Per capita GDP trends over past 70 years

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Language: en

00:00:00.180 --> 00:00:02.140
- [Instructor] This is a chart
from "The New York Times,"

00:00:02.140 --> 00:00:06.070
that shows us how per
capita GDP has trended

00:00:06.070 --> 00:00:10.100
on an inflation adjusted basis since 1947.

00:00:10.100 --> 00:00:11.220
So you can really think about this

00:00:11.220 --> 00:00:12.830
as the post World War II era.

00:00:12.830 --> 00:00:15.730
World War II of course ended in 1945.

00:00:15.730 --> 00:00:17.390
It's always good to read the fine print

00:00:17.390 --> 00:00:19.400
to make sure we understand
what this is telling us

00:00:19.400 --> 00:00:20.780
and what it's not telling us.

00:00:20.780 --> 00:00:23.450
As I mentioned, it is
adjusted for inflation.

00:00:23.450 --> 00:00:26.070
It also says that the incomes given here

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are post tax and include
government benefits.

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So if someone's getting
a government benefit

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of a certain value per year,

00:00:32.860 --> 00:00:35.780
that would be included
in their income here.

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And, if someone is say, making $100,000,

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but paying $35,000 in taxes,

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then the income is post tax.

00:00:43.230 --> 00:00:45.540
It'd be the $100,000 minus the $35,000,

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or $65,000.

00:00:47.210 --> 00:00:49.650
And there's several
interesting things here.

00:00:49.650 --> 00:00:53.010
This is showing us growth since 1947.

00:00:53.010 --> 00:00:55.390
So it's not that folks in 1947,

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that we had a zero per capita GDP,

00:00:58.050 --> 00:00:59.980
or that there was zero income.

00:00:59.980 --> 00:01:01.990
It's just obviously in 1947

00:01:01.990 --> 00:01:04.850
you haven't had any growth since 1947.

00:01:04.850 --> 00:01:06.730
And then as you move forward in time,

00:01:06.730 --> 00:01:09.150
over roughly the next 30 years,

00:01:09.150 --> 00:01:10.780
you get to about 1980,

00:01:10.780 --> 00:01:13.730
it looks like you've
had about 100% growth.

00:01:13.730 --> 00:01:16.810
Now whenever I think in
terms of percentage growth,

00:01:16.810 --> 00:01:19.070
100% growth, 200% growth,

00:01:19.070 --> 00:01:21.280
I always like to do a little
bit of a reality check

00:01:21.280 --> 00:01:23.890
of how would that compare
to where I started?

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I like to view the 0% growth as 100%

00:01:27.780 --> 00:01:29.040
of 1947.

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I'll make another axis here on the right

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to supplement what's already there.

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So this would be 100% of 1947.

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Then, if I grow 100% from that,

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that's the same thing as doubling.

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So 200% of 1947.

00:01:45.810 --> 00:01:46.860
This right over here,

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if I grow by 200%, that means I am at

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300% of 1947.

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And then if I've grown by 300%,

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that means I am at

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400% of 1947.

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So one way to think about it is

00:02:05.020 --> 00:02:06.790
over the course of the 30 years,

00:02:06.790 --> 00:02:09.920
or 33 years from 1947 to 1980,

00:02:09.920 --> 00:02:14.370
it looks like inflation
adjusted per capita GDP

00:02:14.370 --> 00:02:16.730
has essentially doubled.

00:02:16.730 --> 00:02:19.190
It has grown by 100%.

00:02:19.190 --> 00:02:21.450
And it also looks like in this yellow line

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where they're telling
us the average income

00:02:23.790 --> 00:02:25.695
for the bottom 90%.

00:02:25.695 --> 00:02:26.600
So bottom 90%.

00:02:26.600 --> 00:02:28.960
That's essentially
everyone but the top 10%.

00:02:28.960 --> 00:02:32.600
It looks like it's roughly
tracked per capita GDP.

00:02:32.600 --> 00:02:33.810
In fact it looks like it might have been

00:02:33.810 --> 00:02:36.920
a little bit ahead of that
over some of those years.

00:02:36.920 --> 00:02:39.470
So if you go from 1947 to 1980,

00:02:39.470 --> 00:02:41.870
per capita GDP has roughly doubled.

00:02:41.870 --> 00:02:45.700
And, average incomes for that bottom 90%

00:02:45.700 --> 00:02:47.700
has roughly doubled.

00:02:47.700 --> 00:02:49.930
Now something interesting,
or at least this graph

00:02:49.930 --> 00:02:52.250
is highlighting something
that might be interesting,

00:02:52.250 --> 00:02:53.840
over the next 40 year period,

00:02:53.840 --> 00:02:56.430
from 1980 to roughly today,

00:02:56.430 --> 00:02:59.290
which is per capita GDP has continued

00:02:59.290 --> 00:03:03.250
to trend upward at a
seemingly similar rate.

00:03:03.250 --> 00:03:07.340
But, the income, the average
income for the bottom 90%

00:03:07.340 --> 00:03:10.120
does not seem to keep pace with that.

00:03:10.120 --> 00:03:12.340
In other videos we looked at 1980 to now

00:03:12.340 --> 00:03:13.800
and we saw this trend.

00:03:13.800 --> 00:03:17.670
But we didn't have the
historical data from 1947 to 1980

00:03:17.670 --> 00:03:19.500
to see that you don't always see this.

00:03:19.500 --> 00:03:20.670
And in order for that to happen,

00:03:20.670 --> 00:03:23.560
that means that the top
10% must be growing faster.

00:03:23.560 --> 00:03:25.150
I'm just making up some curve like that.

00:03:25.150 --> 00:03:27.700
It must be going at a faster rate.

00:03:27.700 --> 00:03:30.400
And even this might be
surprising some of you.

00:03:30.400 --> 00:03:31.880
You might say, all right,

00:03:31.880 --> 00:03:34.170
the bottom 90% is not growing as fast

00:03:34.170 --> 00:03:36.430
as the average across the country,

00:03:36.430 --> 00:03:38.240
but by this measure it looks

00:03:38.240 --> 00:03:41.090
like on an inflation
adjusted after tax basis,

00:03:41.090 --> 00:03:46.010
the bottom 90% is at 300%
of 1947 now, give or take,

00:03:46.010 --> 00:03:50.060
and it was at 200% of 1947
in 1980, give or take.

00:03:50.060 --> 00:03:51.380
Which means that the standard of living

00:03:51.380 --> 00:03:54.530
since 1980 should have
improved by about 50%

00:03:54.530 --> 00:03:56.680
for this bottom 90% group.

00:03:56.680 --> 00:03:58.690
And I know for a lot of
y'all who have been around

00:03:58.690 --> 00:04:01.130
since 1980 or who know about 1980,

00:04:01.130 --> 00:04:02.810
says well maybe that's the case.

00:04:02.810 --> 00:04:05.430
Most of us definitely have
better computing power now,

00:04:05.430 --> 00:04:08.760
we have nicer large screen flat TVs.

00:04:08.760 --> 00:04:11.380
We have cheaper manufactured goods.

00:04:11.380 --> 00:04:13.950
But other things feel
harder for a lot of folks

00:04:13.950 --> 00:04:14.980
than 1980.

00:04:14.980 --> 00:04:16.310
Things like buying a house.

00:04:16.310 --> 00:04:17.430
Or healthcare.

00:04:17.430 --> 00:04:19.000
Or college tuition.

00:04:19.000 --> 00:04:21.350
And that goes to something
that we will probably

00:04:21.350 --> 00:04:23.130
dig into more in other videos.

00:04:23.130 --> 00:04:25.440
And that's how inflation is measured.

00:04:25.440 --> 00:04:26.690
I'm not gonna go into detail.

00:04:26.690 --> 00:04:28.590
Other parts of Khan Academy we talk about

00:04:28.590 --> 00:04:30.110
how inflation is measured and

00:04:30.110 --> 00:04:31.800
the Consumer Price Index.

00:04:31.800 --> 00:04:33.470
But whenever you look at any statistics,

00:04:33.470 --> 00:04:34.840
it's always important to think about

00:04:34.840 --> 00:04:36.010
how are they calculated?

00:04:36.010 --> 00:04:38.010
What are the underlying assumptions?

00:04:38.010 --> 00:04:40.420
Because inflation is trying to capture

00:04:40.420 --> 00:04:43.080
how much can you buy with
a certain amount of money?

00:04:43.080 --> 00:04:44.990
But that calculation is dependent on

00:04:44.990 --> 00:04:46.600
what you think people are buying.

00:04:46.600 --> 00:04:48.820
Or how you measure the cost of it.

00:04:48.820 --> 00:04:50.900
So we'll talk about that in future videos.

00:04:50.900 --> 00:04:52.690
But the big takeaway here is

00:04:52.690 --> 00:04:55.350
is that the historic trend
is that the bottom 90%

00:04:55.350 --> 00:04:58.280
has roughly grown with per capita GDP.

00:04:58.280 --> 00:05:00.950
But it seems like there's
something about the last 40 years,

00:05:00.950 --> 00:05:03.550
whether it's tax policy, monetary policy,

00:05:03.550 --> 00:05:05.970
demographic changes, technology,

00:05:05.970 --> 00:05:07.880
globalization, education,

00:05:07.880 --> 00:05:09.500
and maybe all of the above,

00:05:09.500 --> 00:05:11.823
that has led to a change in the trend.


Quick guide to the 2020 AP US History exam

WEBVTT
Kind: captions
Language: en

00:00:00.140 --> 00:00:01.580
- [Kim] Hey historians.

00:00:01.580 --> 00:00:04.790
Kim from Khan Academy
here with a quick guide to

00:00:04.790 --> 00:00:08.890
the 2020 AP U.S. History exam.

00:00:08.890 --> 00:00:12.410
I'm gonna go over the details
about the new exam format

00:00:12.410 --> 00:00:15.610
and how the scoring system has changed.

00:00:15.610 --> 00:00:17.230
Okay, here's what you need to know.

00:00:17.230 --> 00:00:22.020
First, the exam is taking place
on Friday, May 15th, 2020.

00:00:22.910 --> 00:00:25.230
The time depends on where you live.

00:00:25.230 --> 00:00:29.360
So, you'll get all the information
you need on when and how

00:00:29.360 --> 00:00:31.640
to sign in from the College Board

00:00:31.640 --> 00:00:33.780
if you've registered for the exam.

00:00:33.780 --> 00:00:38.060
The overall scoring system
for the exam hasn't changed.

00:00:38.060 --> 00:00:41.510
You'll still receive a
score between one and five,

00:00:41.510 --> 00:00:43.910
and it's still up to colleges to decide

00:00:43.910 --> 00:00:47.100
how many credits they'll
award you based on that score.

00:00:47.100 --> 00:00:48.960
The College Board says they're confident

00:00:48.960 --> 00:00:53.380
that most colleges will
accept this year's AP scores

00:00:53.380 --> 00:00:55.840
just as they would for any other year.

00:00:55.840 --> 00:00:58.470
You'll have 45 minutes to take the exam

00:00:58.470 --> 00:01:02.690
plus five minutes for uploading
at the end of that period.

00:01:02.690 --> 00:01:06.060
You can type the exam if you've
got access to a computer,

00:01:06.060 --> 00:01:08.260
or you can write it out longhand on paper

00:01:08.260 --> 00:01:10.370
and take pictures of your essay

00:01:10.370 --> 00:01:12.820
if you wanna upload it
through your smartphone.

00:01:12.820 --> 00:01:15.670
If you need help accessing
technology so you can take

00:01:15.670 --> 00:01:17.310
and submit the exam,

00:01:17.310 --> 00:01:19.970
reach out to the College
Board as soon as you can.

00:01:19.970 --> 00:01:23.010
I'll put a link to the
forum in the description.

00:01:23.010 --> 00:01:25.840
So now let's talk about
the format of the exam.

00:01:25.840 --> 00:01:26.990
It's a little different.

00:01:26.990 --> 00:01:28.810
The whole exam is just going to be

00:01:28.810 --> 00:01:32.030
one document-based question, DBQ.

00:01:32.030 --> 00:01:33.920
So there won't be any multiple choice

00:01:33.920 --> 00:01:37.530
or short answer questions or a long essay.

00:01:37.530 --> 00:01:38.690
The good news is that

00:01:38.690 --> 00:01:41.160
this year there will be fewer documents

00:01:41.160 --> 00:01:43.240
than your standard DBQ.

00:01:43.240 --> 00:01:45.660
Five documents instead of seven.

00:01:45.660 --> 00:01:47.450
And one of those will be something

00:01:47.450 --> 00:01:49.610
other than a text-based source.

00:01:49.610 --> 00:01:52.600
So, a political cartoon, a photograph,

00:01:52.600 --> 00:01:54.360
map, something like that.

00:01:54.360 --> 00:01:59.360
And, the exam will also cover
fewer periods of U.S. history.

00:02:00.130 --> 00:02:02.350
Just Periods 3 through 7.

00:02:02.350 --> 00:02:04.820
So that goes from 1754,

00:02:04.820 --> 00:02:06.970
or the start of the Seven Years' War,

00:02:06.970 --> 00:02:10.630
through 1945, the end of World War II.

00:02:10.630 --> 00:02:12.780
The exam is going to be open book.

00:02:12.780 --> 00:02:16.350
So you can have any books
or notes you want with you.

00:02:16.350 --> 00:02:18.900
But you can't copy and paste from sources

00:02:18.900 --> 00:02:20.920
or collaborate with other students.

00:02:20.920 --> 00:02:24.390
So, don't text your friends
the minute you get the prompt.

00:02:24.390 --> 00:02:26.240
The College Board has said
they're gonna crack down

00:02:26.240 --> 00:02:27.730
very hard on cheating,

00:02:27.730 --> 00:02:29.760
and they'll use plagiarism software

00:02:29.760 --> 00:02:32.130
to detect similar essays.

