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.
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.
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.
Brainstorm with the class to begin building information. Put responses on board or newsprint.
Discuss with the class:
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.
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.
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:
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:
6. Ask students to read the explanation about flat taxes.
7. Ask students:
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:
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%.
12. Ask students to read the explanation about progressive taxes.
13. Ask students:
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:
Earnings |
Percentage necessary to pay |
up to $7,825 |
10% |
from $7,825 to 31,850 |
15% |
from $31,850 to 64,250 |
25% |
from $64,250 to 97,925 |
28% |
from $97,925 to 174,880 |
33% |
from $174,880 and above |
35% |
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:
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.
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:
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:
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.
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:
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.
Beginning ESOL/Literacy students:
Intermediate/higher ESOL, ASE/high ABE/GED students: