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KENTUCKYC3TEACHERSHUB
11th/12thGradeEconomicInequalityInquiry
CanWeAffordtheSuper-Rich?
MattWuerker,Politico,7Mar2013.
SupportingQuestions
1. Whatdoeseconomicinequalitylooklike?2. Doeseconomicinequalityadverselyaffectmentalandphysicalhealth?3. Doeseconomicinequalityunderminedemocracy?4. Doeseconomicinequalitynegativelyimpactclimatechangemitigation?
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T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2
11th/12thGradeEconomicInequalityInquiry
Canweaffordthesuper-rich?
C3FrameworkIndicators
D2.Eco.15.9-12:Explainhowcurrentglobalizationtrendsandpoliciesaffecteconomicgrowth,labormarkets,rightsofcitizens,theenvironment,andresourceandincomedistributionindifferentnations.
D2.Geo.11.9-12:Evaluatehoweconomicglobalizationandtheexpandinguseofscarceresourcescontributetoconflictandcooperationwithinandamongcountries.
StagingtheCompellingQuestion
Viewaseriesofimagesrelatedtotheeconomicinequality.Conductaclassroomdiscussionconcerningitscausesandconsequences
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
Whatdoeseconomicinequalitylooklike?
Howdoeseconomicinequalityaffectmentalandphysicalhealth?”
Doeseconomicinequalityunderminedemocracy?
Doeseconomicinequalityimpactclimatechangemitigation?
FormativePerformanceTask FormativePerformanceTask FormativePerformanceTask FormativePerformanceTask
Understand Understand Understand Understand
Writealistthatdescribesthehistoricaltrends,causes,andextentofintensifyingeconomicinequality.
Writeasummarythatdescribestherelationshipbetweeneconomicinequalityandmentalandphysicalhealth.
Writeaclaimorseriesofclaimsusingevidenceastowhetherornot(andtowhatextent)democracyisunderminedbyeconomicinequality.
Developaclaimsupportedbyevidenceaboutwhetherornot(andtowhatextent)economicinequalityimpactsclimatechangemitigation.
FeaturedSources FeaturedSources FeaturedSources FeaturedSources
SourceA:ExcerptfromGordon,GrowingApart(2013)SourceB:Gilson,“OnlyLittlePeoplePayTaxes”(2011)SourceC:Gilson,“It’stheInequality,Stupid”(2011)
SourcesA&B:Dataoneconomicinequalityandhealthoutcomes,TheEqualityTrust(2011,2012)SourceC:Hinds,“Inequalitycanbeagoodthing”(2013)SourceD:DatafromCenterforDiseaseControl,(2013)
SourceA:Boren,“TheU.S.isanoligarchy,studyconcludes”(2014)
SourceB:Gilson,“WhoOwnsCongress?ACampaignCashSeatingChart”and“CapitolHill’sTop75CorporateSponsors”(2010)
SourceC:FreedomHousereportonpoliticalrightsandcivilliberties(2016)
SourceA:Kenner,“Reducinginequalityandcarbonfootprintswithincountries,”GlobalSustainabilityInstitute(2016)
SourceB:Upton,“Let’sfightthe1percent—ofpowerplants”(2013)
SourceC:Mankiw,“Yes,theWealthyCanBeDeserving”(2014)
SummativePerformanceTask
ARGUMENTCanweaffordthesuper-rich?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussesthecompellingquestionusingspecificclaimsandrelevantevidencefromcurrentsourceswhileacknowledgingcompetingviews.
EXTENSIONConvertyourargumentativeessayorposterintoanop-edandsubmitittotheschoolorcitynewspaper.
TakingInformedAction
ASSESSDeterminetherangeofarguments,identifyingthevarianceofperspectiveswithintheclass
ACTInvitemembersofthecommunity,withinandoutsidetheschool,toattendatown-halleventtosharetheclassperspectives.
