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Health Disparities
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This lesson explores the concept of health disparities for socially disadvantaged groups (e.g., youth of color and LGBT youth). Students are encouraged to examine the causes and impact of these disparities and to create possible solutions for overcoming them.

Subject:
Social Science
Material Type:
Lesson Plan
Provider:
Southern Poverty Law Center
Provider Set:
Learning for Justice
Date Added:
12/02/2016
Income Inequality and the Effects of Globalization
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CC BY
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Income inequality in America is a serious issue. People are worried about a widening gap between the rich and the poor in the United States. But is the global story the same? In this video, Professor Tyler Cowen of George Mason University explains how globalization is affecting income inequality worldwide.

Subject:
Economics
Social Science
Material Type:
Lesson
Provider:
Institute for Humane Studies
Author:
Tyler Cowen
Date Added:
10/31/2017
Income and Wealth Inequality
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Income and wealth are becoming more unequal over time. The September 2022 issue of Page One Economics discusses how income and wealth inequality are measured, what drives differences among individuals and households, and how growing inequality may affect the overall economy.

Subject:
Business and Communication
Economics
Finance
Social Science
Material Type:
Lesson
Reading
Provider:
Federal Reserve Bank of St. Louis
Provider Set:
Page One Economics
Author:
Diego Mendez-Carbajo
Date Added:
09/01/2022
Is There Too Much Inequality in America?: A Debate
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CC BY
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The question of income inequality has become a key issue in contemporary politics. What caused the distribution of wealth in America to become so lopsided in favor of the 1%? What are the best ways to even the playing field? How can society best help its poorest? Does inequality even matter? The Institute for Humane Studies asked two professors-- Professor Steve Horwitz, economist at St. Lawrence University, and Professor Jeffrey Reiman, philosopher at American University- to answer questions about wealth, fairness, inequality in the United States. This is their debate.

Subject:
Arts and Humanities
Economics
Philosophy
Political Science
Social Science
Material Type:
Lesson
Provider:
Institute for Humane Studies
Author:
Jeffrey Reiman
Steve Horwitz
Date Added:
10/31/2017
Labor Economics II
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CC BY-NC-SA
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This is a graduate course in labor economics. The course will focus on covering theory and evidence on inequality, wage structure, skill demands, employment, job loss, and early-life determinants of long-run outcomes. Particular areas of focus are: (1) wage determination, including the Roy model, equalizing wage differentials, and models of discrimination; (2) the roles played by supply, demand, institutions, technology and trade in the evolving distribution of income.

Subject:
Economics
Social Science
Material Type:
Full Course
Provider:
MIT
Provider Set:
MIT OpenCourseWare
Author:
Autor, David
Williams, Heidi
Date Added:
02/01/2015
Mapping Inequality
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CC BY-NC-ND
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Mapping Inequality opens the HOLC files at the National Archives to scholars, students, and residents and policy leaders in local communities. This site makes the well-known security maps of HOLC available in digital form, as well as the data and textual assessments of the area descriptions that were created to go with the maps. By bringing study of HOLC into the digital realm, Mapping Inequality embraces a big data approach that can simultaneously give a national view of the program or a neighborhood-level assessment of the 1930s real estate rescue. Project researchers are providing access to some of the digital tools and interactive resources they are using in their own research, in the hope that the public will be able to understand the effects of federal housing policy and local implementation in their own communities.

Subject:
Cultural Geography
Education
Educational Technology
Higher Education
History
Social Science
U.S. History
Material Type:
Interactive
Author:
University of Richmond
Digital Scholarship Lab
Date Added:
10/27/2019
Math, Grade 6, Equations and Inequalities
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CC BY-NC
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Equations and Inequalities

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Add, subtract, multiply, and divide with whole numbers, fractions, and decimals.
Use the symbols <, >, and =.
Evaluate expressions for specific values of their variables.
Identify when two expressions are equivalent.
Simplify expressions using the distributive property and by combining like terms.
Use ratio and rate reasoning to solve real-world problems.
Order rational numbers.
Represent rational numbers on a number line.

