Methods of Taxation, Tax Breaks, and Their Effects on Services

Goal

Define tax systems, including progressive taxation, regressive taxation, and flat taxation. Define tax breaks, including the Massachusetts income tax cut and corporate tax breaks. State opinion whether these tax systems and tax breaks are fair or unfair, and list at least one reason why.

Objectives

• Given graphics of tax systems, students will identify the main ideas.
• Students will choose one tax system or break and state whether or not they think it is fair.

Preparation and materials

• Board and markers
• Newsprint and markers
• Several rolls of tape
• Activity 1: Copies of Types of Tax Systems worksheet for each student.
• Activity 1: Copies of Types of Tax Systems bars for graphs for each student. Cut out the bars, paperclipping the bars for each type of tax system together with the name of the tax system, e.g., all bars for regressive tax together with the label: Bars for Regressive Tax.
• Activity 1: Copy of Types of Tax Systems matching activity, or on overhead.
  
• Activity 2: Copies of Types of Tax Systems matching activity, definitions and graphs cut apart, one set for each student.
  
• Activity 3: Copy of Tax Breaks on overhead projector, or copies for each student.
  
• Activity 3: Copy of Where Did the Money Go? on overhead projector, or copies for each student.
  
• Activity 3: Copy of Who pays state and local taxes? on overhead projector, or copies for each student]
• Activity 3: Copy of Tax Breaks examples
• Activity 3: Copy of Tax Breaks worksheet

  Note: Examples of taxes and tax breaks were current at the time this curriculum was written. You may want to contact United for a Fair Economy (see Resources section) for updated information.

Introduction

Review: Quickly go over main points of Lesson 2 and make sure that the class understands what taxes are, types of taxes, and what they are used for.

Tell students: Do you know that there are different ways to tax people? People disagree about which ways are fair and which ways are not fair. We think it is important to know about these ways because then you can understand why sometimes the Massachusetts's government does not have money for services you think are important. Then you can tell your legislators what you think about this.

Warm-up

Brainstorm with the class to begin building information. Put responses on board or newsprint.

Discuss with the class:

• What does tax break mean?
• Do some people get more tax breaks than other people in your country? In the US? Who? Do you think this is fair or not? Why?
• Does the government in your native country help companies or corporations by giving them special taxes? or "tax breaks" Does the U.S. government do this? Why do you think the government does this? Answers to this last question could include: to help create jobs, to help the economy.
• Do you think it's a good idea to give corporations special tax benefits? Why or Why not?
• Some people think this special treatment with taxes helps corporations and their owners become richer. What do you think?

Write students responses on the board under the headings: Corporate Tax Breaks are good for the people (country) and Corporate Tax Breaks are bad for the people (country).

Tell students: In this lesson you will describe ways to tax people, and explain your opinion about one way to tax people.

Activity 1

1. Tell students: We will talk about three ways to tax people: regressive tax, progressive tax, and flat tax. Each way is different from the other ways. Each way to tax has a different result for different people.

Regressive Tax:

1. Give students the Types of Tax Systems worksheet. (You can use the math concept of 'percent of income', or the more general concept of 'part of income'.) Ask students to read the explanation about regressive taxes. Tell them that first they will read the explanations, and then fill in the graphs, working in small groups.

2. Write three examples of monthly income on the board in three different columns: $1200, $2000, and $4000 Under each income give example of yearly gas tax paid.

3. Ask students:

• Who pays more of their money for taxes? Who pays less?
• Do you know of an example of another regressive tax? If another example is offered, have student(s) put the equation on the board. If no example is given tell students that everyone pays the same amount of tax on things they buy, like gas. This means poor people have to pay a bigger part (percent) of their income for gas tax than rich people do, because they have less total income than rich people do.

4. Go over the parts of the graph. Give students the cut apart Types of Tax System bars for graphs sets. Ask them to place the bars for "Regressive Tax" on the graph where they think they belong. Show the graph of regressive taxes from the Types of Tax Systems matching activity sheet. Have students check their answers, and tape the bars in the correct places.

5. Discuss with the class:

• Who has more of his/her money left? Who pays a higher percentage (a bigger part) of his/her income?
• Who do you think has a harder time saving money? Why?
• Do you think this way of taxing is fair or not? Why?

Flat Tax:

6. Ask students to read the explanation about flat taxes.

7. Ask students:

• Who pays more of their money for taxes? Who pays less?
• Do you know of an example of a flat tax?

8. Tell students: With flat tax, everyone pays the same percent of their income for tax.

9. Ask students to place the bars for 'Flat Tax' on the graph where they think they belong. Show the graph of flat taxes from the Types of Tax Systems matching activity sheet. Have students check their answers, and tape the bars in the correct places.

10. Write the following scenario on the board. Draw stick figures representing Frankel's and Susanna's families, with their incomes written underneath. Discuss with the class:

• Frankel makes $1000 every month. Susanna makes $3000 every month. Frankel and Susanna pay the same percentage (the same part of their income) for Massachusetts income tax. They have the same number of people in their families to support. How much do you think each one pays for rent, food, clothing, and other things?
• How much do you think Frankel has left over after paying for everything?
• How much do you think Susanna has left over after paying for everything?
• Do you think this way of taxing is fair or not? Why?

11. If they have difficulty, tell them: With flat tax, poor people have to spend a larger part of their money for rent, food, clothing, and other things than rich people do. Some people think because rich people have more money they should pay more of their incomes, others think that many people work hard for their money and it's not fair to tax them more because of it. What do you think? If you or someone in your family became successful at a family business or at your job and became rich, do you think you should pay more taxes than someone else who makes much less money? Why?