00:02:32.130 --> 00:02:36.290
All right, now let's talk about
how this DBQ will be scored.

00:02:36.290 --> 00:02:39.060
It's a little different
from previous DBQs,

00:02:39.060 --> 00:02:43.120
since there are fewer documents
and less time overall.

00:02:43.120 --> 00:02:47.500
You'll be able to earn up to
10 points instead of seven.

00:02:47.500 --> 00:02:50.410
So let's go through the points
you can earn one by one.

00:02:50.410 --> 00:02:55.290
First, there are the thesis
and contextualization points.

00:02:55.290 --> 00:02:58.100
These are the same as they
have been in past exams.

00:02:58.100 --> 00:03:00.450
You get one point for including

00:03:00.450 --> 00:03:02.670
a historically defensible claim

00:03:02.670 --> 00:03:05.160
that gives a line of reasoning in either

00:03:05.160 --> 00:03:07.610
the introduction or the conclusion.

00:03:07.610 --> 00:03:09.630
This means you've gotta
answer the question prompt

00:03:09.630 --> 00:03:11.710
with an argument that's factual,

00:03:11.710 --> 00:03:14.740
and you need to say why
you think it's true.

00:03:14.740 --> 00:03:17.790
Contextualization gives a broader sense of

00:03:17.790 --> 00:03:19.990
what was happening in the time period

00:03:19.990 --> 00:03:22.590
in a way that's relevant to your thesis.

00:03:22.590 --> 00:03:24.380
So, if the question is about

00:03:24.380 --> 00:03:26.930
industrialization in the Gilded Age,

00:03:26.930 --> 00:03:29.150
you wanna explain the context of

00:03:29.150 --> 00:03:32.930
the expansion of factory
work and urbanization,

00:03:32.930 --> 00:03:35.370
not something about the impact of

00:03:35.370 --> 00:03:38.540
the Dawes Act on indigenous
people in the West.

00:03:38.540 --> 00:03:41.440
Just because something's
happening at the same time

00:03:41.440 --> 00:03:44.230
doesn't mean that it's
relevant context for

00:03:44.230 --> 00:03:45.867
the argument you're making.

00:03:45.867 --> 00:03:48.910
Okay, now let's talk
about the evidence points.

00:03:48.910 --> 00:03:50.330
This is the area where there are

00:03:50.330 --> 00:03:54.500
the most differences from
the usual DBQ scoring.

00:03:54.500 --> 00:03:56.460
Here's how you can earn the points.

00:03:56.460 --> 00:03:58.460
You get one point for describing

00:03:58.460 --> 00:04:02.230
the content of two of the
five documents accurately.

00:04:02.230 --> 00:04:04.510
That means not just quoting from them,

00:04:04.510 --> 00:04:06.210
but showing your understanding of

00:04:06.210 --> 00:04:08.410
what's happening in the document.

00:04:08.410 --> 00:04:11.700
And you can earn another point
for using those two documents

00:04:11.700 --> 00:04:13.140
to support your argument,

00:04:13.140 --> 00:04:16.110
tying them back directly to your thesis.

00:04:16.110 --> 00:04:19.760
And you can earn another point
by going above and beyond

00:04:19.760 --> 00:04:22.070
by accurately describing four documents

00:04:22.070 --> 00:04:24.760
and using those to
support your argument too.

00:04:24.760 --> 00:04:27.880
Then there's evidence
beyond the documents.

00:04:27.880 --> 00:04:31.600
You can earn up to two more
points by bringing in one

00:04:31.600 --> 00:04:35.450
or two more pieces of evidence
to support your thesis,

00:04:35.450 --> 00:04:38.410
drawing on your own
knowledge of the material.

00:04:38.410 --> 00:04:41.860
Now, it's not just mentioning
some other piece of evidence,

00:04:41.860 --> 00:04:44.340
you have to show that you
know what you're talking about

00:04:44.340 --> 00:04:45.520
when you use it.

00:04:45.520 --> 00:04:48.557
So you can't just say,
"Another example of reform was

00:04:48.557 --> 00:04:50.180
"the Temperance Movement."

00:04:50.180 --> 00:04:51.487
You need to say something like,

00:04:51.487 --> 00:04:54.787
"The Temperance Movement
was another reform movement

00:04:54.787 --> 00:04:58.327
"that encouraged Americans
to make a voluntary change

00:04:58.327 --> 00:05:01.550
"for the better by
abstaining from alcohol."

00:05:01.550 --> 00:05:04.030
The analysis and reasoning points

00:05:04.030 --> 00:05:06.620
are also slightly different this year.

00:05:06.620 --> 00:05:10.330
So, instead of requiring you
to provide a source analysis

00:05:10.330 --> 00:05:13.550
for three of the seven documents,

00:05:13.550 --> 00:05:16.610
the College Board is being
considerably more lenient,

00:05:16.610 --> 00:05:19.110
and awarding one point for explaining

00:05:19.110 --> 00:05:23.400
the relevance of the point
of view, purpose, situation

00:05:23.400 --> 00:05:27.400
or audience of one of
the provided documents.

00:05:27.400 --> 00:05:31.500
And another point for doing
so for a second document.

00:05:31.500 --> 00:05:34.230
Remember that your source
analysis needs to go deeper

00:05:34.230 --> 00:05:36.600
than just a surface mention.

00:05:36.600 --> 00:05:37.567
Don't just say,

00:05:37.567 --> 00:05:40.017
"The Emancipation
Proclamation was written in

00:05:40.017 --> 00:05:41.940
"the context of the Civil War."

00:05:41.940 --> 00:05:43.637
But something like,

00:05:43.637 --> 00:05:47.327
"Lincoln issued the
Emancipation Proclamation after

00:05:47.327 --> 00:05:50.017
"the U.S. Army won the Battle of Antietam,

00:05:50.017 --> 00:05:52.647
"hoping that the victory
and the new commitment

00:05:52.647 --> 00:05:55.527
"to ending slavery would
prevent European powers

00:05:55.527 --> 00:05:57.970
"from allying with the Confederacy."

00:05:57.970 --> 00:06:00.080
So make sure that you explain

00:06:00.080 --> 00:06:03.740
why the extra information
you provide about the source

00:06:03.740 --> 00:06:05.980
connects back up to your thesis.

00:06:05.980 --> 00:06:08.960
The last point is for demonstrating

00:06:08.960 --> 00:06:11.870
a complex understanding of the topic.

00:06:11.870 --> 00:06:14.510
This is the same as in the old rubric.

00:06:14.510 --> 00:06:18.640
So you get a point for
corroborating, qualifying

00:06:18.640 --> 00:06:21.090
or modifying your argument.

00:06:21.090 --> 00:06:24.140
In other words, you
show that you understand

00:06:24.140 --> 00:06:26.410
that history isn't neat and tidy.

00:06:26.410 --> 00:06:30.080
There are exceptions, ways
that historical actors

00:06:30.080 --> 00:06:33.230
or movements fell short
of their goals or ideals,

00:06:33.230 --> 00:06:35.320
or other sides to consider

00:06:35.320 --> 00:06:37.800
when making a statement about the past.

00:06:37.800 --> 00:06:40.180
Now, I know all of this
has a lot to take in.

00:06:40.180 --> 00:06:42.760
I'm gonna provide a link
to the new rubric in

00:06:42.760 --> 00:06:45.330
the description so you can
check it out for yourself.

00:06:45.330 --> 00:06:49.290
But in essence, it's just
a shorter form of the DBQ.

00:06:49.290 --> 00:06:51.010
So don't sweat the details.

00:06:51.010 --> 00:06:51.953
You've got this.


Introduction to series analyzing income and wealth trends in the US

WEBVTT
Kind: captions
Language: en

00:00:00.900 --> 00:00:03.430
- Sal Khan here from Khan Academy.

00:00:03.430 --> 00:00:05.600
What you're seeing over
the next few videos

00:00:05.600 --> 00:00:08.810
are analyses of charts and data

00:00:08.810 --> 00:00:10.950
that are put together
by "The New York Times"

00:00:10.950 --> 00:00:15.370
around trends in wealth,
income, and income inequality.

00:00:15.370 --> 00:00:18.030
Our goal here is to
give you extra context,

00:00:18.030 --> 00:00:20.200
extra ways to analyze the data,

00:00:20.200 --> 00:00:22.700
maybe a lens that might not be obvious

00:00:22.700 --> 00:00:25.100
when you first look at
some of these graphs.

00:00:25.100 --> 00:00:26.800
Now all of us here at Khan Academy,

00:00:26.800 --> 00:00:29.310
our goal, we're a
not-for-profit with a mission

00:00:29.310 --> 00:00:31.190
of providing a free world-class education

00:00:31.190 --> 00:00:34.730
for anyone, anywhere, is
to provide the supports

00:00:34.730 --> 00:00:36.670
so that you can look at the data

00:00:36.670 --> 00:00:38.840
and come up with your own judgments.

00:00:38.840 --> 00:00:41.910
Our goal is not to project any opinion

00:00:41.910 --> 00:00:43.920
or any view onto you,

00:00:43.920 --> 00:00:46.020
but to give you the tools you need

00:00:46.020 --> 00:00:49.890
to form your own beliefs
or your own analyses.

00:00:49.890 --> 00:00:51.490
So take a look at these videos.

00:00:51.490 --> 00:00:54.310
Hopefully, they will surface insights

00:00:54.310 --> 00:00:56.440
on some of the data, some
of the visualizations

00:00:56.440 --> 00:00:58.630
that might not have
been obvious otherwise,

00:00:58.630 --> 00:01:02.000
and they inform all of us
on a very important debate

00:01:02.000 --> 00:01:04.200
in the world and
especially in this country

00:01:04.200 --> 00:01:06.487
around how have incomes trended,

00:01:06.487 --> 00:01:09.041
how has the distribution
changed over time,

00:01:09.041 --> 00:01:12.563
and where might we be
going and for what reasons.


Comparing income trends across countries

WEBVTT
Kind: captions
Language: en

00:00:00.220 --> 00:00:01.510
- [Instructor] The goal of this video

00:00:01.510 --> 00:00:05.131
is to understand how median
per capita income after taxes

00:00:05.131 --> 00:00:07.395
has trended in the United States

00:00:07.395 --> 00:00:12.340
in comparison to some other
countries over a 30-year period.

00:00:12.340 --> 00:00:16.451
And the 30-year period for this
chart is from 1980 to 2010.

00:00:16.451 --> 00:00:18.740
For example, in this first comparison,

00:00:18.740 --> 00:00:21.020
the United States is
compared against Canada,

00:00:21.020 --> 00:00:23.610
and you can see at the
beginning of this time period,

00:00:23.610 --> 00:00:25.976
the median per capita income after taxes

00:00:25.976 --> 00:00:29.206
in the United States was
higher than that of Canada,

00:00:29.206 --> 00:00:31.869
but then over the course
of this 30-year period,

00:00:31.869 --> 00:00:34.840
it looks like they've gotten
pretty close to each other.

00:00:34.840 --> 00:00:37.700
So you could say that the
rate of increase in Canada

00:00:37.700 --> 00:00:41.200
over that period has been
higher for this group,

00:00:41.200 --> 00:00:43.760
and so that's what got them to parity.

00:00:43.760 --> 00:00:46.520
In Norway, we're looking over
that same time period again,

00:00:46.520 --> 00:00:49.800
from 1980 to 2010, and we're seeing

00:00:49.800 --> 00:00:51.620
a similar story in Norway.

00:00:51.620 --> 00:00:53.322
There was actually a fairly large gap

00:00:53.322 --> 00:00:56.270
between the median per
capita incomes after taxes

00:00:56.270 --> 00:00:59.980
between the two countries in
1980, and that gap has closed.

00:00:59.980 --> 00:01:01.482
Now on one level, you might say,

00:01:01.482 --> 00:01:05.230
hey, the rate of increase
of median per capita income

00:01:05.230 --> 00:01:08.140
after taxes in Norway is greater,

00:01:08.140 --> 00:01:09.470
but on another level, you could say,

00:01:09.470 --> 00:01:10.999
well, even at the end point,

00:01:10.999 --> 00:01:14.448
someone making that median
per capita income after taxes

00:01:14.448 --> 00:01:16.820
in the United States
will still be better off

00:01:16.820 --> 00:01:20.900
even at the end of our
time period, at 2010.

00:01:20.900 --> 00:01:24.706
And we see that generally true
for all of these countries.

00:01:24.706 --> 00:01:28.932
They all have steeper curves,
so a higher rate of change,

00:01:28.932 --> 00:01:32.120
but the United States,
on an absolute level,

00:01:32.120 --> 00:01:35.540
has stayed higher, although
the gap has gotten smaller

00:01:35.540 --> 00:01:37.690
for most of these.

00:01:37.690 --> 00:01:39.280
So you could interpret it either way,

00:01:39.280 --> 00:01:41.970
but it's probably leading
to other questions.

00:01:41.970 --> 00:01:44.160
You might say, all right, this is just

00:01:44.160 --> 00:01:46.740
for those folks in that 50th percentile,

00:01:46.740 --> 00:01:50.016
the people in the middle,
the median per capita income.

00:01:50.016 --> 00:01:53.523
What about people at other
points in the distribution?

00:01:53.523 --> 00:01:56.430
What we just saw is for the median year,

00:01:56.430 --> 00:02:00.350
and you can see the U.S. curve
in this burgundy type color,

00:02:00.350 --> 00:02:03.560
and then, instead of showing
the median over and over again

00:02:03.560 --> 00:02:05.901
over that time period, it
just plots the other countries

00:02:05.901 --> 00:02:09.020
right over here, so you
can see trend in Canada.

00:02:09.020 --> 00:02:12.040
At the beginning of the period,
the median per capita income

00:02:12.040 --> 00:02:14.984
after taxes was lower than
that in the United States,

00:02:14.984 --> 00:02:16.562
and then it closes the gap.

