As one of this week’s entries dealt with the deficit, this week’s cartoons provide a number of images for teachers and students to discuss the nature of deficit management Enjoy!

“Ol’ Federal Deficit,” by David Horsey

1. What is communicated by this cartoon? How do you know?
2. Who does Horsey think is to blame for the majority of the deficit? How is this represented

“Ballooning Deficits” by William Warren

1. What is communicated in this cartoon by William Warren? How do you know?
2. What party (if either in particular) does Warren think is responsible for the deficit? How do you know?

“Obama Spending into Space” by Adam Zyglis

1. What is being communicated by this cartoon? How do you know?
2. What does Zyglis think Obama’s role is in the increase of the deficit? How is this communicated?

“Spending Freeze” by Nate Beeler

The deficit is…shrinking?

Apparently.

Despite worries from some economists and politicians, a recent article from The New York Times reports that the deficit is indeed decreasing at an unexpectedly accelerated rate.

This means that the economic recovery is going well. But it may also mean that recovery measures, which have recently been enacted – including the sequester – may have heretofore unimagined consequences in the future.been unnecessary, or even harmful. No doubt this is a contentious issue at the moment. For while some economists claim that more spending is needed, others are still in favor of austerity. While pundits debate the significance of the speedy economic recovery students and teachers of the UFR can and should as well!

As this article touches on a number of issues, including tax increases, austerity measures, and long term versus short term implications of reports such as the C.B.O’s deficit updated (as mentioned in the article), teachers may like to introduce this piece to students. We at the UFR think that this report may be an especially important addition to discussions when teaching Taxation and the National Debt (Lesson 1.4) Balancing the Federal Budget (Lesson 1.5) Political Beliefs and the Federal Budget/National Debt (Lesson 2.4) and Income Tax Models, the Budget Deficit, and the National Debt (Lesson 5.2).

In order to best facilitate this discussion, the following questions have been provided below:

Discussion Questions:

1. Despite reporting on what seems to be positive news, the language of this article is still very cautious. Look over the article once more and try and identify statements by the author, and especially the economists, that seem especially careful. Why would those quoted and the author of the article choose to be so careful with their words? What would be the effect if they were not?

2. The article concludes by saying, “In February, the budget office projected that the United States would spend about $8.1 trillion on Medicare and $4.4 trillion on Medicaid over the next 10 fiscal years. It now projects it will spend $7.9 trillion on Medicare and $4.3 trillion on Medicaid. “ This may seem like a small change, but indeed, it is not. Explain why some people might think the change in spending is insignificant. Then explain why this cut in spending is quite a lot of money. In your answer be sure to state this number in different ways and discuss how doing so changes people perceptions about the amount of money being saved.

3. The International Monetary Fund says that the economic recovery taking place at the moment is “too strong.” What question would you ask the director of the IMF, Christine Lagarde, in order to understand what this statement means?

4. There are two different (but not necessarily opposed) reasons that economists and pundits are worried about these strong numbers on the deficit. The first reason is because some believe that these strong numbers indicate that the government is too constricting with its cuts and tax hikes. The second reason is because others are worried that these types of reports will deter long-term growth if people become overly optimistic about the state of the economy. Do your best to argue against each of these points. Be sure not to use one of the above reasons as proof the other is wrong.

“Welfare State” by Nick Clegg

Denmark is currently reviewing its rather ambitious and generous welfare, tax, and benefit systems in light of the global economic recession. Like most countries around the world, the northern European nation is at how wealth is created and distributed. Famous for its very progressive policies on vacation time, health care, and housing, the Danish government is looking at what programs can be kept and which need to go or be modified in order to sustain a healthy internal economy.

A recent New York Times, op-ed discussion on the merits of these changes and maintenance procedures provides a series of well-articulated arguments on welfare, social systems, and wealth distribution. Although these issues are provided in the context of Denmark, they have far reaching implications that teachers of advanced high school students may find appropriate to discuss in class, especially when teaching such UFR lessons as Political Beliefs and the Federal Budget/National Debt (Lesson 2.4), Taxation and the National Debt (Lesson 1.4) and Social Security, Governance and the National Debt (Lesson 2.2). The issues are also relevant to the history lessons on the European Debt Crisis (Lesson 4.4) and Rise of Social Democracies (Lesson 4.5).

While there are a number of ways of incorporating these articles into a lesson (from selecting a few, to having students read all eight), teachers may want to introduce just one or two articles to their class at a time. To make this selection easier, we suggest the following grouping of opinions into “Point/Counterpoint” pairs.  For an added challenge, teachers should encourage students to question our pairing – do each of these pairs really represent polar opposite points of view, or are the differences and similarities more nuanced?  For students who have read more than one set of opinions – how else might they group them?