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Overview
InquiryDescription
Thisinquiryleadsstudentsthroughaninvestigationoftheintensificationofeconomicinequality.Byexploringthecompellingquestion“Canweaffordthesuper-rich?”studentsevaluatethehistoricaltrendsandconsidertheepidemiological,political,andsocio-environmentalconsequencesofescalatingeconomicinequality.Theformativeperformancetasksbuildonknowledgeandskillsthroughthecourseoftheinquirytohelpstudentsunderstandtheinfluenceofthesuper-richonthelivesofothersthroughaprogressivelyexpandedlensofeconomicinequality,mentalandphysicalhealth,democraticprocesses,andclimatechangemitigationefforts.Studentscreateanevidence-basedargumentaboutwhywecannotaffordthesuper-richorwhythesuper-richdonotposearisktosocietyandtheenvironmentinwhichhumanityisembedded.Thoughstudentscancompletetheinquirywiththeprovidedsources,teachersareencouragedtohavestudentsresearchthesupportingquestionstosupplementthem.
Itisimportanttonotethatthisinquiryrequiresprerequisiteknowledgeofhistoricaleventsandideas.Thus,studentsshouldhavealreadystudiedtheGildedAgeandthemyriadproblemsassociatedwithit:workingclassexploitationresultingintheupwardtransferofwealthanditsconcentrationatthetopofthesocioeconomicpyramid;publichealthcrises;politicalcorruption;andgeopoliticalstrugglesaroundresourcecontrolanduse.
Note:Thisinquiryisexpectedtotakeeight40-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriesinordertomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.
StructureoftheInquiry
Inaddressingthecompellingquestion“Canweaffordthesuper-rich?”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentsupportedbyevidencewhileacknowledgingcompetingperspectives.
StagingtheCompellingQuestion
Instagingthecompellingquestion,“Canweaffordthesuper-rich?”teachersshowstudentsaseriesofslidesoffigures,headlines,andimagesrelatedtoeconomicinequality,promptingaclassroomdiscussionconcerningitscausesandconsequences.
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SupportingQuestion1
Thefirstsupportingquestion—“Whatdoeseconomicinequalitylooklike?”—hasstudentsbegintodevelopanunderstandingofhowextremeinequalityintheU.S.hasbecomeandbywhatmeans.Theformativeperformancetaskasksstudentstowritealistthatdescribesthecausesandextentofintensifyingeconomicinequality.Thefeaturedsourcesforthisquestionincludeadata-richnarrativeaboutthedimensionsofinequalityandwhathascontributedtoitsescalationaswellasasetofchartsandfiguresrelevanttotheconcentrationofeconomicandpoliticalpower.FeaturedSourceAistheintroductorychapterofhistorianColinGordon’s2013book,GrowingApart:APoliticalHistoryofAmericanInequality.Gordon’saccountisoneofthemostsuccinctandclearestdescriptionsofnotonlytheseverityofinequalitybutalsothecausesoftheupwarddistributionofincomeandwealth,whichheattributestoasetofdeliberatepoliticalchoices,suchasunderminingorganizedlabor,cuttingsocialspendingand/orprivatizingpublicgoods,andreconfiguringthestate(e.g.,deregulation,regressivetaxpolicy)toensurethatitcatersprimarilytocorporateandfinancialinterests.FeaturedSourceB,“OnlyLittlePeoplePayTaxes,”byDaveGilson,ajournalistatMotherJones,isacollectionofchartsandcaptionsthatdepicttheU.S.’sinequitabletaxsystem,whichamountstoamechanismforregressivetransfersofwealth.GilsonisalsotheauthorofFeaturedSourceC,“It’stheInequality,Stupid,”whichisasetofgraphics,similartotheonesusedtostagetheCompellingQuestion,thatrepresentslong-termandshort-termtrendshavingtodowiththeincreasinglyskeweddistributionofincome,wealth,andpowerintheU.S.