00:02:16.562 --> 00:02:19.388
And then we can see the
other countries, Norway,

00:02:19.388 --> 00:02:24.388
Netherlands, Britain,
Sweden, so on and so forth.

00:02:24.720 --> 00:02:26.320
And this is useful, because you can see,

00:02:26.320 --> 00:02:28.580
even though the rate of
improvement is deeper

00:02:28.580 --> 00:02:31.101
for these other countries,
at least for the median,

00:02:31.101 --> 00:02:33.789
you're still better off
being in the United States.

00:02:33.789 --> 00:02:36.680
But the picture does change
a little bit depending on

00:02:36.680 --> 00:02:39.344
which countries you look at
and which extreme you look at.

00:02:39.344 --> 00:02:41.351
You can see that for
that fifth percentile,

00:02:41.351 --> 00:02:43.161
there are countries like Germany,

00:02:43.161 --> 00:02:45.470
where if you're in that fifth percentile,

00:02:45.470 --> 00:02:48.260
you were better off in 1980 and in 2010,

00:02:48.260 --> 00:02:49.580
relative to the United States,

00:02:49.580 --> 00:02:51.920
but the rate of improvement
is actually similar,

00:02:51.920 --> 00:02:53.450
and I'm speaking in very rough terms,

00:02:53.450 --> 00:02:55.100
to that of the United States.

00:02:55.100 --> 00:02:58.384
And then you have countries
like Ireland where,

00:02:58.384 --> 00:03:00.345
at the beginning of the period,

00:03:00.345 --> 00:03:01.960
you would've been worse off if you were

00:03:01.960 --> 00:03:03.910
in the fifth percentile being in Ireland,

00:03:03.910 --> 00:03:04.960
and at the end of the period,

00:03:04.960 --> 00:03:07.370
it looks like you were
slightly better off.

00:03:07.370 --> 00:03:10.850
And then, we can see that
trend for the 10th percentile,

00:03:10.850 --> 00:03:12.815
20th percentile, so on and so forth,

00:03:12.815 --> 00:03:16.074
and the benefit of being
in the United States

00:03:16.074 --> 00:03:18.285
over that time period, and the improvement

00:03:18.285 --> 00:03:22.290
in inflation-adjusted
after tax income over time,

00:03:22.290 --> 00:03:24.224
seems to be more dramatic
in the United States

00:03:24.224 --> 00:03:27.400
as you get to the higher percentiles.

00:03:27.400 --> 00:03:29.095
When you see this 95th percentile,

00:03:29.095 --> 00:03:31.480
the United States was already better off

00:03:31.480 --> 00:03:33.734
than everyone else in
1980, and the gap between

00:03:33.734 --> 00:03:36.863
those 95th percentiles has only increased.

00:03:36.863 --> 00:03:39.870
Now there's several takeaways
that you could have from this.

00:03:39.870 --> 00:03:41.233
One is that the rate of improvement

00:03:41.233 --> 00:03:43.664
in some of these other
countries is steeper,

00:03:43.664 --> 00:03:45.450
but on the other hand, for example,

00:03:45.450 --> 00:03:47.160
if we look at Ireland or Spain,

00:03:47.160 --> 00:03:49.590
the rate of improvement is steeper,

00:03:49.590 --> 00:03:51.896
especially for some of
the lower percentiles,

00:03:51.896 --> 00:03:56.250
but folks still have finished
up at an absolute lower level.

00:03:56.250 --> 00:03:57.958
So even in 2010, you'd be better off

00:03:57.958 --> 00:04:00.043
being in the United States.

00:04:00.043 --> 00:04:02.367
Another question that some
of you might be asking

00:04:02.367 --> 00:04:05.141
is why do you see this
phenomenon in the United States

00:04:05.141 --> 00:04:08.810
that the rate of growth
in inflation-adjusted

00:04:08.810 --> 00:04:11.779
after tax income over
time seems to be highest

00:04:11.779 --> 00:04:15.750
for the upper income folks
in the United States.

00:04:15.750 --> 00:04:18.130
It could be because of tax policy.

00:04:18.130 --> 00:04:21.196
The U.S. does have, relative
to many of these countries,

00:04:21.196 --> 00:04:25.310
a lower effective highest
marginal tax rate.

00:04:25.310 --> 00:04:27.077
So for the people in the highest incomes,

00:04:27.077 --> 00:04:30.130
they're paying a lower
percentage of their taxes

00:04:30.130 --> 00:04:31.330
than people in other countries,

00:04:31.330 --> 00:04:33.556
even though many of them might
be paying a higher percentage

00:04:33.556 --> 00:04:36.990
relative to some of the
other income brackets.

00:04:36.990 --> 00:04:39.480
You could also say that it
might not be a fair comparison.

00:04:39.480 --> 00:04:41.032
The United States has
a much larger economy

00:04:41.032 --> 00:04:43.500
than most of these countries.

00:04:43.500 --> 00:04:45.160
The only ones that come even close

00:04:45.160 --> 00:04:47.874
to the United States out
of these would be Germany,

00:04:47.874 --> 00:04:49.572
but their economies are still

00:04:49.572 --> 00:04:53.050
less than one-fourth the
size of the United States.

00:04:53.050 --> 00:04:55.140
Now there could be other dynamics at play

00:04:55.140 --> 00:04:56.594
that we talk about in other videos,

00:04:56.594 --> 00:04:58.460
but it's at least interesting to know

00:04:58.460 --> 00:05:00.073
what the data tells us.


Looking at trends in inflation adjusted income since 1980

WEBVTT
Kind: captions
Language: en

00:00:00.620 --> 00:00:02.240
- [Instructor] What we're
looking at is a graphic

00:00:02.240 --> 00:00:04.690
that's put together by
"The New York Times,"

00:00:04.690 --> 00:00:08.140
and it's a way of
thinking about how incomes

00:00:08.140 --> 00:00:11.380
have grown since 1980.

00:00:11.380 --> 00:00:15.660
So before we even look at the
various percentiles of income,

00:00:15.660 --> 00:00:17.840
this black line is interesting to look at

00:00:17.840 --> 00:00:21.260
because this is real per capita GDP,

00:00:21.260 --> 00:00:23.890
and you can see relative to 1980,

00:00:23.890 --> 00:00:28.890
real per capita GDP has grown,
it looks like, about 80%.

00:00:29.690 --> 00:00:32.760
And that's interesting because, in theory,

00:00:32.760 --> 00:00:36.850
if all of the growth of
productivity of a country

00:00:36.850 --> 00:00:40.930
were evenly distributed, then
everyone would be growing

00:00:40.930 --> 00:00:43.810
on that per capita GDP line.

00:00:43.810 --> 00:00:45.620
But what's interesting about this graphic

00:00:45.620 --> 00:00:47.870
is we clearly do not see that.

00:00:47.870 --> 00:00:50.480
So, for example, folks with incomes

00:00:50.480 --> 00:00:53.280
in the 90th to 99th percentiles,

00:00:53.280 --> 00:00:57.960
their income actually is growing
inline with per capita GDP.

00:00:57.960 --> 00:01:00.450
And, in the year that this was compiled,

00:01:00.450 --> 00:01:02.220
that would be someone, after taxes,

00:01:02.220 --> 00:01:06.800
making 120,000 to 425,000

00:01:06.800 --> 00:01:08.470
per year after taxes,

00:01:08.470 --> 00:01:10.120
so that's a good amount of money.

00:01:10.120 --> 00:01:12.830
Someone making 425,000 after taxes

00:01:12.830 --> 00:01:14.980
might be making roughly 700,000

00:01:14.980 --> 00:01:17.680
or even $800,000 before taxes.

00:01:17.680 --> 00:01:21.800
But we see a spread for people
making more or making less.

00:01:21.800 --> 00:01:24.010
The folks in the top 1%,

00:01:24.010 --> 00:01:26.930
their income has grown about twice as fast

00:01:26.930 --> 00:01:31.860
as per capita GDP, and folks in the 0.01%,

00:01:31.860 --> 00:01:34.930
so this one out of every 10,000 people,

00:01:34.930 --> 00:01:36.530
their income looks like it has grown

00:01:36.530 --> 00:01:39.220
roughly five times faster than GDP.

00:01:39.220 --> 00:01:41.270
And, obviously, if some folks' incomes

00:01:41.270 --> 00:01:43.780
are growing faster than per capita GDP,

00:01:43.780 --> 00:01:46.380
other folks' incomes
have to be growing slower

00:01:46.380 --> 00:01:49.270
than per capita GDP, and we can see that.

00:01:49.270 --> 00:01:51.500
The middle 40%, their growth,

00:01:51.500 --> 00:01:54.910
it looks like it's about 2/3
as fast as per capita GDP,

00:01:54.910 --> 00:01:56.920
and the bottom 50%,

00:01:56.920 --> 00:02:01.080
it looks like their growth is
about 1/3 of per capita GDP.

00:02:01.080 --> 00:02:03.507
Now some folks might say,
"Hey, this is alarming.

00:02:03.507 --> 00:02:08.370
"We see an increase in
inequality as our economy grows,"

00:02:08.370 --> 00:02:09.417
while some might say,

00:02:09.417 --> 00:02:12.317
"Hey, this is a side effect of capitalism.

00:02:12.317 --> 00:02:15.867
"Everyone's income is
growing in real terms,

00:02:15.867 --> 00:02:17.587
"but in a capitalist world

00:02:17.587 --> 00:02:20.050
"some people might grow more than others."

00:02:20.050 --> 00:02:22.170
But regardless of your point of view,

00:02:22.170 --> 00:02:24.100
it's interesting to think about why

00:02:24.100 --> 00:02:25.940
we see this spread happening.

00:02:25.940 --> 00:02:26.773
And we're not going to be able

00:02:26.773 --> 00:02:28.590
to dissect all of it right now,

00:02:28.590 --> 00:02:31.030
but I'll talk about some
of the areas of interest

00:02:31.030 --> 00:02:33.300
that might explain this phenomenon,

00:02:33.300 --> 00:02:35.150
and it's not in any particular order,

00:02:35.150 --> 00:02:38.490
but some folks would
point to globalization.

00:02:38.490 --> 00:02:40.870
Why would globalization do this?

00:02:40.870 --> 00:02:42.670
Well, in the globalized world,

00:02:42.670 --> 00:02:44.810
capital can flow to wherever

00:02:44.810 --> 00:02:46.750
they can get the cheapest labor.

00:02:46.750 --> 00:02:48.480
And so, for example, if you're someone

00:02:48.480 --> 00:02:51.990
in the top 1% or someone in the 0.01%,

00:02:51.990 --> 00:02:53.390
and you own a company,

00:02:53.390 --> 00:02:55.950
you could take your capital
to a lower cost place.

00:02:55.950 --> 00:02:58.600
You don't have to make
wages in your country go up,

00:02:58.600 --> 00:03:01.150
and so the demand for labor
is going to go offshore,

00:03:01.150 --> 00:03:04.220
and so there will be less demand
for labor in your country,

00:03:04.220 --> 00:03:06.420
so it wouldn't drive wages up.

00:03:06.420 --> 00:03:08.690
Another possibility that folks

00:03:08.690 --> 00:03:11.340
could talk about is technology.

00:03:11.340 --> 00:03:13.670
Technology, oftentimes, has similar effect

00:03:13.670 --> 00:03:14.920
as globalization.

00:03:14.920 --> 00:03:18.130
Instead of taking labor
and taking it offshore

00:03:18.130 --> 00:03:19.430
to find cheaper labor,

00:03:19.430 --> 00:03:22.280
technology, oftentimes, can replace labor.

00:03:22.280 --> 00:03:23.230
Or another way to think about it,

00:03:23.230 --> 00:03:24.730
it can make folks more productive

00:03:24.730 --> 00:03:26.890
so you don't need as much labor.

00:03:26.890 --> 00:03:28.930
And so the folks who own the technology

00:03:28.930 --> 00:03:31.900
or who are able to take advantage
of technological trends,

00:03:31.900 --> 00:03:34.740
well, they might get a
disproportionate amount

00:03:34.740 --> 00:03:36.570
of that GDP growth.

00:03:36.570 --> 00:03:40.860
Related to both of these
is the idea of education.

00:03:40.860 --> 00:03:43.960
Maybe in a globalized world
and a technology world,

00:03:43.960 --> 00:03:47.680
the payback of education
matters even more,

00:03:47.680 --> 00:03:50.630
and so if someone doesn't
get as much of an education,

00:03:50.630 --> 00:03:52.560
they can't participate in the benefits

00:03:52.560 --> 00:03:54.000
of technology as much,

00:03:54.000 --> 00:03:56.980
or jobs that they're
qualified for go offshore,

00:03:56.980 --> 00:03:59.560
so they can't demand as high wages.

00:03:59.560 --> 00:04:01.500
Another potential lever to think about

00:04:01.500 --> 00:04:04.820
is immigration policy, which,
from a wage point of view,

00:04:04.820 --> 00:04:08.270
could have a similar effect as
technology or globalization.

00:04:08.270 --> 00:04:10.000
If you have an increase in supply

00:04:10.000 --> 00:04:13.070
of lower skilled labor,
economics will tell us

00:04:13.070 --> 00:04:16.010
that the price for that
labor, which are wages,

00:04:16.010 --> 00:04:17.620
would be suppressed.

00:04:17.620 --> 00:04:20.520
Another major lever that
folks will definitely point to

00:04:20.520 --> 00:04:23.820
is tax policy, or fiscal
policy in general.