Lesson Flow

In the exploratory lesson, students use a balance scale to find a counterfeit coin that weighs less than the genuine coins. Then continuing with a balance scale, students write mathematical equations and inequalities, identify numbers that are, or are not, solutions to an equation or an inequality, and learn how to use the addition and multiplication properties of equality to solve equations. Students then learn how to use equations to solve word problems, including word problems that can be solved by writing a proportion. Finally, students connect inequalities and their graphs to real-world situations.

Subject:
Algebra
Mathematics
Material Type:
Unit of Study
Provider:
Pearson
Math, Grade 6, Equations and Inequalities, Balance Scale As A Mathematical Model
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CC BY-NC
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Lesson OverviewStudents solve a classic puzzle about finding a counterfeit coin. The puzzle introduces students to the idea of a scale being balanced when the weight of the objects on both sides is the same and the scale being unbalanced when the objects on one side do not weigh the same as the objects on the other side.Key ConceptsThe concept of an inequality statement can be modeled using an unbalanced scale. The context—weighing a set of coins in order to identify the one coin that weighs less than the others—allows students to manipulate the weight on either side of the scale. In doing so, they are focused on the relationship between two weights—two quantities—and whether or not they are equal.Goals and Learning ObjectivesExplore a balance scale as a model for an equation or an inequality.Introduce formal meanings of equality and inequality.

Subject:
Numbers and Operations
Material Type:
Lesson Plan
Date Added:
09/21/2015
Math, Grade 6, Equations and Inequalities, Inequality Statements Including Variables
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CC BY-NC
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Lesson OverviewStudents represent real-world situations using inequality statements that include a variable.Key ConceptsInequality statements tell you whether values in a situation are greater than or less than a given number and also tell you whether values in the situation can be equal to that number or not.The symbols < and > tell you that the unknown value(s) in a situation cannot be equal to a given number: the unknown value(s) are strictly greater than or less than the number. The inequality x < y means x must be less than y. The inequality x > y means x must be greater than y.The symbols ≤  and ≥ tell you that the unknown value(s) in a situation can also be equal to a given number: the unknown value(s) are less than or equal to, or greater than or equal to, the number. The inequality x ≤ y means x is less than or equal to y. The inequality x ≥ y means x is greater than or equal to y.Goals and Learning ObjectivesUnderstand the inequality symbols <, >, ≤, and ≥.Write inequality statements for real-world situations.ELL: When writing the summary, provide ELLs access to a dictionary and give them time to discuss their summary with a partner before writing, to help them organize their thoughts. Allow ELLs who share the same primary language to discuss in their native language if they wish.

Subject:
Numbers and Operations
Material Type:
Lesson Plan
Date Added:
09/21/2015
Math, Grade 6, Equations and Inequalities, Representing An Inequality On A Number Line
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CC BY-NC
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Lesson OverviewStudents represent inequalities on a number line, find at least one value that makes the inequality true, and write the inequality using words.SWD:When calling on students, be sure to call on ELLs and to encourage them to actively participate. Understand that their pace might be slower or they might be shy or more reluctant to volunteer due to their weaker command of the language.SWD:Thinking aloud is one strategy for making learning visible. When teachers think aloud, they are externalizing their internal thought processes. Doing so may provide students with insights into mathematical thinking and ways of tackling problems. It also helps to model accurate mathematical language.Key ConceptsInequalities, like equations, have solutions. An arrow on the number line—pointing to the right for greater values and to the left for lesser values—can be used to show that there are infinitely many solutions to an inequality.The solutions to x < a are represented on the number line by an arrow pointing to the left from an open circle at a.Example: x < 2The solutions to x > a are represented on the number line with an arrow pointing to the right from an open circle at a.Example: x > 2The solutions to x ≤ a are represented on the number line with an arrow pointing to the left from a closed circle at a.Example: x ≤ 2The solutions to x ≥ a are represented on the number line with an arrow pointing to the right from a closed circle at a.Example: x ≥ 2Goals and Learning ObjectivesRepresent an inequality on a number line and using words.Understand that inequalities have infinitely many solutions.

