This inquiry leads students through an investigation of the intensification of economic inequality. By exploring the compelling question “Can we afford the super-rich?” students evaluate the historical trends and consider the epidemiological, political, and socio-environmental consequences of escalating economic inequality. The formative performance tasks build on knowledge and skills through the course of the inquiry to help students understand the influence of the super-rich on the lives of others through a progressively expanded lens of economic inequality, mental and physical health, democratic processes, and climate change mitigation efforts. Students create an evidence-based argument about why we cannot afford the super-rich or why the super-rich do not pose a risk to society and the environment in which humanity is embedded. Though students can complete the inquiry with the provided sources, teachers are encouraged to have students research the supporting questions to supplement them.
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About the inquiry
Compelling Question
Can We Afford the Super-Rich?
Staging Question
View a series of images related to the economic inequality. Conduct a classroom discussion concerning its causes and consequences
What does economic inequality look like?
Formative TasksWrite a list that describes the historical trends, causes, and extent of intensifying economic inequality.
SourcesSource A: Excerpt from Gordon, Growing Apart (2013)
Source B: Gilson, “Only Little People Pay Taxes” (2011)
Source C: Gilson, “It’s the Inequality, Stupid” (2011)
How does economic inequality affect mental and physical health?”
Formative TasksWrite a summary that describes the relationship between economic inequality and mental and physical health.
SourcesSources A & B: Data on economic inequality and health outcomes, The Equality Trust (2011, 2012)
Source C: Hinds, “Inequality can be a good thing”(2013)
Source D: Data from Center for Disease Control, (2013)
Does economic inequality undermine democracy?
Formative TasksWrite a claim or series of claims using evidence as to whether or not (and to what extent) democracy is undermined by economic inequality.
SourcesSource A: Boren, “The U.S. is an oligarchy, study concludes” (2014)
Source B: Gilson, “Who Owns Congress? A Campaign Cash Seating Chart” and “Capitol Hill’s Top 75 Corporate Sponsors” (2010)
Source C: Freedom House report on political rights and civil liberties (2016)
Does economic inequality impact climate change mitigation?
Formative TasksDevelop a claim supported by evidence about whether or not (and to what extent) economic inequality impacts climate change mitigation.
SourcesSource A: Kenner, “Reducing inequality and carbon footprints within countries,” Global Sustainability Institute (2016)
Source B: Upton, “Let’s fight the 1 percent—of power plants” (2013)
Source C: Mankiw, “Yes, the Wealthy Can Be Deserving” (2014)
Summative Performance Task
Argument: Can we afford the super-rich? Construct an argument (e.g., detailed outline, poster, essay) that discusses the compelling question using specific claims and relevant evidence from current sources while acknowledging competing views.
Extension: Convert your argumentative essay or poster into an op-ed and submit it to the school or city newspaper.
Taking Informed Action
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