00:04:23.820 --> 00:04:26.060
For example, generally speaking,

00:04:26.060 --> 00:04:28.310
the ordinary income tax rates,

00:04:28.310 --> 00:04:30.850
the more money you make
become a higher and higher

00:04:30.850 --> 00:04:32.550
percentage of your income,

00:04:32.550 --> 00:04:34.850
but people in the very high brackets,

00:04:34.850 --> 00:04:39.090
in that top 1%, or in that
top 1/100 of a percent,

00:04:39.090 --> 00:04:41.840
many of their income
comes disproportionately

00:04:41.840 --> 00:04:46.350
from capital gains, income
on asset price appreciation,

00:04:46.350 --> 00:04:48.380
and that time of income, today,

00:04:48.380 --> 00:04:50.910
is taxed at a significantly lower tax rate

00:04:50.910 --> 00:04:52.860
than ordinary income.

00:04:52.860 --> 00:04:54.710
And then last, but not least,

00:04:54.710 --> 00:04:57.300
you have monetary policy.

00:04:57.300 --> 00:04:59.900
And this is the actions
of the Federal Reserve

00:04:59.900 --> 00:05:02.040
and interest rates, and many times,

00:05:02.040 --> 00:05:03.690
especially when you go through crises,

00:05:03.690 --> 00:05:05.450
the benefits of lower interest rates

00:05:05.450 --> 00:05:09.190
might disproportionately
benefit those who own capital,

00:05:09.190 --> 00:05:10.980
who are in the position to borrow

00:05:10.980 --> 00:05:12.200
at those lower interest rates

00:05:12.200 --> 00:05:14.590
and then invest it at
higher interest rates,

00:05:14.590 --> 00:05:18.430
and that might speak to some
of these higher brackets.

00:05:18.430 --> 00:05:19.730
So I'll leave you there.

00:05:19.730 --> 00:05:22.390
The goal of this video isn't
to make a value judgment

00:05:22.390 --> 00:05:25.970
over what's good, what's bad,
or what likely is the case,

00:05:25.970 --> 00:05:28.420
but it's just to get us
thinking about the trends

00:05:28.420 --> 00:05:31.740
that we are for sure seeing
and what might be the levers,

00:05:31.740 --> 00:05:33.400
and this isn't an exhaustive list,

00:05:33.400 --> 00:05:34.883
that might be causing them.


The elements of a story

WEBVTT
Kind: captions
Language: en

00:00:00.450 --> 00:00:02.110
- [Instructor] Hello readers,
I'm going to draw you

00:00:02.110 --> 00:00:03.910
a map right now, and it's gonna look like

00:00:03.910 --> 00:00:05.430
I've drawn a mountain.

00:00:05.430 --> 00:00:06.850
But it's not a map of a mountain.

00:00:06.850 --> 00:00:08.554
It's a map of a story.

00:00:08.554 --> 00:00:11.150
What, your saying, how do you map a story?

00:00:11.150 --> 00:00:13.790
What makes a story pointy?

00:00:13.790 --> 00:00:15.760
These are great questions,
and to answer them,

00:00:15.760 --> 00:00:17.950
I'll say this, today
we're going to talk about

00:00:17.950 --> 00:00:19.551
the elements of a story,

00:00:19.551 --> 00:00:20.841
or the parts that make it up,

00:00:20.841 --> 00:00:23.700
like ingredients in a recipe.

00:00:23.700 --> 00:00:25.925
Many stories follow a similar pattern.

00:00:25.925 --> 00:00:27.991
Good readers know what these patterns are,

00:00:27.991 --> 00:00:30.840
and can talk about them
using the right terms.

00:00:30.840 --> 00:00:32.320
And this helps everyone
be on the same page,

00:00:32.320 --> 00:00:34.930
so to speak, when you discuss or write

00:00:34.930 --> 00:00:36.740
about the stories you read.

00:00:36.740 --> 00:00:39.730
I'm about to drop a lot
of vocabulary on you,

00:00:39.730 --> 00:00:41.433
so brace yourselves.

00:00:41.433 --> 00:00:44.530
The story begins with exposition,

00:00:44.530 --> 00:00:48.270
where we learn about the
characters and the setting.

00:00:48.270 --> 00:00:52.293
Then, we introduce a
conflict, or a big problem.

00:00:53.350 --> 00:00:56.000
As the characters begin to
interact with the conflict

00:00:56.000 --> 00:00:57.600
or try to solve the problem,

00:00:57.600 --> 00:00:59.350
we enter rising action.

00:00:59.350 --> 00:01:02.360
This upward slope of the story mountain.

00:01:02.360 --> 00:01:03.870
When the conflict comes to a head,

00:01:03.870 --> 00:01:08.140
we hit the most exciting part
of the story, the climax.

00:01:08.140 --> 00:01:10.470
Here, the conflict can't go any further.

00:01:10.470 --> 00:01:11.580
We're at the top of the mountain.

00:01:11.580 --> 00:01:14.510
There's nowhere else to go, except down.

00:01:14.510 --> 00:01:16.592
After the climax, after this most exciting

00:01:16.592 --> 00:01:19.477
part of the story, we
enter falling action.

00:01:19.477 --> 00:01:22.550
The climax will happen much
closer to the end of the story

00:01:22.550 --> 00:01:23.460
than to the middle.

00:01:23.460 --> 00:01:25.390
It's not a symmetrical mountain.

00:01:25.390 --> 00:01:26.700
The action slows down.

00:01:26.700 --> 00:01:28.120
The problem has been solved,

00:01:28.120 --> 00:01:29.833
or maybe the problem has changed,

00:01:29.833 --> 00:01:32.129
and the characters
prepare for the last phase

00:01:32.129 --> 00:01:35.332
of story, the resolution.

00:01:35.332 --> 00:01:37.413
This is where we tie up loose ends,

00:01:37.413 --> 00:01:39.675
characters reflect on what they learned,

00:01:39.675 --> 00:01:41.740
maybe you set up a sequel.

00:01:41.740 --> 00:01:44.350
Now, look, that was a lot
of information all at once.

00:01:44.350 --> 00:01:47.088
In order to make sense of it,
let's apply all of those terms

00:01:47.088 --> 00:01:49.210
to a story.

00:01:49.210 --> 00:01:51.690
Now, our go-to has been
the Three Little Pigs,

00:01:51.690 --> 00:01:53.860
and while that's a story everyone knows,

00:01:53.860 --> 00:01:54.693
I'm starting to think

00:01:54.693 --> 00:01:56.750
it needs to be freshened up a little bit,

00:01:56.750 --> 00:01:59.210
really working its franchise
potential, you know?

00:01:59.210 --> 00:02:00.640
So let's go through the elements of story

00:02:00.640 --> 00:02:02.210
by looking at my new project,

00:02:02.210 --> 00:02:04.280
a reboot of Three Little Pigs

00:02:04.280 --> 00:02:07.583
that I'm calling TLP: Starbound.

00:02:09.570 --> 00:02:12.103
See, it's Three Little
Pigs, but it's in space.

00:02:13.551 --> 00:02:15.750
That's a space helmet.

00:02:15.750 --> 00:02:18.640
So I'm gonna put a little
story map here in the corner.

00:02:18.640 --> 00:02:20.723
Okay, so the exposition.

00:02:21.660 --> 00:02:22.730
It's the future.

00:02:22.730 --> 00:02:25.970
Pigs have expanded to
every corner of the galaxy.

00:02:25.970 --> 00:02:28.990
Three brave little pigs decide
to strike out on their own,

00:02:28.990 --> 00:02:31.933
exploring a new, exciting region of space.

00:02:32.810 --> 00:02:35.510
One builds a spaceship out of straw.

00:02:35.510 --> 00:02:36.423
Go with me here.

00:02:37.370 --> 00:02:40.380
One builds a spaceship out of twigs.

00:02:40.380 --> 00:02:43.040
And one builds a spaceship
out of flexible hyper alloy

00:02:43.040 --> 00:02:44.570
they developed in a laboratory.

00:02:44.570 --> 00:02:45.733
She's the brainy pig.

00:02:46.770 --> 00:02:47.840
So, we've got the setting.

00:02:47.840 --> 00:02:49.640
It's the future, they're in space.

00:02:49.640 --> 00:02:51.623
We've got our characters, the pigs.

00:02:52.800 --> 00:02:54.910
Now, the conflict.

00:02:54.910 --> 00:02:58.723
Along comes the notorious
space pirate, Captain Wolf.

00:02:59.910 --> 00:03:02.930
He's big, he's bad, he wants
to blow up the spaceships

00:03:02.930 --> 00:03:04.610
and eat the pigs.

00:03:04.610 --> 00:03:07.080
He begins hunting down the
pig ships, one at a time.

00:03:07.080 --> 00:03:08.480
Think Captain Wolf has an eye patch?

00:03:08.480 --> 00:03:13.360
No, he has a cyber eye; he's part robot.

00:03:13.360 --> 00:03:16.700
And now we enter our rising action phase.

00:03:16.700 --> 00:03:18.650
Captain Wolf engages the straw ship.

00:03:18.650 --> 00:03:20.227
They have an exciting space battle.

00:03:20.227 --> 00:03:21.910
(instructor making shooting noises)

00:03:21.910 --> 00:03:23.727
And straw pig escapes
in the little escape pod

00:03:23.727 --> 00:03:25.370
to the twig ship!

00:03:25.370 --> 00:03:26.640
But Captain Wolf follows.

00:03:26.640 --> 00:03:27.910
He is undaunted.

00:03:27.910 --> 00:03:29.708
The tension continues to rise.

00:03:29.708 --> 00:03:31.532
He destroys the twig ship!

00:03:31.532 --> 00:03:34.610
(instructor making shooting noises)

00:03:34.610 --> 00:03:37.410
The two pigs escape again,
this time to the brick house.

00:03:37.410 --> 00:03:40.100
I mean, the flexible
hyper alloy spaceship,

00:03:40.100 --> 00:03:41.533
piloted by the science pig.

00:03:42.930 --> 00:03:45.350
And now, we come to the climax.

00:03:45.350 --> 00:03:47.480
Captain Wolf comes to the advanced ship.

00:03:47.480 --> 00:03:49.210
He tries to blow it up, but he can't!

00:03:49.210 --> 00:03:51.090
It's too powerful.

00:03:51.090 --> 00:03:53.230
He decides to board the ship,

00:03:53.230 --> 00:03:55.250
because that's the only way
he'll get to eat the pigs.

00:03:55.250 --> 00:03:57.190
But the pigs trap him in a space barrel

00:03:57.190 --> 00:03:59.170
while he's still in the airlock.

00:03:59.170 --> 00:04:00.070
They did it!

00:04:00.070 --> 00:04:01.510
They solved the problem.

00:04:01.510 --> 00:04:03.250
Captain Wolf is trapped in a space barrel,

00:04:03.250 --> 00:04:05.400
and he can't eat them now.

00:04:05.400 --> 00:04:08.765
The climax is passed, and now
we enter the falling action

00:04:08.765 --> 00:04:10.693
phase of the story.

00:04:11.650 --> 00:04:13.400
In the version of the story that I know,

00:04:13.400 --> 00:04:15.770
the three little pigs roll
the barrel in to the river.

00:04:15.770 --> 00:04:17.150
So I think maybe in this version

00:04:17.150 --> 00:04:19.840
they punt the space barrel out the airlock

00:04:19.840 --> 00:04:21.790
in to the cold void of space!

00:04:21.790 --> 00:04:23.850
Or maybe they strand him
on a deserted planet,

00:04:23.850 --> 00:04:26.460
but in any case, they never have to deal

00:04:26.460 --> 00:04:28.090
with the wolf again.

00:04:28.090 --> 00:04:29.480
The threat is now gone.

00:04:29.480 --> 00:04:31.940
And that means that the
conflict has been resolved.

00:04:31.940 --> 00:04:35.040
We're in the resolution
part of the story now.

00:04:35.040 --> 00:04:36.410
The first two little pigs,

00:04:36.410 --> 00:04:39.200
the straw ship pig and the twig ship pig,

00:04:39.200 --> 00:04:41.030
learned that they need to put more work

00:04:41.030 --> 00:04:43.580
in to their spaceships if
they wanna survive in space.

00:04:43.580 --> 00:04:47.130
And they build fancy spaceships
just like the science pig.

00:04:47.130 --> 00:04:49.030
And that's an introduction
to story elements.

00:04:49.030 --> 00:04:50.396
Now that you're familiar with the ideas,

00:04:50.396 --> 00:04:52.933
start applying them to
your favorite stories.

00:04:52.933 --> 00:04:55.750
You can do this with any form of media:

00:04:55.750 --> 00:04:58.477
books, comics, TV shows, movies, games.

00:04:58.477 --> 00:04:59.873
What's the conflict?

00:04:59.873 --> 00:05:01.483
How is it resolved?

00:05:01.483 --> 00:05:04.095
Once you start looking for story
structure in entertainment,

00:05:04.095 --> 00:05:06.510
you will find it everywhere.

00:05:06.510 --> 00:05:08.029
Let us now what you see.

00:05:08.029 --> 00:05:11.123
You can learn anything; David, out.


The elements of a poem

WEBVTT
Kind: captions
Language: en

00:00:00.840 --> 00:00:04.380
- [Instructor] Hello readers,
let's talk about poems.

00:00:04.380 --> 00:00:07.100
Poetry is a special kind of writing.

00:00:07.100 --> 00:00:09.250
If ordinary writing is like talking,

00:00:09.250 --> 00:00:11.510
then poetry is like singing.

00:00:11.510 --> 00:00:15.140
Poetry is a way of
making art with language.

00:00:15.140 --> 00:00:17.915
Poems can express huge ideas or feelings

00:00:17.915 --> 00:00:21.470
that can be about the sound
or rhythm of language.

00:00:21.470 --> 00:00:23.530
Or they can be goofy little jokes.

00:00:23.530 --> 00:00:25.650
It's like any other kind of writing.

00:00:25.650 --> 00:00:27.190
Poems can be about everything

00:00:27.190 --> 00:00:29.530
or they can be about nothing at all.

00:00:29.530 --> 00:00:31.895
They can be funny or sad, or sweet.

