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The Cost of Living

Page history last edited by R. Palomares 11 years, 8 months ago

What should be the minimum wage?

 Topic(s):

Wages, Prices, and the Economy

Images/Video Resources

 

  

Scenario

 

     

 

Scenario: According to recent news and economist in Texas, the cost of living has risen to its highest level seen in years. The price of food, gasoline, and housing mortgage rates seem to be rising. Krisberg (2008) said, “Coupled with rising gas prices, health care costs, unemployment and home foreclosures, low income Americans are finding it ever-more difficult to put food on the table…”According to many unemployed individuals, the jobs are just not there! People across Texas are concerned that even at working a full time job, the times are tough. Some individuals are working two jobs at a time to make means meet. Many people are hopeful that the situation will change as new jobs are created, gasoline prices lowers, and food production increases. 

 

Krisberg, K. (2008). Global food shortages, rising prices threaten public health. (Cover story). Nation's Health38(5), 1-19.

Task

Sample Investigations/Teacher Resources

Task: You have been selected to be part of a committee that will meet with a U.S. Democratic House Representative from Texas to debate over the cost of living. You will get a chance to join him while attending at a House floor debate to determine if raising the minimum wage is a good solution. You will need to study the problem by analyzing personal understandings and ideas about current wages. You will need to investigate, develop, and provide evidence about what should be “fair” minimum wage. If you decide that a minimum wage is fine the way it is, you will still need to provide evidence as to why. Finally, you will need to gather the information and prepare a final presentation using the Prezi presentation software as to your investigations.

 



 

Sample Investigations

 

http://www.moneyinstructor.com/budgeting.asp

 

http://www.kiplinger.com/columns/starting/archive/2007/st0404.htm

 

http://www.epi.org/publication/bp165/

 

 

Teacher Resources:

 

http://www.minimum-wage.org/history.asp

 

http://www.econlib.org/library/Enc/MinimumWages.html

 

http://www.infoplease.com/ipa/A0774473.html

 

http://www.twc.state.tx.us/ui/lablaw/tmwsum.html

 

http://www.texasindustryprofiles.com/apps/win/

 

http://www.tracer2.com/cgi/dataanalysis/AreaSelection.asp?tableName=Oeswage

 

http://www.dol.gov/whd/minwage/america.htm

 

 

Student Resources

 

 

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Academic Journal Articles:

 

Should Congress Pass H.R. 2, the Fair Minimum Wage Act? Pro. (2007). Congressional Digest86(3), 90-94.

 

Davila, A. E., & Mattila, J. (1985). DO WORKERS EARN LESS ALONG THE U.S.-MEXICO BORDER?. Social Science Quarterly (University Of Texas Press)66(2), 310-318.

 

Berry, W. D., Fording, R. C., & Hanson, R. L. (2000). An Annual Cost of Living Index for the American States, 1960-1995. Journal Of Politics62(2), 550

 

Franklin, M., & Stevenson, A. (2002). WHERE YOU STAY = WHAT YOU PAY. Kiplinger's Personal Finance56(7), 68

 

 

 

 

 

 

Book References:

  

Levin-Waldman, O. M. (2001). The case of the minimum wage: Competing policy models. Albany: State University of New York Press.

 

Stewart, C. T. (1974). Low-wage workers in an affluent society. Chicago: Nelson-Hall

 

 

Online Website Resources:

 

http://prezi.com/

 

http://www.payscale.com/

 

http://swz.salary.com/costoflivingwizard/layoutscripts/coll_start.aspx

 

http://www.thepeoplehistory.com/pricebasket.html                     

 

http://www.bankrate.com/calculators/savings/moving-cost-of-living-calculator.aspx

 

Student Work

Standards

 

1.List your personal understanding, ideas or hunches.

Describe your thoughts or ideas about how to solve the problem regarding the minimum wage. There are not incorrect answers in this step, just feel free to brainstorm your ideas.

 

2. List what is known.

With your team use all the information available in the scenario to list everything that you know about the cost of living. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about the cost of living and wages.

 

3. List what is unknown.

With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.  

4. List what needs to be done."What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about prices, wages, and the economy. List the possible actions. 

 

5. Develop a problem statement.

You will be responsible for thinking and choosing one of the questions to solve the problem.  A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

 

6. Gather information

Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.

 

7. Present Findings

You and your team will need to gather the information and prepare a final presentation using the Prezi presentation software based on your investigations

 

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Rubric: 

 

  1. Individual Knowledge Expectation Rubric:

Below is a rubric that will make the expectations clearer and will provide a developmental road map for you. Since each level of the rubric is qualitative, you will recognize if your work is a level 1 or can look to a level 2 to see the next best thing to improve it.