SupportingQuestion2
Forthesecondsupportingquestion—“Doeseconomicinequalityadverselyaffectmentalandphysicalhealth?”—studentsanalyzecomparativedataregardingtherelationshipbetweeninequalityandvariousmeasuresofhealth.Theformativeperformancetaskasksstudentstodevelopaclaimsupportedbyevidenceaboutwhether(andtowhatextent)mentalandphysicalhealthisadverselyaffectedbyeconomicinequality.Inadditiontotheresourcesfromtheprevioussupportingquestion,thefeaturedsourcesprovidestudentswithadditionalmaterialsthatallowthemtoascertaintherelationshipbetweeneconomicinequalityandhealthoutcomesinbothnationalandinternationalcontexts.FeaturedSourceAisafigurethatcomparesthe“priceofinequality”acrossfourcountries(Japan,Sweden,U.K.,andU.S.)byjuxtaposingeachcountry’slevelofinequalitytovariousindicatorsofpublichealth.FeaturedSourceAalsocontainsanumberofchartsandcaptionsthatillustratethelinkbetweenthedegreeofinequalitywithinaterritorially-definedpopulationandhealthoutcomes.Thisbriefreportshowsaconnectionbetweengreaterinequalityandworsenedhealth.BothsetsofgraphicscomefromaU.K-basedorganizationcalledTheEqualityTrust,whichinterpretsanddisseminatesresearch,developsevidence-basedargumentsaboutpublicpolicy,andcontributesresourcestosocialjusticemovementsandcampaigns.FeaturedSourceBisanop-edbyManuelHinds,whoarguesthat“inequalitycanbeagoodthing.”HedrawsonWorldBankdataonChinatomakeacasethatpovertyreduction(aproxyforhealthimprovement,thoughitisacrudemeasure)hasaccompaniedincreasinginequality.Hindsmakesotherassertionsabouttheroleofinequalityinmotivation,innovation,andprosperityinhispiece,whichprovidesideasforstudentstocritiqueorincorporateintotheirownarguments.FeaturedSourceCisagroupofgraphsfromtheCenterforDiseaseControlthatrepresentdecreasesinmortalityratesandincreasesinlifeexpectanciesoveraroughly100-yeartimeperiodandacrosspopulationcategoriesintheU.S.,thoughunevenly.Itshows,atanabstractlevel,thatbroadimprovementsinpublichealthhavepersisted,eveninthefaceofescalatinginequality,althoughthisdoesnotnegatetheaforementionedevidenceaboutworseninghealthoutcomessincebothcancoexist.
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SupportingQuestion3
Thethirdsupportingquestion—“Doeseconomicinequalityunderminedemocracy?”—asksstudentstoconsiderhowhighlyconcentratedwealthmayormaynotaffectthepoliticalsystem.Theformativeperformancetaskasksstudentstodevelopaclaimsupportedbyevidenceaboutwhether(andtowhatextent)democracyisunderminedbyeconomicinequality.Inadditiontothepreviousfeaturedsources,thesourcesforthistaskallowstudentstograpplewithfactsaboutthedominationofthepoliticalprocessbybigbusinessinterestsaswellasindicatorssuggestingthatingeneralandrelativetomanyothercountries,theU.S.doesadecentjoboffurnishingitscitizenrywithpoliticalrightsandcivilliberties.FeaturedSourceA,“TheU.S.isanoligarchy,studyconcludes,”providesasnapshot(ofMartinGilensandBenjaminPage’s2014study)pertainingtotheunequalresponsivenessoftheU.S.governmenttothepolicypreferencesofcitizensindifferentincomestrata.FeaturedSourceB—“WhoOwnsCongress?ACampaignCashSeatingChart”and“CapitolHill’sTop75CorporateSponsors,”bothassembledin2010byDaveGilsonofMotherJones—symbolizesCongressionalseatingchartsaccordingtomajorbusinesssponsorsratherthanpoliticalpartiesandhighlightstheamountofcorporatemoney,especiallyfromthefinance,insurance,andrealestateindustry(FIRE)sector,inpoliticalcampaigns.FeaturedSourceCcomesfromFreedomHouse,aself-described“independentwatchdogorganization.”Everyyear,theyassigneachcountryaso-calledFreedomStatus(NotFree,PartlyFree,orFree)andaFreedomRating(basedonacombinedPoliticalRightsandCivilLibertiesscore),aswellasanAggregateScoreandpotentiallyadownwardtrendingarrowifconditionshavedeteriorated.Theyalsowriteabriefreportoneachcountry;thereportontheU.S.—whichreceivedanaggregatescoreof90,goodfor46thintheworldalongwithadownwardtrendingarrow—isincluded.ItisbothcomplimentaryandcriticalofthequalityofdemocracyintheU.S.