Note: For 2002, the Massachusetts income tax rate is 5.3%.

Progressive Tax:

12. Ask students to read the explanation about progressive taxes.

13. Ask students:

• Who pays more of their money for taxes? Who pays less?
• Do you know of an example of a progressive tax?

Tell students: With progressive tax, people who have more money pay a bigger part of their money (a bigger percent of their income) for tax. This means that poor people pay a smaller part of their income for taxes than rich people do.One example of a progressive tax is the federal income tax.

Write the following on the board:
For a single person, here are the taxes people have to pay:

Add that for the top 1% earners, the percentage they have had to pay has decreased since 1948, from 80% to 31% in 2003.]

14. Ask students to place the bars for 'Progressive Tax' on the graph where they think they belong. Show the graph of progressive taxes from the Types of Tax Systems matching activity sheet. Have students check their answers, and tape the bars in the correct places.

15. Discuss with the class:

• Who has more of his/her money left? Who pays a higher percentage (a bigger part) of his/her income?
• Who do you think has a harder time saving money? Why?
• Do you think this way of taxing is fair or not? Why?

Activity 2

Give students the sets of Types of Tax Systems matching activity that you cut apart. Have students match the definitions to the correct graphs. You can use this activity as an assessment tool by having them work individually. Otherwise, they can work in pairs or in small groups.

Activity 3

1. Tell students: There are laws that say some people can pay less tax on some things. These are called tax breaks. A tax break is a way for some people not to pay some kinds of taxes that they would otherwise owe.

2. Show Tax Breaks on board or on overhead.

3. Show Some Big Budget Busters Over the Last 10 Years. Tell students you will talk about two of these, which are tax breaks. Show Tax Breaks examples.

4. Tell students: One tax break is that the Massachusetts income tax was cut. (Review the definition of income tax from Lesson 2.) This tax was reduced. (Review the definition of flat tax in this lesson.)

5. Discuss with the class:

• Who do you think is paying less of their money in taxes because of the Massachusetts income tax cut? Rich people, middle income people, or poor people?

After they answer, tell them: Most people pay less of their income for Massachusetts income tax now. But, remember that the Massachusetts income tax is a flat tax. Remember that the problem with this kind of tax is that poor people have to spend a larger part of their money for rent, food, clothing, and other things than rich people do. Rich people have more money, so they are able to have more extra money than poor people do.

6. Tell students: Another kind of tax break is that often corporations get tax breaks. For example, the company Fidelity is located in many states. They make money (called profits) in each state. Each state asks corporations for a different amount of tax. Corporations in Massachusetts asked to pay much less for taxes, and the government agreed to do it.The reason for this was to encourage businesses to stay in state and people to start new businesses. This could improve the state economy and provide more jobs at those businesses. It also means that working families now have to pay more taxes because corporations are paying less. This means taxes have to come from other places; not just families: single people, fees, increased taxes on items like cigarettes. It also can mean that not as many services are available to people.

7. Review the information on services and taxes from Lesson 2.

8. Discuss with the class:

• What do you think these tax breaks do to the services Massachusetts has?

9. After they answer, tell them: These tax breaks mean that the Massachusetts government will not get a lot of money that it got before. Some people think this is one reason why the Massachusetts government doesn't have enough money for our classes and for other services. Do you agree or disagree? Why?

10. Give students copies of the Tax Breaks worksheet. You can use this activity as an assessment tool by having them work individually. Otherwise, they can work in pairs or in small groups. Have students check their answers as a group. Have those who answered correctly explain their answers.

Activity 4

1. Tell students: We talked about ways to tax people and tax breaks. (Briefly ask students to name them and their definitions, and list them on the board.)

2. Discuss with the class:

• Are any of them fair (just)? If yes, why? If no, how do you want to change them to make them more fair (just)?
• Does everyone have the same idea of what is fair (just) way to tax people?
• How can we decide the way to make taxes as fair (just) as possible?

3. Tell students: Please choose one tax break or way to tax people. Do think it is fair (just)? Why or why not? First, talk with other students in a small group. Begin by saying:

I think _____________________________ is fair because...
(write one tax system or tax break)

or:

I think _____________________________is not fair because...
(write one tax system or tax break)

Optional: Have students write their opinions on ways to tax people.

Enrichment/Extension Activities

Beginning ESOL/Literacy students:

• Teach different denominations of US currency.
• Use pay slips to locate amount of tax, and show that amount using US currency.
• Find tax amounts on students' W2 forms or paychecks.

Intermediate/higher ESOL, ASE/high ABE/GED students:

• Students figure out the percentages of their income they pay in taxes this year. Figure out the percentage of income someone who makes $100,000 a year pays in taxes, and for someone who makes $12,000 a year, and compare the results.
• Students create graphs (using computer software such as Excel) to depict different scenarios involving the loopholes and the various ways to tax people.
• Students research current information on taxes where students grew up, or in another state or country.
• Students contact United for a Fair Economy or the Massachusetts Budget and Policy Center to find out current initiatives related to tax laws. http://www.faireconomy.org/ ]
• Have students research which political parties tend to advocate for which forms of taxation. Which form of taxation is in effect now? Is there some connection with the political party in power?
• Consider linking Lesson 6, Activity 1 with extension options 1-4.
  

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Table of Contents | Introduction | Unit 1 | Unit 2 | Unit 3 | Resources