00:00:31.895 --> 00:00:33.150
They can rhyme.

00:00:33.150 --> 00:00:35.300
They can very much not rhyme.

00:00:35.300 --> 00:00:39.053
And all of that is, in my
opinion, absolutely wonderful.

00:00:40.000 --> 00:00:44.320
I think of some poems as condensed ideas

00:00:44.320 --> 00:00:47.510
that contain a lot of ideas
in small amounts of text.

00:00:47.510 --> 00:00:49.893
So every word matters a lot.

00:00:51.800 --> 00:00:54.390
Those are little light
bulbs representing ideas.

00:00:54.390 --> 00:00:56.270
So I'm gonna look at a
couple of poems today

00:00:56.270 --> 00:00:59.660
in order to describe some parts of a poem.

00:00:59.660 --> 00:01:02.829
Let's begin with the poem,
Cat by Marilyn Singer.

00:01:02.829 --> 00:01:04.430
Goes like this.

00:01:04.430 --> 00:01:08.550
Cat, I prefer warm fur,

00:01:08.550 --> 00:01:11.160
a perfect fire to lie beside,

00:01:11.160 --> 00:01:13.740
a cozy lap where I can nap,

00:01:13.740 --> 00:01:16.540
an empty chair when she's not there.

00:01:16.540 --> 00:01:18.670
I want heat on my feet,

00:01:18.670 --> 00:01:21.250
on my nose, on my hide.

00:01:21.250 --> 00:01:25.190
No cat I remember
dislikes December inside.

00:01:25.190 --> 00:01:28.300
So, the person who wrote
this poem, Marilyn Singer

00:01:28.300 --> 00:01:29.970
is the poet.

00:01:29.970 --> 00:01:32.090
For stories, the person
who writes the poem

00:01:32.090 --> 00:01:36.030
is an author, but for
poems, the writer is a poet.

00:01:36.030 --> 00:01:39.260
But who is telling the
poem, who's speaking?

00:01:39.260 --> 00:01:41.370
The person whose voice we hear in a poem

00:01:41.370 --> 00:01:43.023
is called the speaker.

00:01:43.930 --> 00:01:46.170
Which is another thing
I like about poetry.

00:01:46.170 --> 00:01:47.928
When you're having trouble
understanding a poem,

00:01:47.928 --> 00:01:49.874
read it aloud.

00:01:49.874 --> 00:01:52.370
Part of the pleasure of poetry, for me,

00:01:52.370 --> 00:01:55.570
is hearing the words bounce
around as you say them.

00:01:55.570 --> 00:01:58.320
And in this poem, I'm pretty
sure the speaker is a cat.

00:01:59.200 --> 00:02:01.046
Now you'll notice there
are only three sentences

00:02:01.046 --> 00:02:05.259
in this poem, but they're
separated in to 15 lines.

00:02:05.259 --> 00:02:07.170
You can see these lines have anywhere

00:02:07.170 --> 00:02:09.490
from one to four words in them.

00:02:09.490 --> 00:02:13.098
Lines can be as long or
as short as a poet likes.

00:02:13.098 --> 00:02:16.780
But here the poet is
creating these line breaks

00:02:16.780 --> 00:02:19.660
to indicate pauses and rhythms.

00:02:19.660 --> 00:02:21.850
Right, like, normally we wouldn't start

00:02:21.850 --> 00:02:24.520
a new line here if this were prose,

00:02:24.520 --> 00:02:27.080
which is what we call all
other forms of writing.

00:02:27.080 --> 00:02:29.770
Prose uses normal
sentences and paragraphs.

00:02:29.770 --> 00:02:32.880
Right, the poet is choosing
to create line breaks

00:02:32.880 --> 00:02:35.250
in order to change the way the sentence

00:02:35.250 --> 00:02:37.563
or the line looks on the page.

00:02:38.480 --> 00:02:40.280
Poetry's not just about how it sounds.

00:02:40.280 --> 00:02:43.350
Sometimes it's about how
it looks as it's written.

00:02:43.350 --> 00:02:46.760
Now, in addition, the
poet is also using spaces

00:02:46.760 --> 00:02:49.260
to scoot these three phrases over,

00:02:49.260 --> 00:02:51.720
as well as this word, inside.

00:02:51.720 --> 00:02:53.770
The words themselves are scooted in.

00:02:53.770 --> 00:02:56.350
They're curled up and feeling cozy.

00:02:56.350 --> 00:02:59.370
Like a cat by a fire in
the middle of December.

00:02:59.370 --> 00:03:01.430
You'll also notice that some, but not all

00:03:01.430 --> 00:03:03.260
of the lines rhyme with each other.

00:03:03.260 --> 00:03:05.160
And let's take a moment
to think for a second,

00:03:05.160 --> 00:03:07.510
what is rhyming, really?

00:03:07.510 --> 00:03:09.920
One way to think about it
is when the ending sound

00:03:09.920 --> 00:03:12.610
of a word matches the other
ending sound of a word,

00:03:12.610 --> 00:03:14.620
like lap and nap.

00:03:14.620 --> 00:03:16.460
Or when a bunch of sounds match each other

00:03:16.460 --> 00:03:20.440
throughout a pair of words
like remember and December.

00:03:20.440 --> 00:03:22.150
I wanna be super clear about this part,

00:03:22.150 --> 00:03:24.100
because I was already out of high school

00:03:24.100 --> 00:03:25.770
before I learned this thing.

00:03:25.770 --> 00:03:29.000
But, poems don't have to rhyme.

00:03:29.000 --> 00:03:31.923
They can, but they
definitely don't have to.

00:03:33.900 --> 00:03:36.650
I have one more poem
part to describe to you.

00:03:36.650 --> 00:03:40.140
And to do it, I wanna use
Billy Collins poem, Litany.

00:03:40.140 --> 00:03:42.280
Which sounds like a fancy poem at first,

00:03:42.280 --> 00:03:44.860
but then becomes much more conversational.

00:03:44.860 --> 00:03:47.580
I'll end by reading the
first three stanzas,

00:03:47.580 --> 00:03:50.390
which are these paragraph-looking things.

00:03:50.390 --> 00:03:52.360
Not all poems are broken in to stanzas,

00:03:52.360 --> 00:03:53.850
but this one is.

00:03:53.850 --> 00:03:56.113
So, those are some parts of the poem.

00:03:56.113 --> 00:03:59.980
To review, a poet writes lines.

00:03:59.980 --> 00:04:03.090
The place where each line
ends is called a line break.

00:04:03.090 --> 00:04:05.250
And a group of lines
together in a paragraph

00:04:05.250 --> 00:04:06.763
is called a stanza.

00:04:07.630 --> 00:04:10.560
The voice that tells us the
poem, the poem's narrator,

00:04:10.560 --> 00:04:12.370
is called the speaker.

00:04:12.370 --> 00:04:16.390
Some poems rhyme, others don't; cool.

00:04:16.390 --> 00:04:19.303
Here's a snippet of
Litany by Billy Collins.

00:04:20.200 --> 00:04:24.110
Litany; you are the bread and the knife,

00:04:24.110 --> 00:04:26.470
the crystal goblet and the wine.

00:04:26.470 --> 00:04:28.070
You are the dew on the morning grass

00:04:28.070 --> 00:04:30.700
and the burning wheel of the sun.

00:04:30.700 --> 00:04:32.573
You are the white apron of the baker,

00:04:32.573 --> 00:04:36.310
and the marsh birds suddenly in flight.

00:04:36.310 --> 00:04:38.980
However, you are not
the wind in the orchard,

00:04:38.980 --> 00:04:39.901
the plums on the counter,

00:04:39.901 --> 00:04:41.520
or the house of cards.

00:04:41.520 --> 00:04:44.060
And you are certainly
not the pine-scented air.

00:04:44.060 --> 00:04:47.352
There was just no way that
you are the pine-scented air.

00:04:47.352 --> 00:04:50.270
It is possible that you are
the fish under the bridge,

00:04:50.270 --> 00:04:53.070
maybe even the pigeon
on the general's head,

00:04:53.070 --> 00:04:54.037
but you are not even close

00:04:54.037 --> 00:04:57.233
to being the field of cornflowers at dusk.

00:04:58.270 --> 00:05:00.590
There's more, but I'd love
it if you looked it up

00:05:00.590 --> 00:05:02.880
and read it aloud yourself.

00:05:02.880 --> 00:05:05.303
You can learn anything; David, out.


Molecular solids

WEBVTT
Kind: captions
Language: en

00:00:00.660 --> 00:00:01.810
- [Instructor] So let's talk a little bit

00:00:01.810 --> 00:00:04.620
about molecular solids.

00:00:04.620 --> 00:00:06.000
So just as a little bit of review,

00:00:06.000 --> 00:00:07.790
we've talked about ionic solids

00:00:07.790 --> 00:00:10.650
where ions form these lattices.

00:00:10.650 --> 00:00:14.230
So those might be the positive
ions right over there,

00:00:14.230 --> 00:00:17.540
and then you have your negative ions.

00:00:17.540 --> 00:00:20.160
And the negative is
attracted to the positive.

00:00:20.160 --> 00:00:21.730
The positive is attracted to the negative.

00:00:21.730 --> 00:00:24.420
And I'm just showing a
two-dimensional version of it,

00:00:24.420 --> 00:00:27.570
but it forms a three-dimensional lattice.

00:00:27.570 --> 00:00:29.690
So that's an ionic solid.

00:00:29.690 --> 00:00:34.620
We have also seen metallic solid

00:00:34.620 --> 00:00:37.030
where you have metals that all contribute

00:00:37.030 --> 00:00:39.870
some valence electrons
to the sea of electrons.

00:00:39.870 --> 00:00:41.230
So what you end up having

00:00:41.230 --> 00:00:43.740
is essentially these positive cations

00:00:45.310 --> 00:00:48.143
that are in this sea of electrons.

00:00:49.060 --> 00:00:50.730
And we've talked about those properties,

00:00:50.730 --> 00:00:54.640
very good at conducting
electricity, malleable, et cetera.

00:00:54.640 --> 00:00:57.610
Now, what we're gonna do
is talk about what happens

00:00:57.610 --> 00:00:59.690
when you have nonmetals.

00:00:59.690 --> 00:01:04.690
So the nonmetals, you can see
in yellow right over here,

00:01:04.830 --> 00:01:07.420
also includes hydrogen.

00:01:07.420 --> 00:01:10.750
Now, of course, noble
gases are also nonmetals,

00:01:10.750 --> 00:01:11.910
but they're not reactives.

00:01:11.910 --> 00:01:14.520
So we're gonna talk about
the reactive nonmetals.

00:01:14.520 --> 00:01:17.200
They can form molecules with each other.

00:01:17.200 --> 00:01:20.180
For example, one iodine can bond

00:01:20.180 --> 00:01:22.840
to another iodine with covalent bonds.

00:01:22.840 --> 00:01:25.413
So you could have a molecule like I2.

00:01:26.350 --> 00:01:29.360
You have things like carbon dioxide.

00:01:29.360 --> 00:01:32.550
Each carbon can bond to two oxygens.

00:01:32.550 --> 00:01:34.180
These are each molecules formed

00:01:34.180 --> 00:01:37.363
due to covalent bonds between nonmetals.

00:01:38.480 --> 00:01:40.410
Now, when we talk about molecular solids,

00:01:40.410 --> 00:01:43.260
we're talking about putting
a bunch of these together.

00:01:43.260 --> 00:01:47.650
So let's say putting a bunch
of iodine molecules together,

00:01:47.650 --> 00:01:49.470
and the intermolecular forces

00:01:49.470 --> 00:01:51.290
at a sufficiently low temperature

00:01:51.290 --> 00:01:56.290
are sufficient to hold together
those molecules as a solid.

00:01:56.800 --> 00:01:58.410
So what do I mean by that?

00:01:58.410 --> 00:01:59.883
Let's look at a few examples.

00:02:00.760 --> 00:02:05.200
This right over here is a
picture of solid iodine,

00:02:05.200 --> 00:02:10.040
and the way it's made up is you
have these iodine molecules.

00:02:10.040 --> 00:02:12.470
Now, each of these iodine
molecules are formed

00:02:12.470 --> 00:02:17.260
by a covalent bond
between two iodine atoms.

00:02:17.260 --> 00:02:18.880
Now, the reason why it's a solid

00:02:18.880 --> 00:02:21.390
is there's enough dispersion forces.

00:02:21.390 --> 00:02:24.010
We talked about these
London dispersion forces

00:02:24.010 --> 00:02:26.410
that are formed by temporary dipoles

00:02:26.410 --> 00:02:28.990
inducing dipoles in neighboring molecules.

00:02:28.990 --> 00:02:30.840
For example, just by random chance,

00:02:30.840 --> 00:02:33.010
for a moment, you might
have more electrons

00:02:33.010 --> 00:02:35.200
on this end of this iodine molecule,

00:02:35.200 --> 00:02:37.170
creating a partially negative charge.

00:02:37.170 --> 00:02:39.670
And then that means some of the electrons

00:02:39.670 --> 00:02:41.710
on this end of this
neighboring iodine molecule

00:02:41.710 --> 00:02:44.310
might be repulsed by that negative charge,

00:02:44.310 --> 00:02:46.530
so it forms a partially positive charge.

00:02:46.530 --> 00:02:48.770
And so you have a temporary dipole

00:02:48.770 --> 00:02:51.310
inducing a dipole in the
neighboring molecule,

00:02:51.310 --> 00:02:53.260
and then they'll be
attracted to each other,

00:02:53.260 --> 00:02:56.080
and we've talked about that
as London dispersion forces.

00:02:56.080 --> 00:02:58.160
And at a sufficiently low temperature,

00:02:58.160 --> 00:03:02.120
that can keep them altogether as a solid.