SupportingQuestion4
Forthefourthsupportingquestion—“Doeseconomicinequalitynegativelyimpactclimatechangemitigation?”—studentscontemplatetheimpactthateconomicinequalityhasonenvironmentaldegradationaswellasoneffortstomitigateclimatechange.Theformativeperformancetaskasksstudentstodevelopaclaimsupportedbyevidenceaboutwhether(andtowhatextent)climatechangemitigationisnegativelyimpactedbyeconomicinequality.Inadditiontotheresourcesfromtheprevioussupportingquestion,thefeaturedsourcesprovidestudentswithadditionalmaterialsthatallowthemtoexaminewhomakesthelargestcontributiontogreenhousegasemissionsandtoweighthecomplacencyandintransigenceofthesuper-rich—whosematerialinterestsareboundupwiththestatusquoandthedriveforendlesscompoundgrowth—againstthepossibilitythattheirpursuitofprofitsandtheinvestmentstheyaremakinginthecontextofmarketcompetitionwillpromotewidespreadsocio-environmentalwelfare.FeaturedSourceA,“Reducinginequalityandcarbonfootprintswithincountries,”a2016workingpaperwrittenbyDarrioKenner,movesbeyondnationalscalepercapitacarbonfootprintstoanalyzetheunequalcontributionstoCO2emissionsacrossdifferentincomegroupsintheU.S.,focusingespeciallyontherichest1%(i.e.,‘carboninequality’).AsKennerwrites,“Whilstitiscrucialtocomparethetotalcarbonfootprintsofeachnation,toidentifywhereunsustainableproductionandconsumptionpatternsareconcentratedglobally,fortoolongdebateshaverevolvedaroundthesenationallevelstatisticswhichhidetheinequalityofconsumptionoffossilfuelswithincountries”(p.1).FeaturedSourceB,“Let’sfightthe1percent—ofpowerplants,”byJohnUptoninGrist,highlightsthedisproportionateamountofpollutiongeneratedbythedirtiestpowerplantsintheU.S.(bydrawingonthis2013reportbyEnvironmentAmericaResearch&PolicyCenter).FeaturedSourceCisanop-edbyN.GregoryMankiwtitled“Yes,theWealthyCanBeDeserving,”publishedinThe
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NewYorkTimesinFebruary2014.Mankiwarguesthatevenintheabsenceof“analtruisticdesiretoadvancethepublicgood,”thatis“precisely”whattherichest1percentdowhen,forexample,extremelywell-compensatedmembersofthefinanceindustryareleftto“allocate[e]theeconomy’sinvestmentresources”by“decid[ing],inadecentralizedandcompetitiveway,whichcompaniesandindustrieswillshrinkandwhichwillgrow.”Clearly,thesesourcesprovidecontrastinginterpretationsofthecausesofandpotentialsolutionstoclimatechange,whichallowsstudentstodeterminewhethertheythinktheroleplayedbythesuper-richinthesedynamicsisharmful,helpful,orboth.
SummativePerformanceTask
Atthispointintheinquiry,studentshaveexaminedthehistoricaltrendsconsideringtheepidemiological,political,andsocio-environmentalconsequencesofescalatingeconomicinequality.
Studentsshouldbeexpectedtodemonstratethebreadthoftheirunderstandingsandtheirabilitiestouseevidencefrommultiplesourcestosupporttheirclaims.Inthistask,studentsconstructanevidence-basedargumentusingmultiplesourcestoanswerthecompellingquestion“Canweaffordthesuper-rich?”Itisimportanttonotethatstudents’argumentscouldtakeavarietyofforms,includingadetailedoutline,poster,oressay.
