This unit aims to provide a framework for introducing economic theory as an instructional strategy supporting ELA comprehension skills. Titled The Economics of Inequality, the unit will examine the arguments germane to the study of economic inequity gleaned from the seminar titled An Introduction to Income Inequality in America: Economics, History, and Law for the 2018 Yale Teachers Institute. Enduring unit goals intend to build student capacity to become literacy-based economists by examining the relational patterns between economic inequality and mobility while reinforcing reading comprehension and writing skills through novel analysis. This approach is unique because currently there is no formalized alignment between English Language Arts standards, Standards in Economics, and economic education. As teachers explore this unit, it is hoped that strategies, especially those that support critical and extended thinking, are used as a springboard for learning. This unit considers a cross-curricular approach as it was designed with the intent for teachers to spark more ideas on how they can enrich their own pedagogy and engage in lesson development using economic literary across other core subjects. It is also hoped that students’ enduring understandings are made through text-to-self connections by reflecting on how the economy affects their own lives.

As English teachers, we often teach novels that reflect the struggles of racism and poverty within the African American community through the twentieth century. Landmark civil rights laws in the 1960’s changed the legal landscape of freedom in our country, but equality of opportunity and economic prosperity is still hindered by political policy and racism. It is critically important to reveal these truths to students, especially students in the African American community. However, as teachers, we should also be offering solutions to economic disparity that go beyond angry rhetoric, which are based in logic and are data-driven. What are some concrete ways families and individuals can break the cycle of poverty? What kinds of services should we as a society be fighting for? How does income parity benefit all of us? What are some ways to achieve this, and achieve a society that is more meritorious and efficient? This unit uses the play, A Raisin in the Sun as a model. The dreams of the Younger family are posed to students as choices to break out of poverty. Students will research the effects of moving to a good neighborhood, home ownership, college education, and entrepreneurship as economic paths to success.