Subject:
Numbers and Operations
Material Type:
Lesson Plan
Date Added:
09/21/2015
Math, Grade 6, Rational Numbers
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CC BY-NC
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Rational Numbers

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Solve problems with positive rational numbers.
Plot positive rational numbers on a number line.
Understand the equal sign.
Use the greater than and less than symbols with positive numbers (not variables) and understand their relative positions on a number line.
Recognize the first quadrant of the coordinate plane.

Lesson Flow

The first part of this unit builds on the prerequisite skills needed to develop the concept of negative numbers, the opposites of numbers, and absolute value. The unit starts with a real-world application that uses negative numbers so that students understand the need for them. The unit then introduces the idea of the opposite of a number and its absolute value and compares the difference in the definitions. The number line and positions of numbers on the number line is at the heart of the unit, including comparing positions with less than or greater than symbols.

The second part of the unit deals with the coordinate plane and extends student knowledge to all four quadrants. Students graph geometric figures on the coordinate plane and do initial calculations of distances that are a straight line. Students conclude the unit by investigating the reflections of figures across the x- and y-axes on the coordinate plane.

Subject:
Mathematics
Numbers and Operations
Material Type:
Unit of Study
Provider:
Pearson
Math, Grade 6, Rational Numbers, Inequalities
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CC BY-NC
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Students identify whether an inequality statement is true or false using a number line to support their reasoning.Key ConceptsThe meaning of mThe meaning of n > m is that n is located to the right of m on a number line. The inequality statement n > m is read “n is greater than m.”To decide on the order of two numbers m and n, locate the numbers on a number line. If m is to the left of n, then m < n. If m is to the right of n, then m > n.Goals and Learning ObjectivesState whether an inequality is true or false.Use a number line to prove that an inequality is true or false.

Subject:
Numbers and Operations
Material Type:
Lesson Plan
Date Added:
09/21/2015
Neighborhood Redlining, Racial Segregation, and Homeownership
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Redlining was the practice of selectively classifying neighborhoods as most likely to default on repayment of a mortgage loan. Houses in redlined neighborhoods held little value as collateral, and lenders would only offer mortgage loans for these houses at above-average interest rates. Over time, these neighborhoods had the largest concentrations of African Americans. The September 2021 issue of Page One Economics® explains how residents in redlined neighborhoods could not afford to become homeowners and accumulate wealth at the rates other groups did. It also points out how only when the federal government passed laws banning discrimination in housing and banking did the segregation of African Americans to specific neighborhoods start to ease up.

Subject:
Business and Communication
Economics
Finance
Social Science
Material Type:
Lesson
Reading
Provider:
Federal Reserve Bank of St. Louis
Provider Set:
Page One Economics
Author:
Diego Mendez-Carbajo
Date Added:
09/01/2021
One Nation: Two Futures?
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Since the mid-l970s, economic reforms have transformed China from one of the most egalitarian societies into one of the most unequal in the world. Wide disparities currently exist between the income levels of a relatively few rich and middle-class Chinese and their fellow citizens who number in the hundreds of millions. This "wealth gap" is particularly acute when one compares the incomes of urban and rural residents, between Chinese living in the interior of the country and those living in the rapidly developing cities on China's eastern coast.The causes of the growing income gap include previous governmental policies that favored city dwellers over farmers, the uneven regional patterns of foreign investment, and the massive outflow of displaced farmers to China's already overcrowded cities in pursuit of manufacturing jobs.Recently, the Chinese government, in recognition of the potential for social instability, and in the face of growing unrest amongst China's poor, has made the elimination of economic and social inequalities a top priority. Plans are in motion to build a more "harmonious society" through the delivery of improved educational and health services to those who appear to have been left behind in China's rush to modernize its economy.This lesson, using clips from the WIDE ANGLE film "To Have and Have Not" (2002), can be used after a lesson on the Communist Revolution and Mao's rule. A basic knowledge of China's geography, of the tenets of Chinese Communism, and of Mao's efforts to redirect the course of China's future by means of the Cultural Revolution, is required for the successful completion of the lesson.