Students’argumentswilllikelyvary,butcouldincludeanyofthefollowing:
• Wecannotaffordthesuper-rich.First,escalatingeconomicinequalityleadstobadmentalandphysicalhealthoutcomes.Second,themaldistributionofwealthweakensdemocracyinsofarasunequalmoneypowercorrespondswithanunequalamountofpoliticalpoweranddegreeofgovernmentresponsivenesstopolicypreferences.Third,thematerialinterestsofthe1%impedeclimatechangemitigation.
• Thesuper-richdonotposeaproblem.First,economicinequalitymotivatespeopletoachieve,andmentalandphysicalhealthoutcomes—reflectedinlifeexpectancy—intheU.S.arenotonlygloballycompetitivebutalsohaveactuallybeenimprovingdespiteincome/wealthhavingbecomemoreconcentratedatthetop.Second,despiterisingeconomicinequality,theU.S.stillhasastrongdemocracyinsofarasitensuresrelativelygoodaccesstocivillibertiesandcivilrightswhenviewedinaninternationalperspective.Third,the1%’spursuitofwealthandtheircompetitiveinvestmentsspurthedevelopmentoftechnologiesthatcanmollifyenvironmentaldegradation.
• Wecannotaffordthesuper-richgiventheiroutsizedimpactonthequalityofU.S.democracyandthelikelihoodthatintensifyingeconomicinequalitywillexacerbateenvironmentalinjustice;nevertheless,theupwardredistributionandconcentrationofincome/wealthdoesnotposeaproblemwithrespecttomentalandphysicalhealthbecauseinequalityisagreatsourceofmotivationanddoesnotpreventpovertyalleviationandimprovementsinlifeexpectancy.
• Wecannotaffordthesuper-richwhenitcomestotheunfavorablemannerinwhichescalatinginequalityunderminespublichealthanddemocraticprocesses,butitwouldbemistakentoassumethatwealthyindividualsposeaproblemwithrespecttoclimatechangemitigationbecausecompetitionamongfinancialelitescanleadtosensibleinvestmentsandallocationsofresources.
Toextendtheirarguments,teachersmayhavestudentsconverttheirargumentativeessayorposterintoanop-edandsubmitittotheschoolnewspaper.
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StudentshavetheopportunitytoTakeInformedActionbydrawingontheirunderstandingsofhoweconomictrendshaveamultifacetedimpactontheirlives.Theunderstandcomponentisembeddedintheinquiry.Toassess,studentswillcompareanddiscusstheirclaims,thendeterminetherangeofargumentsinordertoidentifythevarianceofperspectiveswithintheclass.Toact,studentswillinvitemembersofthecommunity,withinandoutsidetheschool,toattendatownhalleventtosharetheclassperspectives.Studentsareencouragedtoinvitefriendsandfamilymembers,butalsoconsiderotherstakeholdersintheircommunity.Tofurtherextendthetakinginformedactionpiece,haveastudentdocumenttheeventtosharewiththeschoolortownnewspaper.
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StagingtheCompellingQuestion
FeaturedSources Aseriesofimagescontainingthefigures,headlines,andpicturesrelatedtothecausesandconsequencesofeconomicinequality.