Point Counter Point No.1

Victor Normal believes in a social contract wherein hard work is rewarded with excellent benefits. He also believes that the Danish government and society have a good agreement that should not be changed.

Peter Lindert believes that necessary changes should be made to account for demographic changes.

Questions:

1. What do you make of Victor Normal’s point about a social contract? Do you agree or disagree with this position? If you were drafting your own social contract that everyone should sign what would you include? Why? How would that contract differ from society in America today?

2. Peter Lindert says that changes in spending and taxes should be made to account for a changing demographic. What information would you need to collect in order to determine how best to change the system? Where could you find that information?

Point Counter Point No.2

George Blecher argues in favor of continuing the current system, because he believes that it works fine the way it is.

Hervé Boulhol is in favor of social programs that keep the population young. Spending should be curbed but in a calculated way.

Question:

1. Hervé Boulhol claims that Denmark’s spending should reflect the ways that Denmark is changing. How would you calculate what is a fair change and what isn’t, based on shifts in the country? If you were able to determine what is changing how could you be sure of the most appropriate governmental response? Who would you ask for help in deciding on these matters?

Point Counter Point No.3

Mette Gortz believes that the aging of the population and median college graduation rate may make the system harder to maintain.

Veronika Fuechtner believes that a committed state leads to committee citizens. For this reason she doesn’t want the Danish government to change their level of commitment to their citizens.

Question:

1. Veronika Fuechtner believes that a committed state leads to committed citizens. What are some ways other than welfare that a country can show they are committed to its citizens? Do you think America shows its commitment to its citizens? How?

Point – Counter Point No.4

Michael Tanner believes that state provided incentives diminish the need to work.

Tore Leifer believes that extensive vacation time increases creativity.

Questions:

1. American Michael Tanner believes that providing too much government assistance diminishes people’s desire to work. How could you prove this? How could you argue against this?

2. Tore Leifer suggests that the increased amount of vacation time that Danes enjoy allows for a creative society. How could you measure creativity? Is it as important as Leifer suggests? If her argument is true, is that sufficient reason to keep the generous vacation policy?  What other criteria would you use to measure the success of the policy?

With austerity policies being reassessed recently, this week we present a series of cartoons that deal with the topic of austerity. Teachers should feel free to share these cartoons with their classes as part of a discussion starter on the topic.

“Dam Austerity” by Monte Wolverton

1. What is communicated by Monte Wolverton’s cartoon about austerity? How do you know?
2. If austerity wasn’t in the way, what would happen to the water? Do you agree with this visual representation of the situation? Why or why not? If unsure, what more would you need to know in order to make an informed opinion?

“GOP Austerity,” by Monte Wolverton

1. What is communicated by this cartoon by Monte Wolverton? How do you know? How does it differ from the last cartoon?
2. Who does the artist see as being responsibility for the most harm in this situation?

“Austerity Swamp,” by Adam Zyglis

1. Who is the man depicted in this cartoon? What does his presence in this image tell you about what the artist may think about his role in the sequester?
2. What is the overall message communicated by this cartoon? How do you know?

“Obama’s Budget” by Rick McKee

1. What is expressed in this cartoon by Rick McKee? How do you know?

2. What does this cartoon suggest about government spending?

“Medicare System,” by Glenn McCoy

The debate over health care just got more complicated. A report by Medicare this week revealed that there is a large disparity among hospital billing, contributing to the technical discussion of health care costs and who pays. As The New York Times reports, it appears from this data that the published price of the same procedure can vary widely and the factors contributing to this variation are not always clear. In fact a patient may be charged an incredibly different sum for a procedure at two hospitals within the same area of the country and sometimes in the same city.

There is no doubt that a service such as health care, which is tailored to each patient’s needs and each doctor’s ability, should not be expected to have uniform prices. However, this Medicare report shows that the price point for treatment – often reported in a hard to grasp receipt- is calculated with very little standardization. The result is that the Medicare contribution to these bills – which is meant to be uniform and to help citizens equitably – ends up being more help to some than others, depending the hospital they are treated at and level of insurance this person may have.

The ramifications of these findings are just being explored and teachers may want to consider diving into this issue with their class as well, especially when teaching lessons related to Medicare, including Medicare Governance and the National Debt (Lesson 2.2.) and Medicare and the National Debt (Lesson 1.2.).

In order to make the most out of this discussion the following questions have been provided.

Discussion Questions:

1. Based on this report it seems that there can be a large difference in price for the same procedure. Imagine you work for Medicare and you want to know why this difference exists. What questions would you ask a hospital manager about their pricing in order to understand the discrepancies in this system?
2. In recent years there has been a great deal of debate about government sponsored universal health care – i.e., guaranteed healthcare for everyone. Do these pricing discrepancies undermine the case for universal health care?
3. This report by Medicare represents a level of transparency in government spending that many people want to encourage. It also reveals that hospitals, as well as other health care providers, have become adept at billing Medicare for their services in ways that give them maximum advantage. Is this inevitable? What questions would you want answered before suggesting a remedy?

