Measuring the Poor

Students will read the required readings and utilize any in-class resources as well as outside sources to articulate the ways in which poverty is “absolutely” and “relatively” measured throughout the United States. Students will use outside sources to cultivate and critique the current “absolute” measure, and its utility.

REQUIRED READINGS – The One Percent Lisa A. Keister
Inequality in the long run Thomas Piketty1*and Emmanuel Saez2

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Census Bureau’s “Quick Facts” page:

1. Please provide this BACKGROUND information about the policy: worth 3 points

1.a. Use external literature sources to provide background information on how poverty line was created and what it is useful for.

1.b. Identify (show you have an understanding) how the poverty line/threshold and guidelines respond to human need. Explain multiple ways in which policies are implemented.

1.c. Critically reflect on the history of social welfare and its evolving response to need at all levels of government (consider federal, state, county, and local levels of government).

2. Please ANALYZE the poverty line/threshold and guidelines: worth 3 points

2.a. Using your external literature sources, critique the poverty line and make advance an argument, based on the evidence you found in the literature, about how the poverty line impacts life domains that are influenced by poverty, such as housing, education, healthcare, etc.

2.b. How do the poverty line/threshold and guidelines and relate to social, economic, and environmental justice? How do these guidelines and thresholds (and their associated services) influence the a person’s inherent dignity and worth?

3Use OBJECTIVE sources and 3rd person voice to write your paper: worth 2 points
3.a. Use objective/third-person voice (not from your personal point of view) and support all factual claims with appropriate citations (minimum = 5 unique citations; at least 3 from external sources outside of course materials).

4. Use proper MECHANICS based on spelling and grammar: worth 2 points

4.a. Proofread – Make sure there are no spelling/grammar mistakes; citations (in-text and works cited) are APA compliant; paper is at least 750 words (about 3 pages

BACKGROUND: Student uses extant resources to provide background information on how poverty line was created, and what it is useful for. Students will identify and understand public policy’s role in the response to human need, and the myriad ways in which policies are implemented. Students will critically reflect on the history of social welfare and its evolving response to need at all levels of government. Students will cultivate deeper insight through the analysis of focal policies and their alternatives.

ANALYSIS: Student uses extant resources to critique poverty line, and to advance a cogent, evidence-based argument that considers relative dimensions of poverty (e.g., housing, education, etc.) Through the explorations of policies and services governing human welfare, students will reflect on issues of social, economic, and environmental justice as each relates to the inherent dignity and worth of every person.

OBJECTIVITY: Student uses objective/third-person voice, and supports all factual claims with appropriate citations (minimum = 5 unique citations).

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