Bivens,J.andMishel,L.(2015).FigureA:Disconnectbetweenproductivityandatypicalworker’scompensation,1948-2014,fromUnderstandingthehistoricdivergencebetweenproductivityandatypicalworker’spay.EconomicPolicyInstitutereport,epi.org.Retrievedfromhttp://www.epi.org/publication/understanding-the-historic-divergence-between-productivity-and-a-typical-workers-pay-why-it-matters-and-why-its-real/
Bonica,A.andShen,J.(2014,April23).Thericharedominatingcampaigns.Here’swhythat’sabouttogetworse.TheWashingtonPost.Retrievedfromhttps://www.washingtonpost.com/news/monkey-cage/wp/2014/04/23/the-rich-are-dominating-campaigns-heres-why-thats-about-to-get-worse/?utm_term=.d2cebbcf5940
Boseley,S.(2015,February11).Unemploymentcauses45,000suicidesayearworldwide,findsstudy.TheGuardian.Retrievedfromhttps://www.theguardian.com/society/2015/feb/11/unemployment-causes-45000-suicides-a-year-worldwide-finds-study
Flavelle,C.(2016,October31).ClimatechangeisalreadyforcingAmericanstomove.Bloomberg.Retrievedfromhttps://www.bloomberg.com/view/articles/2016-10-31/climate-change-is-already-forcing-americans-to-move
Johannsen,C.C.(2012,July2).Theoneswe’velost:Thestudentloandebtsuicides.TheHuffingtonPost.Retrievedfromhttp://www.huffingtonpost.com/c-cryn-johannsen/student-loan-debt-suicides_b_1638972.html
Kasperkevic,J.(2015,October17).Wealththerapytackleswoesoftherich:‘It’sreallyisolatingtohavelotsofmoney’.TheGuardian.Retrievedfromhttps://www.theguardian.com/us-news/2015/oct/17/wealth-therapy-tackles-woes-of-the-rich-its-really-isolating-to-have-lots-of-money
Kimball,W.andMishel,L.(2015)Unions’declineandtheriseofthetop10percent’sshareofincome.EconomicPolicyInstituteeconomicsnapshot,epi.org.Retrievedfromhttp://www.epi.org/publication/unions-decline-and-the-rise-of-the-top-10-percents-share-of-income/
Mishel,L.andDavis,A.(2015)FigureC:CEO-to-workercompensationratio,1965-2014,fromTopCEOsmake300timesmorethantypicalworkers.EconomicPolicyInstitutereport,epi.org.Retrievedfromhttp://www.epi.org/publication/top-ceos-make-300-times-more-than-workers-pay-growth-surpasses-market-gains-and-the-rest-of-the-0-1-percent/
Mishel,L.,Gould,E.,andBivens,J.(2015).Figure8:Theminimumwagewouldbeover$18haditrisenalongwithproductivity,fromWagestagnationinninecharts.EconomicPolicyInstitutereport,epi.org.Retrievedfromhttp://www.epi.org/publication/charting-wage-stagnation/
Monaghan,A.(2014,November13).USwealthinequality–top0.1%worthasmuchasthebottom90%.TheGuardian.Retrievedfromhttps://www.theguardian.com/business/2014/nov/13/us-wealth-inequality-top-01-worth-as-much-as-the-bottom-90
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Oxfam(2014).Figure4:TherelationshipbetweenfinancialderegulationandinequalityintheUS,fromWorkingforthefew:Politicalcaptureandeconomicinequality.Oxfambriefingpaper,oxfam.org.Retrievedfromhttp://www.dannydorling.org/books/onepercent/Material_files/Media/Figure3-5/Figure3-5.jpg?disposition=download
Roberts,M.(2012,November12).Spanishbankstorestrictevictionsaftersuicides.TheGuardian.Retrievedfromhttps://www.theguardian.com/world/2012/nov/12/spanish-banks-evictions-suicides
Stuart,H.(2014,May19).Foreclosureslinkedtohighersuiciderates:Study.TheHuffingtonPost.Retrievedfromhttp://www.huffingtonpost.com/2014/05/19/foreclosure-suicides_n_5351219.html
Syll,L.P.(2014,January20).Theperniciousimpactofthewideningwealthgap.Retrievedfromhttps://larspsyll.wordpress.com/2014/01/20/the-pernicious-impact-of-the-widening-wealth-gap/
Umar,B.(2015,May18).India’sshockingfarmersuicideepidemic.AlJazeera.Retrievedfromhttp://www.aljazeera.com/indepth/features/2015/05/india-shocking-farmer-suicide-epidemic-150513121717412.html
Yglesias,M.(2013,April26).Congressignoresthepooryetagain.Slate.Retrievedfromhttp://www.slate.com/blogs/moneybox/2013/04/26/congress_ignores_the_poor_larry_bartels_research_explains_the_frequent_flier.html
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SupportingQuestion1
FeaturedSource SourceA: Gordon,C.(2013).GrowingApart:APoliticalHistoryofAmericanInequality.Inequality.org.Webarticle.
