Embedded Files
Introduction: In this 90-minute lesson, we will introduce the topic of Global Wealth.
The lesson will include:
A warm up where students will be asked to define the upper class, the middle class, and the lower class, to understand what the students know about the wealth gap.
A prelistening activity where students will be asked to walk around a classroom to look at pictures related to the topic.
A while listening activity where students will complete a worksheet while watching a video that will introduce the topic of the Global Wealth Gap.
A wrap up where students will have a discussion on different categories that could fall into the global wealth gap to prepare for the next lesson's topic.
At the bottom of the lesson you will find a section called Appendixes that will contain all the necessary resources
Materials Needed:
Video for listening activity.
A computer to show the youtube video and pictures.
Printed pictures to place around the room for the pre-listening activity.
Gallery walk pictures and text printed to hang around the room (Appendix B)
Copies of Appendix B & C for Students
Blank paper and pencils for students
Learning Objectives (Students Will Be Able To):
SWBAT identify one of the global wealth factors.
SWBAT comprehend complex wealth gap concepts.
SWBAT actively listen for familiar vocabulary
SWBAT identify aspect of lower, middle, and upper class.
Full lesson plan on Google Docs:
Warm Up
Warm Up
Activity: Drawing Wealth
Time: 15 minutes
SWBAT targeted: #4
Procedure:
On the board write Upper Class, Middle Class, and Lower Class.
Ask students what they think these words mean and do not have Students answer, just have them ponder and then draw what they think the words mean.
Give students about 5 minutes to draw
After that, put students into groups of 3-4 to have them share what they drew.
Give students about 5-7 min to share
Bring the class back together
Have students share as a class what they think Upper Class, Middle Class, and Lower Class mean and write the ideas on the board.
After about half, the Students share their ideas, give them the definitions, and draw visuals on the board. See Appendix A for ideas on visuals.
a) Upper Class: the economic group with the greatest wealth and power in society.
b) Middle Class: group between the upper and lower classes, who have a little wealth and a little power in society.
c) Lower Class: group with the least wealth and power in society.
Prelistening Activity
Prelistening Activity
Activity: Gallery Stroll
Time: 30 minutes
SWBATs Targeted: 3 & 1
Procedure:
Before delivering instructions to the students, make sure you have displayed all of the visual aids and short written descriptions (Appendix B) around the room.
Explain the gallery walk activity to the students:
a) There are six pictures around the room. Each picture also has a few sentences underneath it that explain what the picture is.
b) Students will get to walk around and look at the pictures two times. This first time, all they have to do is look at the pictures and read the descriptions. They can chat with other students about what they see or any of the information they’re reading.
c) This first walk should take around 5-7 minutes. Once students have visited each picture and read each description they should return to their seats.
CCQs:
a) How many pictures do you need to visit?
b) How much time do you have?
c) What should you do once you’re done?
After the time has passed and most or all of the students are back in their seats, explain the second round of this activity.
a) Students will once again be walking around the room and visiting each picture. This time, they will have a worksheet to complete.
b) Hand out the worksheets to the students.
c)Tell Ss that the worksheet they now have has the same descriptions on it that the pictures around the room have. The only difference is that their worksheet is missing some keywords that students need to find and fill in. They should visit each picture and read its description again, this time writing down the words they are missing on the sheets.
d)This time, they have ~ 10 minutes. Once students have completed their worksheets they should return to their seats.
CCQs:
a) Where do you find the answers to your worksheet?
b) How much time do you have?
c) What should you do once you’re done?
Once the students have all returned to their seats, check the answers to their sheets as a class, either by asking students to volunteer or by saying the answers aloud and asking students to fill in any they may have missed or gotten wrong.
Invite students to share anything interesting they learned from these images or to ask any questions they may have about the subject.
Caveats:
Students may finish the gallery walk quickly whether that be filling in the blanks or reading.
The video for the listening activity may be too slow for learners.
Options:
Give students the opportunity to read the text from gallery walk aloud.
