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.

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.

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.

The “Own It!”Handbook for Ages 11-16 is the guide book for a transformative after-school, trauma-informed enrichment program. It provides a series of lessons & activities that nurture academic skills, personal growth and leadership. It uses history to connect our past to our future, as part of the Own Your History® (OYH) Collection.Our inheritances from family history and from living in the United States provide the starting point for our personal journeys.  Our individual stories are part of a complex American history. We each can choose consciously to write our life story and work for a greater future.  But Own It! is not “school” and it differs from traditional approaches to history. Own It! helps students learn more about themselves, as well as their community and the country. Own It! enhances students’ engagement in being creative, making things happen, and  achieving goals. Its mission is to help them step up and enrich their lives, especially by understanding that they live in history.

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.

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.

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.

D-Lab World Prosthetics is a collaboration between the Massachusetts Institute of Technology and the Jaipur Foot Organization to improve the design, manufacture, and distribution of rehabilitation devices in the developing world. The course welcomes individuals interested in physical rehabilitation to work on multidisciplinary teams of students with bioengineering, mechanical engineering, material science, and medical or pre-medical backgrounds. Students will learn about the basics of human walking, different types of gait disabilities, as well as the technologies that seek to address those disabilities. Patient perspectives and current research areas are presented. Lecture topics focus on lower-limb disabilities, including polio and above-knee and below-knee amputation, and will cover both developed and developing world techniques for overcoming these disabilities. Students form teams to design and prototype low-cost orthotic and prosthetic devices, and present their work at the end of the course.

In this lesson, from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #1: No Poverty. They will watch a series of short videos that will provide an introduction to the SDGs and the no poverty goal. This specific lesson has students explore the connection between environmental issues (one of the themes of this module series) and poverty.Students will engage in small and large group activities that require them to analyze secondary sources and participate in collaborative discussions about the impact of environmental challenges, such as climate change, on poverty levels in different contexts. These learning activities include completing a graphic organizer, reflecting on the conclusions of their peers in a gallery walk, and researching efforts to alleviate poverty in a specific local, national, or global community. Finally, students will evaluate what is being done to address poverty and how they could take action individually and collectively to address the issue.

An interactive applet and associated web page that demonstrate the concept of triangle inequality. The applet shows a triangle where the vertices can be dragged to reshape the triangle It shows that no matter what you do, the longest side is always shorter than the sum of the other two. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

What is economics and why should you spend your time learning it? After all, there are other disciplines you could be studying, and other ways you could be spending your time. As the Bring it Home feature just mentioned, making choices is at the heart of what economists study, and your decision to take this course is as much an economic decision as anything else.

Economics is probably not what you think it is. It is not primarily about money or finance. It is not primarily about business. It is not mathematics. What is it then? It is both a subject area and a way of viewing the world.

As we live in the aftermath of the Financial Crisis of 2008, there are renewed questions about the nature of the economic system—capitalism—within which we live. What are its benefits and drawbacks? Why does it garner both so much opposition and support? What are its moral, economic, social and political implications? Is it even a “system”? How has capitalism played out in different historical moments and regions of the world? This class addresses the question “what is capitalism?” from a social scientific point of view, rather than a classical economic one.