“Cut the Fat” by  Dana Summers

When it comes to loosing money hindsight is always 20/20. Anyone who has had a few losses in the stock market knows this fact to be true – you should have bought Apple but you didn’t, you shouldn’t have sold Bank of America but you did. Unfortunately, this rule may also apply to larger economic decisions as well.
In fact, a recent article from The New York Times , claims that the economy would be running considerably smoother if the U.S. government had not begun imposing measures of austerity in 2011. Despite what some economists at the time believed, it turns out that cutting spending and increasing taxes while the economy was still weak may have had a negative effect on growth. This article specifically cites measures of unemployment and production that would have been increased had money been pumped into the economy instead of being cut off.
While austerity is being questioned and debated across both sides of the aisle, teachers and students may like to engage in the benefits and negatives of austerity as an extension of lessons involving deficit management including, Political Beliefs and the National Debt (2.4) Balancing the Federal Budget (1.5) and Taxation and the National Debt (1.4).
In order to help spur discussion the following questions have been provided.
Discussion Questions:
1. The article says that, “Speaker John A. Boehner stood by the Republicans’ policies during a session Tuesday with reporters. ‘After four years of mediocre job creation, it’s obvious that we don’t need more tax hikes and more government spending,’ he said. ‘We need smarter policies to make America more competitive and expand opportunities for everyone in our country.’” From this comment it is difficult to say whether the speaker is in favor of austerity or not, because he wants to decrease taxes (not part of austerity) and government spending (typically a measure of austerity). What question would you ask the speaker in order to better understand his position on austerity?

2. A lot of the discussion surrounding the economy uses metaphors and figurative language such as “the fiscal cliff” and alliterative words such as “boom” and “bust.” This phrasing of things necessarily has an effect on the way we perceive the information we are being relayed. Think of a metaphor that expresses how austerity may be bad for a struggling economy. Then think of a metaphor that expresses the opposite opinion: how austerity is good for a struggling economy.

This week’s cartoons focus on an issue that is growing in importance in America and throughout the world: income inequality. Take a look at the cartoons below and use the discussion questions provided to engage your class in a conversation about income inequality through these images!

“Wealth Gap,” by Peter Nicholson

1. What is communicated by this cartoon by Peter Nicholson? How do you know?
2. How could you argue in favor of this cartoon’s statement? How might you argue against this cartoon’s statement?

“Wealth Gap” by Walt Handelsman

1. What is communicated by this cartoon? How do you know?

2. What information would you need to know in order to agree or disagree with the statement being made by the artist?

The New Yorker Cover, by Barry Blitt

1. What is communicated by this cover of The New Yorker, by Barry Blitt? How do you know?
2. How might people who agree with the view expressed in the cartoon defend their position? On what grounds would people disagree with the position maintained by the cartoonist?

“Purrrrplexed” by Stuart Carlson

1. What is communicated by Stuart Carlson’s cartoon? How do you know?
2. What type of opinion is this, politically? Who would most like this cartoon, Republicans? Or Democrats?  Why?

“Purrrrplexed” by Stuart Carlson

As Americans we know that we may not all be equal economically but that, in theory, we each ought to carry the same power politically. One person one vote. A recent blog entry by Bruce Bartlett of The New York Times suggests that this may not be the case, however. In fact, Barlett goes so far as to suggest that income inequality is in some ways an indicative measure of political inequality, to the extent that poorer Americans may have less say in the U.S. political process.

Citing such factors as voter turn out, the ability to contribute to political campaigns and access to people in power, Bartlett paints a picture of America that is less than democratic. In his approximations of such political philosophies as represented by Republicans, Democrats and libertarians Bartlett does well to provide a rough sketch of the motivating factors that shape policy and govern the powers that be. In a very cogent way Bartlett outlines particular correlations between income disparity and power dynamics as expressed in such measures as voter turnout rate, interest and awareness of political issues, and access to politicians themselves. In doing so, Bartlett creates a window into understanding a broad number of ways in which wealth affects power in the U.S. Bartlett also draws important connections between personal wealth and politics running in both directions.  Wealth is one driver of political ideology, and political conservatives and liberals tend to have strong and distinct worldviews about the source of income inequality, the severity of the problem, and the best policy response.

Accordingly, teachers may want to use this article as a resource when teaching lessons such as Political Beliefs and the Federal Budget (Lesson 2.4) and/or Taxation and the National Debt (Lesson 1.4).