If the students are at a higher level and the class works well with multitasking, then have students watch the video and take notes at the same time rather than pausing the video.
Can also speed up the speed of sound and still have pauses periodically
While Listening Activity
While Listening Activity
Activity: “The Insane Scale of Global Wealth Inequality Visualized” Video
Time: 30 minutes
SWBATs Targeted: 3 & 1
Procedure:
Students will be watching the video above and working on a worksheet in Appendix C (Note that the normal rate of the video is slow, only slow it down if after the first 2 minutes students are struggling to keep up).
Tell students they will be watching a movie on the global wealth inequality while taking notes on a worksheet and that since the video is about 9 minutes you will be pausing the video every two minutes (have the video paused for no more than 3 minutes) to give time to answer questions on the worksheet
a) if students seem to be answering the worksheet quickly, ask one student for a brief summary of what has happened so far in the video.
CCQ’s
a)What will you be doing while watching the video?
b)What is the reason for pauses?
Once the video is over put students in pairs, to go over their answers on the worksheet for about 5 minutes.
Bring the class back together and go over the worksheet together by reading the questions and having the students answer.
a) If no one volunteers to answer, call on individual students to answer.
b) Once the review of the worksheet is over, ask students what they thought was interesting about the video or what questions they have from the video.
Wrap Up
Wrap Up
Activity: Video Project
Time: 10 minutes
SWBAT Targeted: 1 & 3
Procedure:
Give Instructions on the activity:
a) Students will choose partners
b) Students will pick a wealth gap contributor factor and a country of their choice.
i. Gender, Housing, Education, Wealth, Racial
ii. Country of choice
c) Create a 1-2 minute video about:
i. What county did you choose?
ii. Define the wealth gap contributing factor?
iii. How does it affect the country you choose?
iv. What are the differences with this factor for Upper Class, Middle Class, and Lower Class?
v. Contributors to this gap?
Tip: Best to have these instructions on the board or slide so Students can see them while brainstorming.
Have Students pick their partners and let them begin brainstorming about their project.
Exit Ticket for Students
a) Tell Students that each pair needs to hand in 1 piece of paper with
i. Name of people in the group
ii. Which country?
ii. Which wealth gap contributing factor?
b) CCQ’s
i. How many pieces of paper are handed in?
ii.What goes on the paper?
Homework for after Adobe Spark Video
a) For the next class after the adobe spark video lesson, give the Ss the Education Gap Vocabulary homework (Appendix F).
i. Ss needs to match the word with the definition
ii. Ss will be going over the vocabulary for the warm up of the lesson on Education Gap
Appendices
Appendices
Appendix A: Visual for Upper, Middle & Lower Class
Appendix B: Gallery Images and Descriptions
Appendix C: Video Worksheet Questions
Based on the graph at the beginning of the video (0:77-3:35) answer the following questions.
1) How many people are in the Global Lower Class (earning less than $10.000 yearly), out of the sample of 100 people that represent the average salaries of people globally?
55 C) 70
60 D) 90
2) How many people are in the Global Middle Class (earning between $10.000 and $100.000 yearly), out of the sample of 100 people that represent the average salaries of people globally?
32 C) 25
30 D) 21
Fill out the blank.
3) The Global Upper Middle-Class controls __% of the global wealth.
4) The Top 1% control __% of the global wealth.
5) If the wealth of Billionaires was measured as a GDP they would be the __ largest economy in the world.
Short Answer Response
6) Where are some of the cities or countries where the Ultra-High-Net-Worth Individuals tend to live?
7) In the video it is stated that the bottom half of us families live with an average net worth (value of the things a person owns without debt) of $11.000 while the top 1% have an average net worth of $10.374.000. Does this disparity also exist in the region or country you are from?
8) Which country was labeled the worst in terms of economic inequality and why?
9) Was the information given about the Global Wealth Gap surprising to you to learn about or not? Why?
Appendix D: Adobe Spark Video Instructions
Appendix E: Adobe Spark Video
Appendix F: Education Gap Vocabulary HW
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