Retrievedfromhttp://scalar.usc.edu/works/growing-apart-a-political-history-of-american-inequality/index
Retrievedfromhttp://www.motherjones.com/politics/2011/04/taxes-richest-americans-charts-graph
SupportingQuestion1FeaturedSource SourceC: Gilson,D.(2011,February7).It’stheInequality,Stupid.MotherJones.Article.
Retrievedfromhttp://www.motherjones.com/politics/2011/02/income-inequality-in-america-chart-graph
Retrievedfromhttp://www.dannydorling.org/books/onepercent/Material_files/Media/Figure6-6/Figure6-6.jpg?disposition=download
Retrievedfromhttps://inequality.org/facts/inequality-and-health
SupportingQuestion1FeaturedSource SourceB: Gilson,D.(2011,April11).OnlyLittlePeoplePayTaxes.MotherJones.Article.
SupportingQuestion2FeaturedSource SourceA: TheEqualityTrust(2012).Thepriceofinequality,fourcountries,2012.Datavisualization.
SupportingQuestion2FeaturedSource SourceB: TheEqualityTrust(2011).Inequalityandhealth.Inequality.org.Article.
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SupportingQuestion2FeaturedSource SourceC:Hinds,M.(2013,June24).Inequalitycanbeagoodthing.Quartz.Article.
Retrievedfromhttps://qz.com/96836/inequality-can-be-a-good-thing/
SupportingQuestion2
FeaturedSource SourceD:CenterforDiseaseControlandPrevention,NationalCenterforHealthStatistics(2015,June1).DeathsintheUnitedStates,1900-2013.DataVisualization.
Retrievedfromhttps://blogs.cdc.gov/nchs-data-visualization/deaths-in-the-us/
Retrievedfromhttp://www.telegraph.co.uk/news/worldnews/northamerica/usa/10769041/The-US-is-an-oligarchy-study-concludes.html
Retrievedfromhttp://www.motherjones.com/politics/2010/09/congress-corporate-sponsors
Alsosee:Gilson,D.(2010,October4).CapitolHill’sTop75CorporateSponsors.MotherJones.Retrievedfromhttp://www.motherjones.com/politics/2010/09/capitol-hill-top-corporate-sponsors
SupportingQuestion3FeaturedSource SourceA:Boren,Z.D.(2014,April16).TheU.S.isanoligarchy,studyconcludes.Telegraph.Article.
SupportingQuestion3
FeaturedSource SourceB:Gilson,D.(2010,October4).WhoOwnsCongress?ACampaignCashSeatingChart.MotherJones.Article.
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SupportingQuestion3
FeaturedSourceSourceC:FreedomHouse(2016).FreedomintheWorld2016Report,UnitedStatesandTableofCountryScores.Report.
Retrievedfromhttps://freedomhouse.org/report/freedom-world/2016/united-statesandhttps://freedomhouse.org/report/freedom-world-2016/table-scores
SupportingQuestion4
FeaturedSource SourceA:Kenner,D.(2016).Reducinginequalityandcarbonfootprintswithincountries.GlobalSustainabilityInstitute,AngliaRuskinUniversity.Article.
Retrievedfromhttp://whygreeneconomy.org/wp-content/uploads/2016/02/Kenner-2016.-Reducing-inequality-and-carbon-footprints-within-countries.pdf
SupportingQuestion4FeaturedSource SourceB:Upton,J.(2013,September12).Let’sfightthe1percent—ofpowerplants.Grist.Article.
Retrievedfromhttp://grist.org/news/lets-fight-the-1-percent-of-power-plants/
SupportingQuestion4
FeaturedSource SourceC:Mankiw,N.G.(2014,February16).Yes,theWealthyCanBeDeserving.TheNewYorkTimes.Article.
Retrievedfromhttp://scholar.harvard.edu/files/mankiw/files/yes_the_wealthy.pdf
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compensation,1948-2014,fromUnderstandingthehistoricdivergencebetweenproductivityandatypicalworker’spay.EconomicPolicyInstitutereport,epi.org.Retrievedfromhttp://www.epi.org/publication/understanding-the-historic-divergence-between-productivity-and-a-typical-workers-pay-why-it-matters-and-why-its-real/
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