Subject:
History
World History
Material Type:
Activity/Lab
Lesson Plan
Teaching/Learning Strategy
Provider:
Thirteen/WNET New York
Provider Set:
WIDE ANGLE: Window into Global History
Author:
Melvin Maskin
Date Added:
05/19/2006
The Origins of Wealth Inequality in America
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This last lesson in the Economics and the Great Migration curriculum studies the practice of redlining, whose impacts on neighborhoods are still felt today over 50 years after its abolishment.

The economic collapse of the 1930s caused the U.S. government to develop new policies to put Americans back on their feet again. Many of these programs centered on growing the housing stock and providing tools for households to begin generating wealth. Discrimination did not allow for Black Americans to have an equal opportunity at building a middle-class lifestyle—the bedrock of the American Dream. These inequities began an ever-widening wealth gap that has impacted generations far removed from the original policies.

Subject:
Economics
History
Social Science
Material Type:
Lesson
Provider:
Federal Reserve Bank of St. Louis
Provider Set:
Economic Lowdown Lessons
Author:
Brett Burkey
Date Added:
02/23/2022
PubHlth 91: Disparities in Health Care (English)
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CC BY-SA
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Student participatory course practicing initiation, planning, and coordination of various speakers on the subject of Disparities in Health Care. Topics in this course include: mental health, Health Care financing, religion and spirituality in health, immigration and medical care, women's health, geriatrics, and prison health.

Subject:
Applied Science
Health, Medicine and Nursing
Material Type:
Full Course
Author:
Oladele Ogunseitan
Date Added:
01/15/2019
The Real Monopoly: America's Racial Wealth Divide
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Educational Use
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In his historic March 2008 speech on race, Barack Obama explained some of the barriers to opportunity that created the racial wealth divide. In this lesson, students take a deeper look at the lingering economic effects of slavery, segregation and other forms of institutionalized bias.

Subject:
Economics
Social Science
Material Type:
Lesson Plan
Provider:
Southern Poverty Law Center
Provider Set:
Learning for Justice
Date Added:
11/30/2016
Representing An Inequality On A Number Line
Conditional Remix & Share Permitted
CC BY-NC
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Lesson OverviewStudents represent inequalities on a number line, find at least one value that makes the inequality true, and write the inequality using words.Example: x > 2The solutions to x ≤ a are represented on the number line with an arrow pointing to the left from a closed circle at a.Example: x ≤ 2The solutions to x ≥ a are represented on the number line with an arrow pointing to the right from a closed circle at a.Example: x ≥ 2Goals and Learning ObjectivesRepresent an inequality on a number line and using words.Understand that inequalities have infinitely many solutions.

Subject:
Numbers and Operations
Material Type:
Homework/Assignment
Author:
denise benz
Date Added:
04/26/2020
Social Class and Attitudes about Inequality: A Data-Driven Learning Guide
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Some Rights Reserved
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This is a learning module that uses data to investigate the ways in which attitudes about inequality and its causes and solutions differ between social classes.

Subject:
Applied Science
Astronomy
Atmospheric Science
Chemistry
Environmental Science
Physical Science
Physics
Material Type:
Activity/Lab
Provider:
TeachingWithData.org
Provider Set:
TeachingWithData.org
Author:
ICPSR
Date Added:
11/07/2014