After students have finished reading the Bartlett article, teachers may want to ask any or all of the following questions to spur discussion:

Discussion Questions:

1. In this article Bruce Bartlett suggests that there is a difference in the political power in America is dependent on how wealthy or poor you may be. What is your initial reaction to this statement? Do you think this statement is true or false? What would you need to know in order to confirm or deny your “working hypothesis” or first reaction?
2. According to Bartlett one of the concerns many conservative voters have is that the amount of people who do not pay federal income taxes is close to the majority in the United States (47%).  What information would you need to collect in order to determine whether or not this statement is true, and if it is true how such a phenomena has occurred? Furthermore, take into consideration the contributions outside of federal income taxes (state, local, and charity contributions of both time and resources) once you have thought about these factors discuss the ways in which different variables of may determine who is a “maker” and who is a “taker” in the U.S. and at what level. As a point of conclusion determine whether these labels (maker and taker) are fair ways to talk about people’s contribution to their society.
3. This article talks about some common beliefs that wealthy people are said to have. What are they? Did any of these generalizations about opinions surprise you?  Which ones, and why? Do you think it is fair to generalize people’s sentiment based on their economic status?

Graphic by Mashable

In order to visualize and understand certain large numbers, many mathematicians and economists like to put quantities in terms or units of measurement that people can grasp. This is done to make large quantities more meaningful and, often, to give greater impact.. In this way, abstract ideas become clearer. For instance, if we say that an epidemic has affected 75,000,000 Americans than we may know it is a serious issue, but if we say that the epidemic affects 1 in 4 Americans, the threat may appear closer to home, more imminent. We can picture four people. We have a circle of friends or family much larger than four, whereas the Superdome in New Orleans holds only 72,000 people – less than 1/1000 of 75,000,000.

A recent article by Emily Roller of Slate makes this numeracy point in an article about Apple Inc.’s holdings. The technology giant is planning to divest some of its 145 billion- dollar net worth across its shareholders, and so Roller takes this opportunity to find ways of pressing just how much money that really is. In doing so, she makes 145 billion seem innumerably large. On hundred and forty-five billion dollars is apparently enough to buy everyone in the world 45 apples. Less mind-boggling, with 145 billion dollars, Apple could buy only 290 Double Decker private jets.

Such number crunching begs the question of how and when to use such “translations” of numbers, as well as how to interpret the large sets of data we encounter on a daily basis. AAs this article deals directly with numeracy, teachers may wish to include a reading of this article as part of the UFR numeracy lesson on scale entitled Size Matters. Size Matters is found in the supplementary section of the website. Teachers may also wish to include the reading with the math lesson on Media, Numeracy, and the National Debt (Lesson 5.4), and make questions regarding the objective and result of “translating” numbers part of the lesson.

In order to foster conversation about this article, the following questions have been developed.

Discussion Questions:

1. Keeping in mind that each of the following representations of Apple’s worth are actually equal in size, decide which of the following representations seems the largest and which seems the smallest: 1. 38.8 billion gallons of regular unleaded gasoline? 2. 45 apples for every person on Earth? 3. $2.3 million for each of the 62,619 estimated homeless veterans living in the United States? Why might one quantity seem larger than another? Which quantity is most helpful in conceiving of Apple’s wealth? Why?
2. If the average cost per pound of Navel Oranges is $0.988 and there are 300 million people in the United States, how many pounds of oranges per American could Apple buy?
3. Do the differing representations affect your understanding of Apple’s wealth?  Does the use of equivalences like the amount of money that could be donated to homeless veterans have an intended effect on you? Create a representation of Apple’s wealth that reflects a different point of view.  If neither of these representations are a guide to what Apple can or should do with their money, do they have any value? What more would you need to know to understand Apples’ choices. ? The distribution of wealth represented by the plight of the homeless veterans seems disproportionate. What more would you want to know in order to determine what should be done about that?

To finish up April (tax collection month) we at the UFR have compiled the following political cartoons about taxes!

“Bush Tax Cuts” by Mike Peters

1. What is communicated by this cartoon by Mike Peters? How do you think the cartoonist feels about tax cuts? How do you know?

2. What more about tax cuts would you need to know in order to agree or disagree with this cartoon?

 
“Taxes” by Brian Fairrington

1. What is communicated by this cartoon by Brian Fairrington? How do you know?

2. Do you think that this is a popular feeling about taxes? Why or why not?

“Taxes” by Ed Gamble

1. What is communicated by this cartoon? How do you know? What would you need to know in order to agree or disagree with the cartoon?

GENERAL DISCUSSION QUESTIONS:

1. Put these cartoons in order from most liberal to most conservative. Identify which cartoon Republicans would most agree with and those that Democrats would most agree with.

2. Are there any politically neutral cartoons in this group? Which one? How do you know? What about the cartoon makes it equally acceptable or unacceptable to either Republicans or Democrats?