 

Personal understanding and your interpretations of ideas or hunches.” I think…….”

Explain your rating with specific references to your work as evidence

Score 4:

You list things you know, don’t know, or wonder about the minimum wage and the cost of living.

Score 3:

You list questions you have about minimum wage.

Score 2:

A list of things you think you know about cost of living

Score 1:

A list of some ideas related to prices

Score 0:

Not present.

 

 

 

 

Supported by reasons from your prior knowledge, “Because ……”

Explain your rating with specific references to your work as evidence

Score 4:

You think through the situation even more and examine your understanding to be accurate, and the possible implications regarding the minimum wage and the cost of living.

Score 3:

You analyze your prior knowledge to see if it makes sense regarding the minimum wage.

Score 2:

You describe your understanding to be accurate or not based on your prior knowledge about the cost of living.

Score 1:

You give some reason, such as where you learned or heard about prices.

Score 0:

Not present

 

 

 

 

 

Based on…..

Explain your rating with specific references to your work as evidence

Score 4:

You support your ideas with the best explanations and reasons you currently have about the minimum wage and the cost of living

Score 3:

You give some reasons for why you think what you think about the minimum wage.

Score 2:

You support your explanations with one or more examples about the price of living.

Score 1:

You explain that you don’t know why you think what you think about the prices.

Score 0:

Not present

 

 

 

 

 

 

 

 

 

 

 

 

             

 

2. Team Knowledge Expectation Rubric:

Below is a rubric that will make the expectations clearer and will provide a developmental road map for you and your team. Since each level of the rubric is qualitative, you and your team will recognize if your work is a level 1 or can look to a level 2 to see the next best thing to improve it.

 

Share your personal prior knowledge with team , what do you know and don’t know

Explain your rating with specific references to your work as evidence.

Score 4:

A rich list of questions with contributions from each participating team member regarding what can be done toabout prices, wages, and the economy.

Score 3:

Each participating member contributes a variety of questions about the prices and wages.

Score 2:

Question list contains a variety of questions about the economy.

Score 1:

Question lit is 5-6 questions in one or two categories about wages.

Score 0:

Not present.

 

 

 

 

 

Team providesmultiple Perspectives on each question 

Explain your rating with specific references to your work as evidence.

Score 4:

Multiple perspectives are weighed as members begin to answer questions regarding what can be done to prepare for about prices, wages, and the economy

Score 3:

Different perspectives emerge as most members begin to answer most team questions about the prices and wages..

Score 2:

More than one perspective is apparent as some members begin to answer some team about the economy.

Score 1:

Individual perspectives remain separate since individual members answer only their own questions about wages.

Score 0:

Not present.

 

 

 

 

 

 

 

 

 

 

 

 

 

Team providessupport for answers

Explain your rating with specific references to your work as evidence

Score 4:

Answers are partially supported and the kind of evidence needed to support them is described about prices, wages, and the economy

Score 3:

Answers are partially supported with evidence from experience, prior research or readingabout the prices and wages.

Score 2:

Answers are supportable to find ways about the economy.

Score 1:

Only answers are given without reasons about wages.

Score 0:

Not present

 

 

 

 

 

Team creates a list of what needs to be done

Explain your rating with specific references to your work as evidence

Score 4:

A thorough investigation is planned and described with individual roles, types of resources and expected about prices, wages, and the economy

 

 

Score 3:

An investigation that builds on itself with ways for team members to share as they do research, not just at the end about the prices and wages.

Score 2:

A list of tasks with roles and expectations about the economy.

Score 1:

The questions are divided up to be answered by different group members about wages.

Score 0:

Not present

 

 

Team creates a problem statement

Explain your rating with specific references to your work as evidence

Score 4:

A problem statement is described with an explanation about why it is important to create new ways about prices, wages, and the economy

Score 3:

A problem statement is discussed in terms of how it addresses ways about the prices and wages.

Score 2:

A problem statement is accepted and an explanation is given about the economy.

Score 1:

A problem statement is suggested and accepted without considering other options about wages.

Score 0:

Not present

 

 

 

 

 

                   

 

 

111.32. Algebra I 

(a)  Basic understandings.

(5)  Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model mathematical situations to solve meaningful problems.

(6)  Underlying mathematical processes. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, language and communication, and reasoning (justification and proof) to make connections within and outside mathematics. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.