00:03:02.120 --> 00:03:03.210
Now, it's important to point out,

00:03:03.210 --> 00:03:05.050
I keep saying sufficiently low temperature

00:03:05.050 --> 00:03:06.470
because these molecular solids,

00:03:06.470 --> 00:03:08.900
because they are only held together

00:03:08.900 --> 00:03:10.310
not by the covalent bonds,

00:03:10.310 --> 00:03:13.040
the covalent bonds hold
together each of the molecules,

00:03:13.040 --> 00:03:15.100
but the molecules are held together

00:03:15.100 --> 00:03:17.730
by these fairly weak dispersion forces.

00:03:17.730 --> 00:03:21.000
They tend to have relatively
low melting points.

00:03:21.000 --> 00:03:23.880
For example, solid iodine right over here

00:03:23.880 --> 00:03:26.160
has a melting point,

00:03:26.160 --> 00:03:28.840
has a melting point

00:03:30.460 --> 00:03:33.490
of 113.7

00:03:33.490 --> 00:03:34.440
degrees Celsius.

00:03:34.440 --> 00:03:35.273
And I know what you're saying.

00:03:35.273 --> 00:03:36.230
That's not that low.

00:03:36.230 --> 00:03:38.720
That's higher than the
temperature at which water boils.

00:03:38.720 --> 00:03:40.840
It would be quite
uncomfortable for any of us

00:03:40.840 --> 00:03:44.150
to be experiencing 113.7 degrees Celsius.

00:03:44.150 --> 00:03:47.360
But this is relatively low
when you talk about solids.

00:03:47.360 --> 00:03:48.440
Think about the temperatures

00:03:48.440 --> 00:03:51.760
it requires to melt, say, table salt.

00:03:51.760 --> 00:03:52.680
We've talked about that.

00:03:52.680 --> 00:03:55.620
Think about the temperatures
it takes to melt iron.

00:03:55.620 --> 00:03:57.700
There, you're talking
about hundreds of degrees,

00:03:57.700 --> 00:04:01.140
in certain solids, thousands
of degrees Celsius.

00:04:01.140 --> 00:04:02.750
This is much lower.

00:04:02.750 --> 00:04:04.420
And so as a general principle,

00:04:04.420 --> 00:04:08.710
molecular solids tend to have
relatively low melting points.

00:04:08.710 --> 00:04:10.170
Now, how good you think they're gonna be

00:04:10.170 --> 00:04:11.650
as conductors of electricity?

00:04:11.650 --> 00:04:14.320
Pause the video and think about that.

00:04:14.320 --> 00:04:16.520
Well, in order to be
conductors of electricity,

00:04:16.520 --> 00:04:19.830
somehow charge needs to
move through the solid.

00:04:19.830 --> 00:04:21.460
And unlike metallic solids,

00:04:21.460 --> 00:04:23.120
you don't have the sea of electrons

00:04:23.120 --> 00:04:24.740
that can just move around,

00:04:24.740 --> 00:04:28.720
so these tend to be bad
conductors of electricity.

00:04:28.720 --> 00:04:31.950
If you wanna see another
example of a molecular solid,

00:04:31.950 --> 00:04:35.920
this right over here is
solid carbon dioxide,

00:04:35.920 --> 00:04:38.340
often known as dry ice.

00:04:38.340 --> 00:04:41.910
What you see here is each of
these molecules, each carbon,

00:04:41.910 --> 00:04:44.480
is bonded to two oxygens.

00:04:44.480 --> 00:04:47.440
It has a double-bond with
each of those oxygens.

00:04:47.440 --> 00:04:49.080
These are covalent bonds

00:04:49.080 --> 00:04:51.510
that form each of these molecules.

00:04:51.510 --> 00:04:54.210
But what keeps all of the
molecules attracted to each other

00:04:54.210 --> 00:04:57.400
is, once again, those dispersion forces.

00:04:57.400 --> 00:05:00.050
And these forces between
the molecules are so weak

00:05:00.050 --> 00:05:03.010
that solid carbon dioxide
doesn't even really melt.

00:05:03.010 --> 00:05:05.150
It doesn't even go to a liquid state.

00:05:05.150 --> 00:05:06.810
If you heat it up enough

00:05:06.810 --> 00:05:09.630
to overcome these intermolecular forces,

00:05:09.630 --> 00:05:12.520
these dispersion forces, it will sublime,

00:05:12.520 --> 00:05:16.940
which means it goes directly
from a solid to a gas state,

00:05:16.940 --> 00:05:19.620
and it does that at a
very low temperature.

00:05:19.620 --> 00:05:21.020
It sublimes

00:05:21.020 --> 00:05:23.890
at negative 78.5

00:05:23.890 --> 00:05:26.300
degrees Celsius.

00:05:26.300 --> 00:05:28.120
And if you've ever handled a dry ice,

00:05:28.120 --> 00:05:30.560
which I don't recommend
you doing without gloves

00:05:30.560 --> 00:05:33.750
because it will hurt your
skin if you do touch it,

00:05:33.750 --> 00:05:36.600
I actually did that recently
at my son's birthday party,

00:05:36.600 --> 00:05:38.850
we were playing around with dry ice,

00:05:38.850 --> 00:05:40.160
you don't mess around with this thing

00:05:40.160 --> 00:05:42.340
because it is so incredibly cold.

00:05:42.340 --> 00:05:45.520
And at that temperature,
it will go from a solid.

00:05:45.520 --> 00:05:47.550
It won't even melt to a liquid state.

00:05:47.550 --> 00:05:50.563
It will go straight to a gas state.

00:05:51.860 --> 00:05:52.950
Now, the last thing I wanna do

00:05:52.950 --> 00:05:55.750
is think about why
different molecular solids

00:05:55.750 --> 00:05:58.300
will have different melting points.

00:05:58.300 --> 00:06:02.210
So let's compare, for
example, molecular iodine

00:06:02.210 --> 00:06:04.750
to molecular chlorine.

00:06:04.750 --> 00:06:07.180
Each of these can form molecular solid.

00:06:07.180 --> 00:06:09.330
We looked at iodine a few minutes ago.

00:06:09.330 --> 00:06:12.340
Which of these would you think
would form molecular solids

00:06:12.340 --> 00:06:14.400
with higher melting points?

00:06:14.400 --> 00:06:16.373
Pause the video and think about that.

00:06:18.030 --> 00:06:21.360
Well, as we talked about
it, each of these molecules,

00:06:21.360 --> 00:06:25.920
they're formed by covalent
bonds between two atoms,

00:06:25.920 --> 00:06:28.490
and what keeps the solid together

00:06:28.490 --> 00:06:30.590
are these dispersion forces.

00:06:30.590 --> 00:06:31.500
In an earlier videos,

00:06:31.500 --> 00:06:33.820
when we first talked
about dispersion forces,

00:06:33.820 --> 00:06:36.690
we talked about temporary
dipoles and induced dipoles,

00:06:36.690 --> 00:06:39.180
and they were likely to
form between heavier atoms

00:06:39.180 --> 00:06:41.830
and molecules because they
have larger electron clouds

00:06:41.830 --> 00:06:43.600
and are more polarizable.

00:06:43.600 --> 00:06:46.500
So if you compare molecular
iodine to molecular chlorine,

00:06:46.500 --> 00:06:50.380
you can see that iodine is
clearly made up of larger atoms

00:06:50.380 --> 00:06:51.890
and is therefore a larger molecule,

00:06:51.890 --> 00:06:53.630
which is more polarizable.

00:06:53.630 --> 00:06:54.890
So it's larger,

00:06:54.890 --> 00:06:58.110
which means it's more
polarizable, generally speaking,

00:06:58.110 --> 00:07:00.333
polarizable,

00:07:01.270 --> 00:07:03.230
which means it has stronger,

00:07:03.230 --> 00:07:05.500
generally speaking, dispersion forces,

00:07:05.500 --> 00:07:09.420
stronger dispersion forces.

00:07:09.420 --> 00:07:11.630
Now, just as a reminder,
these dispersion forces

00:07:11.630 --> 00:07:13.250
are between molecules.

00:07:13.250 --> 00:07:17.030
Each molecule has a covalent
bond between two iodines,

00:07:17.030 --> 00:07:20.560
and then the dispersion forces
are between the molecules.

00:07:20.560 --> 00:07:23.530
But because it has
stronger dispersion forces,

00:07:23.530 --> 00:07:27.280
we would expect that a
molecular solid formed by iodine

00:07:27.280 --> 00:07:29.550
is gonna have a higher melting point

00:07:29.550 --> 00:07:32.260
than a molecular solid formed by chlorine.

00:07:32.260 --> 00:07:34.510
And I actually do have the numbers here.

00:07:34.510 --> 00:07:36.660
So the melting point

00:07:36.660 --> 00:07:39.700
of a molecular solid formed by iodine,

00:07:39.700 --> 00:07:40.770
we've already talked about that,

00:07:40.770 --> 00:07:44.220
that's 113.7 degrees Celsius,

00:07:44.220 --> 00:07:46.640
while the melting point
of a molecular solid

00:07:46.640 --> 00:07:49.660
formed by molecular chlorine

00:07:49.660 --> 00:07:54.660
has a melting point of
negative 101.5 degrees Celsius,

00:07:55.000 --> 00:07:56.520
which is very cold,

00:07:56.520 --> 00:07:58.720
and so iodine has a higher melting point

00:07:58.720 --> 00:08:01.350
because of the stronger dispersion forces.

00:08:01.350 --> 00:08:02.950
Now, as I said, those dispersion forces

00:08:02.950 --> 00:08:04.390
are still not that strong.

00:08:04.390 --> 00:08:06.670
This is still not that
high of a temperature

00:08:06.670 --> 00:08:09.470
compared to melting points
of other types of solids

00:08:09.470 --> 00:08:11.523
we have looked at in the past.


Covalent network solids

WEBVTT
Kind: captions
Language: en

00:00:00.230 --> 00:00:01.160
- [Instructor] So we've already talked

00:00:01.160 --> 00:00:03.080
about multiple types of solids.

00:00:03.080 --> 00:00:05.280
We've talked about ionic solids.

00:00:05.280 --> 00:00:07.380
That's formed when you have ions

00:00:07.380 --> 00:00:09.600
that are attracted to each other,

00:00:09.600 --> 00:00:11.920
and they form these lattice structures.

00:00:11.920 --> 00:00:16.083
We have seen metallic solids,

00:00:16.960 --> 00:00:20.840
and we've thought about
them as these positive ions

00:00:20.840 --> 00:00:24.170
in this sea of negatively
charged electrons.

00:00:24.170 --> 00:00:28.250
And we've also seen molecular solids,

00:00:28.250 --> 00:00:32.820
which is formed from individual
molecules being attracted

00:00:32.820 --> 00:00:37.090
to each other through
intermolecular forces.

00:00:37.090 --> 00:00:40.100
Now, what's different about
covalent network solids is

00:00:40.100 --> 00:00:44.610
that they're entire networks
formed by covalent bonds.

00:00:44.610 --> 00:00:47.100
What we see here, for
example, is a network

00:00:47.100 --> 00:00:50.170
of silicons and carbons,

00:00:50.170 --> 00:00:53.310
and this is silicon
carbide right over here.

00:00:53.310 --> 00:00:54.700
And now, some of you might thinking,

00:00:54.700 --> 00:00:57.300
haven't we already seen
covalent bonds involved

00:00:57.300 --> 00:01:00.350
in a solid before, for
example, in molecular solids?

00:01:00.350 --> 00:01:02.900
And this right over here is an example

00:01:02.900 --> 00:01:05.600
of a molecular solid that
we studied in that video.

00:01:05.600 --> 00:01:07.100
You have the molecules,

00:01:07.100 --> 00:01:10.490
which are made up of atoms
bonded with covalent bonds.

00:01:10.490 --> 00:01:12.610
But the reason why they form a solid is

00:01:12.610 --> 00:01:15.440
because the molecules are
attracted to each other

00:01:15.440 --> 00:01:18.110
through intermolecular forces.

00:01:18.110 --> 00:01:21.730
And if you wanted to melt
this molecular solid,

00:01:21.730 --> 00:01:23.220
you have to essentially overcome

00:01:23.220 --> 00:01:25.270
these intermolecular forces.

00:01:25.270 --> 00:01:28.210
Well, in a covalent
network solid, the solid,

00:01:28.210 --> 00:01:31.260
to a large degree, is made
up of these covalent bonds.

00:01:31.260 --> 00:01:34.100
And if you wanted to melt this somehow,

00:01:34.100 --> 00:01:36.930
you would have to overcome
these covalent bonds,

00:01:36.930 --> 00:01:38.980
which, generally speaking, are stronger

00:01:38.980 --> 00:01:41.370
than these intermolecular forces.

00:01:41.370 --> 00:01:44.070
And so you can imagine,
covalent network solids

00:01:44.070 --> 00:01:46.880
are going to have higher melting points.

00:01:46.880 --> 00:01:49.330
You also don't see a
sea of electrons here.

00:01:49.330 --> 00:01:51.570
So unlike metallic solids,

00:01:51.570 --> 00:01:54.930
they're not going to be good
conductors of electricity.

00:01:54.930 --> 00:01:57.710
But just to understand this
point a little bit more clearly,

00:01:57.710 --> 00:02:00.613
let's look at some more
covalent network solids.

00:02:02.330 --> 00:02:03.920
So what you see here on the left,

00:02:03.920 --> 00:02:06.030
you might recognize as a diamond.

00:02:06.030 --> 00:02:08.080
A diamond is just a bunch

00:02:08.080 --> 00:02:10.590
of carbons covalently
bonded to each other,

00:02:10.590 --> 00:02:13.860
and this is the structure of
how these carbons are bonded.

00:02:13.860 --> 00:02:15.100
And as you might already know,

00:02:15.100 --> 00:02:18.020
diamonds are the hardest
solid that we know of.

