This is true because of:
1.
2.
3.
• Arguments: Supporting facts, quotes or statistics to prove 1 – 3.
• Rebuttals: Counter arguments, quotes, or facts • Closing Statement: Restate thesis, summarize
Format:
1.Begin the debate with opening arguments from the pro side first, then the con side.
2.Let each side present their supporting arguments; pro first, then con. During this time the side not presenting should be taking notes
so that they are prepared for the rebuttal.
3.Each side prepares their rebuttal.
4.Let each side present their rebuttal; con first, then pro.
“VIRTUAL JOVANOVIC.” ‘VIRTUAL JOVANOVIC’ N.p., n.d. Web. 09 Sept. 2014.
Kelly, Melissa. “Simple Steps for Holding a Class Debate.” About. N.p., 2014. Web. 09 Sept. 2014.
“Debate.” Wayback Machine, 17 Mar. 2005. Web. 1 Aug. 2014.
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INEQUALITY FOR ALL / Curriculum
WRITING AN EDITORIAL
An editorial is an article that presents the newspapers or sometimes an individual journalists opinion regarding a specific issue. The
writer is attempting to persuade the readers to agree with their viewpoint. This opinion must be supported by facts, analogies, statistics,
etc. Editorials are often meant to promote critical thinking on a specific issue and to move people to action. This may include attacking
or defending a certain stance or viewpoint. So remember, the primary purpose is to persuade, and the secondary purpose is to inform or
entertain. Be brief, clear, accurate, forceful and direct. Do not preach or be too dramatic and do not indulge in personal attacks. An editorial
is set up like any other story with an introduction, the body of the article and a conclusion.
Steps for Writing an Editorial:
• Choose a topic or issue that interests you and that you are able to thoroughly research. Use both primary and secondary resources.
Be specific; don’t choose a topic that is too broad.
• Thoroughly explain the issue in a factual manner. Include the five W’s (who, what, when, where and why).
• State your opinion (or thesis) clearly and then support your thesis with facts, details, evidence, analogies and written statements
from reliable sources.
• Include the opposing view(s) and explain why you disagree with them. Use theoretical explanations as well as facts for criticizing
contradictory opinions. You might concede some of the opposing views points…this is OK. It shows that you are open-minded and
willing to work on solutions.
• Offer a realistic solution. Editorials are not meant to merely tear down. Their primary purpose beyond informing and persuading is
to move the readers to action.
• Wrap it up by restating your thesis statement. This is a good place to put a little “punch” into your article. Using a quote or a
rhetorical question is often effective.
Mikoluk, Kasia. “How to Write an Editorial: Follow These 5 Steps.” Udemy Blog. N.p., 26 July 2013. Web. 08 Sept. 2014.
Savedoff. “How to Write an Editorial.” How to Write an Editorial. Highstown HS, n.d. Web. 08 Sept. 2014.
Weintraut, Alan. “Writing an Editorial.” Writing an Editorial. N.p., n.d. Web. 01 Aug. 2014.
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INEQUALITY FOR ALL / Curriculum
Editorial Outline Worksheet
1. What is the topic/issue? Include the five W’s and any other facts that are pertinent.
2. What is your view on the issue? Support with facts and research.
3. What is your purpose for writing this editorial? What would you like to achieve?
4. The purpose is to persuade your audience. State three (or more) persuasive points you will include in your article.
•
•
•
5. How are you going to move your audience to take action? What is the suggested action?
6. What type of social or public purpose will your editorial serve?
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