(b)  Knowledge and skills.

(1)  Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:

(A)  describe independent and dependent quantities in functional relationships;

(B)  gather and record data and use data sets to determine functional relationships between quantities;

(C)  describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;

(D)  represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and

(E)  interpret and make decisions, predictions, and critical judgments from functional relationships.

111.33. Algebra II 

(a)      Basic understandings.

(b)     (2)  Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students study algebraic concepts and the relationships among them to better understand the structure of algebra.

(c)      (3)  Functions, equations, and their relationship. The study of functions, equations, and their relationship is central to all of mathematics. Students perceive functions and equations as means for analyzing and understanding a broad variety of relationships and as a useful tool for expressing generalizations.

111.34. Geometry  

(b)  Knowledge and skills. 

3)  Geometric structure. The student applies logical reasoning to justify and prove mathematical statements. The student is expected to:

(A)  determine the validity of a conditional statement, its converse, inverse, and contrapositive;

(B)  construct and justify statements about geometric figures and their properties;

(C)  use logical reasoning to prove statements are true and find counter examples to disprove statements that are false;

(D)  use inductive reasoning to formulate a conjecture; and

(E)  use deductive reasoning to prove a statement.

 

111.35. Precalculus 

(c)  Knowledge and skills. 

(4)  The student uses sequences and series as well as tools and technology to represent, analyze, and solve real-life problems. The student is expected to:

(A)  represent patterns using arithmetic and geometric sequences and series;

(B)  use arithmetic, geometric, and other sequences and series to solve real-life problems;

(C)  describe limits of sequences and apply their properties to investigate convergent and divergent series; and

(D)  apply sequences and series to solve problems including sums and binomial expansion.

111.36. Mathematical Models with Applications 

(c)  Knowledge and skills. 

(6)  The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit. The student is expected to:

(A)  analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option;

(B)  use amortization models to investigate home financing and compare buying and renting a home; and

(C)  use amortization models to investigate automobile financing and compare buying and leasing a vehicle.

111.37. Advanced Quantitative Reasoning

(c)  Knowledge and skills.

(1)  The student develops and applies skills used in college and careers, including reasoning, planning, and communication, to make decisions and solve problems in applied situations involving numerical reasoning, probability, statistical analysis, finance, mathematical selection, and modeling with algebra, geometry, trigonometry, and discrete mathematics. The student is expected to:

(A)  gather data, conduct investigations, and apply mathematical concepts and models to solve problems in mathematics and other disciplines;

(B)  demonstrate reasoning skills in developing, explaining, and justifying sound mathematical arguments, and analyze the soundness of mathematical arguments of others; and

(C)  communicate with mathematics orally and in writing as part of independent and collaborative work, including making accurate and clear presentations of solutions to problems.

126.26. Multimedia

(c)  Knowledge and skills.

(1)  Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A)  demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;

(B)  analyze demands for accomplishing multimedia tasks to appropriately use input, processing, output, and primary/secondary storage devices;

(C)  make decisions regarding the selection, acquisition, and use of software in a multimedia classroom/lab taking under consideration its quality, appropriateness, effectiveness, and efficiency;

(D)  delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;

(E)  use necessary vocabulary related to multimedia;

(F)  install and configure appropriate software;

(7)  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A)  use foundation and enrichment curricula in the creation of multimedia products;

(B)  select and integrate computer-based productivity tools, including, but not limited to, word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs to develop and modify solutions to problems and to create new knowledge for multimedia products;

(C)  use technology tools to create a knowledge base with a broad perspective;

(D)  apply color principles to communicate the mood of the product for the specific audience;

(E)  integrate path and cell animation modules appropriately into multimedia products;

(F)  use the appropriate scripting language to create a multimedia sequence;

 

The Cost of Living PBL lesson by Romel Palomares

Google Images: Price of food image:http://i2.cdn.turner.com/money/2011/03/08/news/economy/food_prices/chart_food_inflation.top.jpg

Youtube video: Cost of living in the USA video created by TheItutor at http://youtu.be/hWGfX7SA2j4 

TEKS standards can be found at http://www.tea.state.tx.us

Google Custom Search Engine courtesy of google.com

Creative Commons License
The Cost of Living PBL lesson by Romel Palomares is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.
Based on a work at msttpagotech.pbworks.com.
Permissions beyond the scope of this license may be available at http://msttpagotech.pbworks.com/w/page/54239232/Problem-Based%20Learning%20%28PBL%29%20Database .

 

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