00:02:18.020 --> 00:02:20.850
These covalent bonds, the
way that they are structured,

00:02:20.850 --> 00:02:24.510
can take a lot of stress, a
lot of pushing and pulling.

00:02:24.510 --> 00:02:26.490
It's very hard to break it.

00:02:26.490 --> 00:02:29.640
Now, what's interesting is
that same carbon can form

00:02:29.640 --> 00:02:32.990
different types of
covalent network solids.

00:02:32.990 --> 00:02:34.920
For example,

00:02:34.920 --> 00:02:37.440
this right over here is graphite,

00:02:37.440 --> 00:02:39.050
and graphite is probably something

00:02:39.050 --> 00:02:40.290
you're quite familiar with.

00:02:40.290 --> 00:02:41.580
When you write with a pencil,

00:02:41.580 --> 00:02:43.570
you're essentially scraping graphite

00:02:43.570 --> 00:02:45.200
onto that piece of paper.

00:02:45.200 --> 00:02:47.040
And so this is what graphite looks like.

00:02:47.040 --> 00:02:49.490
It's these covalent network sheets,

00:02:49.490 --> 00:02:52.800
and each of these sheets
actually are attracted each other

00:02:52.800 --> 00:02:54.730
through intermolecular forces.

00:02:54.730 --> 00:02:56.620
And that's why it's easy to scrape it,

00:02:56.620 --> 00:02:59.270
because these sheets can
slide past each other.

00:02:59.270 --> 00:03:01.890
But if you really wanted to melt graphite,

00:03:01.890 --> 00:03:04.460
you would have to break
these covalent bonds.

00:03:04.460 --> 00:03:07.570
And so you can imagine, to
overcome the covalent bonds

00:03:07.570 --> 00:03:09.970
and melt, say, diamond or graphite,

00:03:09.970 --> 00:03:13.200
it takes a very, very high temperature.

00:03:13.200 --> 00:03:16.380
Graphite, for example, sublimes

00:03:16.380 --> 00:03:21.140
at 3,642 degrees Celsius.

00:03:21.140 --> 00:03:22.740
The silicon carbide that we looked at

00:03:22.740 --> 00:03:24.060
at the beginning of this video,

00:03:24.060 --> 00:03:28.423
it decomposes at 2,830 degrees Celsius.

00:03:29.490 --> 00:03:31.760
This right over here
is a picture of quartz,

00:03:31.760 --> 00:03:35.823
which is a very common
form of silicon dioxide,

00:03:36.970 --> 00:03:39.370
another covalent network solid,

00:03:39.370 --> 00:03:41.190
and this has a melting point

00:03:41.190 --> 00:03:45.883
of 1,722 degrees Celsius.

00:03:46.810 --> 00:03:48.880
So the big takeaway over
the last several videos is

00:03:48.880 --> 00:03:51.850
there's many different
ways of forming a solid.

00:03:51.850 --> 00:03:54.830
It could be with ions,
it could be with metals,

00:03:54.830 --> 00:03:57.100
it could be with molecules
that are attracted

00:03:57.100 --> 00:03:59.260
to each other with intermolecular forces,

00:03:59.260 --> 00:04:01.010
or you could have a network

00:04:01.010 --> 00:04:03.863
of atoms formed with covalent bonds.


Khan Academy learning plans for school closures

WEBVTT
Kind: captions
Language: en

00:00:00.230 --> 00:00:01.063
- [Instructor] The goal of this video

00:00:01.063 --> 00:00:02.680
is to introduce you to the idea

00:00:02.680 --> 00:00:04.740
of learning plans on Khan Academy.

00:00:04.740 --> 00:00:08.380
And I'm gonna focus on a
plan for sixth grade math.

00:00:08.380 --> 00:00:10.560
But what I'm talking
about is as applicable

00:00:10.560 --> 00:00:13.340
to fourth grade math as
it is to sixth grade math

00:00:13.340 --> 00:00:16.990
as it is to something like
calculus or statistics.

00:00:16.990 --> 00:00:18.870
Now the core of any learning plan

00:00:18.870 --> 00:00:20.600
is the course you're actually working on.

00:00:20.600 --> 00:00:23.320
So if I were to click on
sixth grade math here,

00:00:23.320 --> 00:00:26.290
I would go right over here
to the sixth grade course

00:00:26.290 --> 00:00:27.720
on Khan Academy.

00:00:27.720 --> 00:00:29.730
In order to make sense
of the learning plan,

00:00:29.730 --> 00:00:30.960
you really first need to make sense

00:00:30.960 --> 00:00:33.420
of how's a course
structured on Khan Academy.

00:00:33.420 --> 00:00:36.870
Every course is subdivided into units.

00:00:36.870 --> 00:00:39.370
You can see the units
listed on the left here,

00:00:39.370 --> 00:00:41.240
Ratios, rates and percentages,

00:00:41.240 --> 00:00:43.800
Arithmetic operations, so on and so forth.

00:00:43.800 --> 00:00:45.870
You also see them listed
on the right here.

00:00:45.870 --> 00:00:47.760
And on the right, they are broken down

00:00:47.760 --> 00:00:50.220
into the various lessons.

00:00:50.220 --> 00:00:52.370
Now you have two things going on.

00:00:52.370 --> 00:00:55.300
You have a certain
number of mastery points

00:00:55.300 --> 00:00:56.800
for the entire course

00:00:56.800 --> 00:00:59.530
and then you have a certain
number of mastery points

00:00:59.530 --> 00:01:01.000
for that unit.

00:01:01.000 --> 00:01:03.710
And as we'll see in the learning plan,

00:01:03.710 --> 00:01:06.010
we're gonna talk about
how you can pace yourself

00:01:06.010 --> 00:01:07.720
through these units and what are some

00:01:07.720 --> 00:01:10.090
target mastery point goals you could have

00:01:10.090 --> 00:01:13.070
for the units in a given week.

00:01:13.070 --> 00:01:14.910
So if we go back to the plan itself,

00:01:14.910 --> 00:01:17.350
there's some text that
explains how to do it.

00:01:17.350 --> 00:01:20.760
But what it essentially
says is here is the plan

00:01:20.760 --> 00:01:22.110
and we give several plans,

00:01:22.110 --> 00:01:23.930
one that can occur over 20 weeks

00:01:23.930 --> 00:01:26.730
and then another than
can occur over 12 weeks.

00:01:26.730 --> 00:01:28.610
And we say week by week

00:01:28.610 --> 00:01:31.400
what unit should you be working on,

00:01:31.400 --> 00:01:33.300
and then how many mastery points

00:01:33.300 --> 00:01:35.680
should you target getting at least.

00:01:35.680 --> 00:01:37.860
And there's space for you to write down

00:01:37.860 --> 00:01:39.800
or type in, at the end of the week,

00:01:39.800 --> 00:01:41.510
how many mastery points did you get,

00:01:41.510 --> 00:01:43.630
which you might wanna
share with your parents

00:01:43.630 --> 00:01:44.840
or your teacher.

00:01:44.840 --> 00:01:47.080
And so if you just keep doing that over,

00:01:47.080 --> 00:01:49.100
in this case, those 20 weeks,

00:01:49.100 --> 00:01:52.010
then by the end of that you
will have a good understanding

00:01:52.010 --> 00:01:53.430
of sixth grade math.

00:01:53.430 --> 00:01:54.850
Now, at the end we have something

00:01:54.850 --> 00:01:56.570
called the course challenge.

00:01:56.570 --> 00:01:59.350
And we also talk about,
earlier in this plan,

00:01:59.350 --> 00:02:00.860
that you might wanna start

00:02:00.860 --> 00:02:03.810
by taking these course challenges.

00:02:03.810 --> 00:02:05.550
So what are we talking about?

00:02:05.550 --> 00:02:08.380
Well, if you go to a course,
if you go to the bottom,

00:02:08.380 --> 00:02:10.180
you see Course challenge here.

00:02:10.180 --> 00:02:12.680
And if I click there,
it's gonna scroll down

00:02:12.680 --> 00:02:15.100
right over there and says
Start Course challenge.

00:02:15.100 --> 00:02:18.010
And when I start there, it's
going to give me 30 questions

00:02:18.010 --> 00:02:20.260
that'll take me 30 to 45 minutes

00:02:20.260 --> 00:02:23.490
that are sampling items
from throughout the course.

00:02:23.490 --> 00:02:25.550
Given that many of you
have already completed

00:02:25.550 --> 00:02:27.330
a good chunk of the school year,

00:02:27.330 --> 00:02:28.890
this is a great place to start

00:02:28.890 --> 00:02:30.840
because it can give you accelerated credit

00:02:30.840 --> 00:02:32.750
for things you already know.

00:02:32.750 --> 00:02:34.823
And it can help you understand the things

00:02:34.823 --> 00:02:36.230
that you don't know.

00:02:36.230 --> 00:02:37.610
The things that you do know,

00:02:37.610 --> 00:02:40.120
you'll start going to start
getting leveled up in.

00:02:40.120 --> 00:02:42.630
And to understand what it
means to get leveled up,

00:02:42.630 --> 00:02:44.150
we can go into this first unit

00:02:44.150 --> 00:02:45.660
that I've already started working on,

00:02:45.660 --> 00:02:47.850
and you could see skill by skill

00:02:47.850 --> 00:02:50.530
it has a sense of
whether you are familiar,

00:02:50.530 --> 00:02:52.220
proficient or master,

00:02:52.220 --> 00:02:54.700
depending on how many
of these stacked blocks

00:02:54.700 --> 00:02:56.060
you actually get.

00:02:56.060 --> 00:02:59.070
So if you already know a
lot of a given grade level

00:02:59.070 --> 00:03:00.620
or lot of a given course,

00:03:00.620 --> 00:03:02.150
I recommend taking the course challenge.

00:03:02.150 --> 00:03:04.070
And if you get 70% or better,

00:03:04.070 --> 00:03:05.290
take it again and again.

00:03:05.290 --> 00:03:08.050
That'll really accelerate
your mastery points

00:03:08.050 --> 00:03:09.970
and give you credit for a lot of skills,

00:03:09.970 --> 00:03:12.430
so then you can focus on the
ones that you don't know.

00:03:12.430 --> 00:03:14.510
And then the ones that you don't know,

00:03:14.510 --> 00:03:16.760
you can then go to those particular units

00:03:16.760 --> 00:03:18.550
and take the unit test in them.

00:03:18.550 --> 00:03:20.940
And just to get a sense of
what the unit tests look like,

00:03:20.940 --> 00:03:22.643
let's go this first unit again.

00:03:24.410 --> 00:03:27.360
And if you click here in the
bottom left on Unit test,

00:03:27.360 --> 00:03:29.110
it'll scroll down at
the bottom of the page

00:03:29.110 --> 00:03:30.930
and you could say Start Unit test.

00:03:30.930 --> 00:03:32.740
And the unit test, you can kind of view it

00:03:32.740 --> 00:03:36.190
as a course challenge that's
just focused on that unit.

00:03:36.190 --> 00:03:38.160
So once again if you feel
like you already know

00:03:38.160 --> 00:03:40.470
a particular unit, you
could take the unit test

00:03:40.470 --> 00:03:43.210
over and over again, you're
gonna get different questions,

00:03:43.210 --> 00:03:46.280
and that's a faster way
to get leveled up mastery.

00:03:46.280 --> 00:03:47.790
Now going back to sixth grade,

00:03:47.790 --> 00:03:50.480
you might have noticed this
thing called Mastery challenge.

00:03:50.480 --> 00:03:53.360
A mastery challenge allows
your skills to get leveled up,

00:03:53.360 --> 00:03:54.300
and these are skills

00:03:54.300 --> 00:03:56.510
that you might have
gotten familiar recently

00:03:56.510 --> 00:03:59.040
or they're making sure
that you've reviewed skills

00:03:59.040 --> 00:04:01.180
that you've seen in the past.

00:04:01.180 --> 00:04:04.000
So going back to the plan,

00:04:04.000 --> 00:04:05.900
start with the course challenge

00:04:05.900 --> 00:04:07.320
and then the appropriate unit test.

00:04:07.320 --> 00:04:09.830
And as much as possible try to keep pace

00:04:09.830 --> 00:04:12.300
with these points right over here.

00:04:12.300 --> 00:04:15.450
Now for some reason you
fall behind, not a big deal.

00:04:15.450 --> 00:04:17.990
And if for some reason, you
feel like jumping around,

00:04:17.990 --> 00:04:19.890
that is okay too.

00:04:19.890 --> 00:04:22.100
This is all about
helping you, the student,

00:04:22.100 --> 00:04:24.900
be in the driver seat
of your own learning.

00:04:24.900 --> 00:04:26.580
Now, for those of you who are feeling

00:04:26.580 --> 00:04:28.080
a little bit less confident,

00:04:28.080 --> 00:04:30.160
we're also providing for each grade level

00:04:30.160 --> 00:04:32.470
ways to build your foundations.

00:04:32.470 --> 00:04:33.510
So this is what we're calling

00:04:33.510 --> 00:04:36.140
the super-ultra-strong
foundation learning plan

00:04:36.140 --> 00:04:38.960
for, in this case, students
completing sixth grade.

00:04:38.960 --> 00:04:40.067
And there we say,

00:04:40.067 --> 00:04:43.097
"Hey in parallel to trying
to finish sixth grade,

00:04:43.097 --> 00:04:46.630
"try to do the same thing
with our arithmetic course."

00:04:46.630 --> 00:04:49.550
And if you are a sixth grader
taking the arithmetic course,

00:04:49.550 --> 00:04:51.080
a lot of it is going to be a review.

00:04:51.080 --> 00:04:53.520
So once again, take
those course challenges

00:04:53.520 --> 00:04:55.070
as many times as you like.

00:04:55.070 --> 00:04:57.320
If you're getting 70% or over,

00:04:57.320 --> 00:04:59.670
you're likely to really
be able to accelerate

00:04:59.670 --> 00:05:01.540
what you do know and then you'll know

00:05:01.540 --> 00:05:04.780
where your gaps are and you
can focus on those units.

00:05:04.780 --> 00:05:06.100
Now in each of the plans

00:05:06.100 --> 00:05:09.290
for either the grade level
or for the foundational work,

00:05:09.290 --> 00:05:13.430
we have both 20-week plans
that I just showed you

00:05:13.430 --> 00:05:15.600
and we have a 12-week plan.

00:05:15.600 --> 00:05:17.850
The 12-week plan focuses a little bit more

00:05:17.850 --> 00:05:19.700
on the essentials of the course

00:05:19.700 --> 00:05:22.960
while the 20-week plan is
a bit more comprehensive.

00:05:22.960 --> 00:05:25.670
So think about which
one works best for you

00:05:25.670 --> 00:05:28.850
and think about whether you
need just the grade level course

00:05:28.850 --> 00:05:32.750
or in parallel to do the
foundational work as well.

00:05:32.750 --> 00:05:34.910
But either way, all of
us here at Khan Academy

00:05:34.910 --> 00:05:37.580
are confident that if you stay focused,

00:05:37.580 --> 00:05:39.230
you keep up with these plans,

00:05:39.230 --> 00:05:42.040
that over the course of the
school closures in the summer,

00:05:42.040 --> 00:05:44.380
you're gonna build a
really strong foundation

00:05:44.380 --> 00:05:45.950
in your mathematics,

00:05:45.950 --> 00:05:49.333
and you'll be off to a great
start next school year.


Understanding theme

WEBVTT
Kind: captions
Language: en

00:00:00.360 --> 00:00:01.450
- [David] Hello, readers.

00:00:01.450 --> 00:00:04.610
Today I want to talk about themes.

00:00:04.610 --> 00:00:06.570
A theme is an important idea

00:00:06.570 --> 00:00:08.900
that is woven throughout a story.

00:00:08.900 --> 00:00:11.210
It's not the plot or the summary,

00:00:11.210 --> 00:00:13.680
but something a little deeper.

00:00:13.680 --> 00:00:17.290
A theme links a big idea about our world

00:00:17.290 --> 00:00:20.020
with the action of a text.

00:00:20.020 --> 00:00:22.060
Sometimes a theme answers a question

00:00:22.060 --> 00:00:23.730
the story is trying to explore,

00:00:23.730 --> 00:00:26.010
like, "What does it mean to be a family?"

00:00:26.010 --> 00:00:28.420
Or, "What are we afraid of?"

00:00:28.420 --> 00:00:30.520
Themes will be statements
that answer these questions,

00:00:30.520 --> 00:00:32.607
like, "You don't have
to be related to someone

00:00:32.607 --> 00:00:34.050
"for them to be your family."

00:00:34.050 --> 00:00:37.090
Or, "We are afraid of
losing our individuality."

00:00:37.090 --> 00:00:39.850
Now, theme is different from the main idea

00:00:39.850 --> 00:00:41.610
of a story or its summary.

00:00:41.610 --> 00:00:43.800
The main idea is what
the story's all about,

00:00:43.800 --> 00:00:46.100
and the summary is the
events of the story.

00:00:46.100 --> 00:00:47.620
It's the plot, it's what happened.

00:00:47.620 --> 00:00:50.900
But the theme is a lesson or a message

00:00:50.900 --> 00:00:52.560
that you can take out of the story

00:00:52.560 --> 00:00:54.630
and apply to your own life.

00:00:54.630 --> 00:00:55.870
Themes are universal.

00:00:55.870 --> 00:00:58.740
That is to say, anyone can relate to them.

00:00:58.740 --> 00:01:01.200
So if I tell you a story
about how I got food poisoning

00:01:01.200 --> 00:01:03.600
the one time I ate a
sketchy roadside hot dog

00:01:03.600 --> 00:01:05.000
instead of packing my own lunch,

00:01:05.000 --> 00:01:08.650
the theme isn't, "Avoid Sticky
Pete's hot dogs on Route 91."

00:01:08.650 --> 00:01:11.160
The theme is "It pays to be prepared,"

00:01:11.160 --> 00:01:13.400
because not everyone has a Sticky Pete's,

00:01:13.400 --> 00:01:15.090
but everyone can be prepared.

00:01:15.090 --> 00:01:16.770
Ugh, why did I eat it?

00:01:16.770 --> 00:01:17.813
Why is it green?

00:01:18.980 --> 00:01:21.190
A theme is similar to a moral.

00:01:21.190 --> 00:01:23.900
But a moral is more
about a specific lesson

00:01:23.900 --> 00:01:25.220
it's trying to teach you.

00:01:25.220 --> 00:01:28.510
A theme could be a lesson,
but it doesn't have to be.

00:01:28.510 --> 00:01:30.270
Sometimes you can discover the theme

00:01:30.270 --> 00:01:33.150
by asking yourself some big questions.

00:01:33.150 --> 00:01:35.070
What did the characters learn?

00:01:35.070 --> 00:01:37.000
How did they grow and change?

00:01:37.000 --> 00:01:40.170
Why did characters act the way they acted?

00:01:40.170 --> 00:01:42.500
What's different at the end of the story?

00:01:42.500 --> 00:01:45.930
And what stays with you
after the story is over?

00:01:45.930 --> 00:01:47.000
Let's go through a folk tale

00:01:47.000 --> 00:01:48.830
and see if answering these questions

00:01:48.830 --> 00:01:50.803
helps us to uncover the theme.

00:01:51.640 --> 00:01:54.950
This is a story about Anansi the Spider,

00:01:54.950 --> 00:01:57.420
a heroic trickster from West Africa.

00:01:57.420 --> 00:02:00.530
Anansi was clever, but
he wished to be wise.

00:02:00.530 --> 00:02:02.740
Wiser than everyone, in fact.

00:02:02.740 --> 00:02:05.080
He decided that he'd take
all the wisdom he could find,

00:02:05.080 --> 00:02:07.610
all the wisdom in the whole world,

00:02:07.610 --> 00:02:10.590
and gather it all inside
a little clay pot.

00:02:10.590 --> 00:02:12.550
But he didn't like having it in the house,

00:02:12.550 --> 00:02:14.387
this pot of knowledge.

00:02:14.387 --> 00:02:18.267
"What if our kid knocks it
over?" he asked his wife, Aso.

00:02:18.267 --> 00:02:20.657
"What if someone comes over
in the night and steals it?"

00:02:20.657 --> 00:02:24.457
"Who's coming to steal your
pot, Anansi?" she asked.

00:02:24.457 --> 00:02:26.077
"Nobody even knows you have it."

00:02:26.077 --> 00:02:28.560
"It's not safe," Anansi cried.

00:02:28.560 --> 00:02:30.277
And he decided to hide it.

00:02:30.277 --> 00:02:33.437
"I'm going out," he
said, "Don't follow me."

00:02:33.437 --> 00:02:35.710
"Whatever," said Aso, who went back

00:02:35.710 --> 00:02:37.910
to doing something that
was actually useful.

00:02:38.780 --> 00:02:40.690
Anansi wandered through the forest,

00:02:40.690 --> 00:02:43.380
lugging this enormous clay pot of wisdom,

00:02:43.380 --> 00:02:45.920
never aware that his little son, Ntikuma,

00:02:45.920 --> 00:02:47.543
was following close behind.

00:02:49.057 --> 00:02:52.787
"Not tall enough," said
Anansi, looking at a cliff.

00:02:52.787 --> 00:02:56.437
"Not deep enough," he
said, frowning at a canyon.

00:02:56.437 --> 00:03:00.300
"Ah-ha," said Anansi when he
came to the prickly thorn tree

00:03:00.300 --> 00:03:02.697
at the edge of the forest
near a little stream.

00:03:02.697 --> 00:03:05.530
"Now, this will do just fine."

00:03:05.530 --> 00:03:08.410
Anansi had many legs,
and he was very strong.

00:03:08.410 --> 00:03:10.520
But even he could not climb the tree

00:03:10.520 --> 00:03:13.150
and carry the pot of
knowledge at the same time.

00:03:13.150 --> 00:03:17.290
He scrabbled up the tree,
then slid back down again.

00:03:17.290 --> 00:03:21.030
He wiggled up the tree,
then slid back down again.

00:03:21.030 --> 00:03:23.197
He clambered up the tree.

00:03:23.197 --> 00:03:25.747
"Hey, Dad," Anansi's son called out.

00:03:25.747 --> 00:03:26.597
"What, what?

00:03:26.597 --> 00:03:28.287
"I said nobody follow me.

00:03:28.287 --> 00:03:30.727
"What are you doing here?" Anansi cried.

00:03:30.727 --> 00:03:33.057
"You should tie the pot to your back, Dad.

00:03:33.057 --> 00:03:36.140
"Then you can use all your
legs to climb the tree."

00:03:36.140 --> 00:03:39.317
He was right, but it
didn't matter to Anansi.

00:03:39.317 --> 00:03:41.660
"I'll teach ya to give me
advice, you little miscreant,"

00:03:41.660 --> 00:03:44.610
Anansi yelled, shaking his fist,

00:03:44.610 --> 00:03:47.000
the same fist that held the handle

00:03:47.000 --> 00:03:49.580
to the pot full of wisdom.

00:03:49.580 --> 00:03:53.677
It went sailing into the air
as time seemed to slow down.

00:03:53.677 --> 00:03:55.587
"Oh no," said Anansi.

00:03:55.587 --> 00:03:58.250
"Oh no," said Anansi's little son.

00:03:58.250 --> 00:04:02.090
And the pot smashed open
right there in the stream,

00:04:02.090 --> 00:04:05.100
carrying all of Anansi's
carefully gathered up knowledge

00:04:05.100 --> 00:04:06.730
into the ocean, sending it out

00:04:06.730 --> 00:04:08.997
to the whole world once again.

00:04:08.997 --> 00:04:12.370
"You are in so much trouble,
Ntikuma!" Anansi said,

00:04:12.370 --> 00:04:13.970
clambering back down the tree.

00:04:13.970 --> 00:04:17.420
And then he said, "Ow, ow,
ow," because in his haste,

00:04:17.420 --> 00:04:20.450
he had poked himself on
the thorns of the tree.

00:04:20.450 --> 00:04:23.000
His son took of running for home,

00:04:23.000 --> 00:04:24.720
and Anansi raced after him.

00:04:24.720 --> 00:04:27.870
And as they ran, it began to rain.

00:04:27.870 --> 00:04:30.630
And as the rain came down,
Anansi stopped running

00:04:30.630 --> 00:04:33.217
and began to walk and think.

00:04:33.217 --> 00:04:36.050
"Ntikuma's plan would
have worked after all."

00:04:36.050 --> 00:04:37.960
When he at least caught up with Ntikuma,

00:04:37.960 --> 00:04:40.437
he apologized for losing his temper.

00:04:40.437 --> 00:04:42.617
"What was the use of all that wisdom

00:04:42.617 --> 00:04:46.960
"if I can still be outsmarted
by my little son?" he said.

00:04:46.960 --> 00:04:48.870
The two of them embraced,

00:04:48.870 --> 00:04:51.520
and because of Ntikuma's
timely interruption,

00:04:51.520 --> 00:04:55.453
a little bit of Anansi's
knowledge lives in us all today.

00:04:57.350 --> 00:04:59.910
So our questions checklist.

00:04:59.910 --> 00:05:02.000
What did the characters learn?

00:05:02.000 --> 00:05:03.890
Well, Anansi learned that even if he had

00:05:03.890 --> 00:05:05.510
all the wisdom in the world,

00:05:05.510 --> 00:05:08.223
a child could still have
a better idea than him.

00:05:09.150 --> 00:05:11.820
How did the characters grow and change?

00:05:11.820 --> 00:05:14.220
Anansi apologized for losing his temper

00:05:14.220 --> 00:05:18.067
and realized that he wasn't the
only person with good ideas.

00:05:18.067 --> 00:05:21.020
"Why did characters act
the way they acted?"

00:05:21.020 --> 00:05:22.750
I think Anansi was greedy.

00:05:22.750 --> 00:05:25.100
Why else would he wanna have
all the wisdom in the world

00:05:25.100 --> 00:05:27.770
and not share it without anybody else?

00:05:27.770 --> 00:05:30.760
And, "What's different
at the end of the story?"

00:05:30.760 --> 00:05:32.570
At the end of the story, everybody gets

00:05:32.570 --> 00:05:34.570
a little bit from the pot of wisdom.

00:05:34.570 --> 00:05:37.610
It flows out into the ocean
and gets sent to everybody.

00:05:37.610 --> 00:05:40.860
And Anansi realized that keeping
all the wisdom to himself

00:05:40.860 --> 00:05:43.760
still didn't make him
the wisest all the time.

00:05:43.760 --> 00:05:47.800
Finally, "What stays with
you after the story is over?"

00:05:47.800 --> 00:05:51.270
The fact that all of us,
you, me, your Aunt Matilda,

00:05:51.270 --> 00:05:54.910
all of us have a little bit of
Anansi's wisdom inside of us.

00:05:54.910 --> 00:05:56.817
So a theme of this story could be,

00:05:56.817 --> 00:05:58.800
"Anyone can have a good idea,"

00:05:58.800 --> 00:06:02.270
or, "Wisdom is inside all of us."

00:06:02.270 --> 00:06:04.310
What theme would you give this story?

00:06:04.310 --> 00:06:07.350
Discuss it with your friends,
your classmates, your family.

00:06:07.350 --> 00:06:09.090
And let us know.

00:06:09.090 --> 00:06:12.840
The theme of all of my videos
is and shall forever be

00:06:12.840 --> 00:06:14.863
that you can learn anything.

00:06:15.770 --> 00:06:16.603
David out.