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The curriculum is aligned to the following national standards: National Standards for Financial Literacy American Association of Family and Consumer Sciences Council for Economic Education National Business Education National Jump$tart Coalition Common Core English Language Arts
Upon completion of this lesson, participants will be able to: Identify government programs from which
individuals in need can receive income support Analyze how many programs are designed to
provide income safety nets for temporary situations Evaluate the different ways government programs
are funded Explain how employment benefits individuals and
families who receive government benefits
MATERIALS
MATERIALS PROVIDED IN THIS LESSON PLAN
MATERIALS SPECIFIC TO THIS LESSON PLAN BUT
AVAILABLE AS A SEPARATE DOWNLOAD MATERIALS TO ACQUIRE SEPARATELY
DEPENDING ON OPTIONS TAUGHT
Laura’s Story Reflection 2.5.3.A1 Calvin’s Story Reflection 2.5.3.A2 Swenson Family Reflection 2.5.3.A3 Receiving from Government Scenario
Creation 2.5.3.A4 Receiving from Government Scenario
Creation Outline 2.5.3.A5 Receiving from Government
Programs Story Rubric 2.5.3.B1 Receiving from Government
Programs Vocabulary List 2.5.3.E1 Laura’s Story 2.5.3.E2 Income and Expense Statement for
Laura 2.5.3.E3 Calvin’s Story 2.5.3.E4
Receiving from Government Programs Answer Key 2.5.3.C1
Receiving from Government Programs PowerPoint Presentation 2.5.3.G1
Receiving and Protecting Unit Multiple Choice Test Bank and Answer Key 2.5.0.M1 & C1
1 piece of butcher paper per every 2‐3 participants
1 marker per participant
Cardstock
Computers and internet access for every participant
The Swenson Family 2.5.3.E6 Income and Expense Statement for
the Swenson Family 2.5.3.E7 Receiving from Government
Programs Information Sheet 2.5.3.F1 What if… Life Event Cards 2.5.3.H1 What if… Life Event Cards Answer
Key 2.5.3.K1 Receiving from Government
Programs Note Taking Guide 2.5.3.L1
RESOURCES
EXTERNAL RESOURCES
External resources referenced in this lesson plan: For more information about each government program including the application process: www.govbenefits.gov
TAKE CHARGE TODAY RESOURCES
Similar lesson plan at a different level: None available
Optional lesson plan resources:
Vocabulary Reinforcement Activities Active Learning Tool 3.0.36
Guest Speaker Active Learning Tool 3.0.22 Technology Integration Options Active Learning Tool
3.0.50
Pursuit of Happyness Active Learning Tool 3.0.42
Tablets Applications for the Personal Finance Classroom Active Learning Tool 3.0.52
CONTENT
EDUCATOR MATERIALS PARTICIPANT READING
Materials to support educators when preparing to teach this lesson plan are available on the Take Charge Today website.
Receiving from Government Programs Information Sheet 2.5.3.F1
LESSON FACILITATION
PREPARE
Visual indicators to help prepare the lesson
INSTRUCT
Instructions to conduct the lesson facilitation
CUSTOMIZE
Potential modifications to lesson facilitation
VOCABULARY ACTIVITY
Vocabulary Self‐Awareness Approximate time: 15 minutes before instruction. 15 minutes at the conclusion of instruction. Materials to prepare: 1 Receiving from Government Programs Information Sheet 2.5.3.F1 per
participant Reference the Vocabulary Self‐Awareness Activity 3.0.36.J10 from Vocabulary
Reinforcement Activities Active Learning Tool 3.0.36.
o 1 Vocabulary Self‐Awareness 3.0.36.A3 per participant
Before instruction: 1. Provide each participant with a Vocabulary Self‐Awareness 3.0.36.A3 and a
Receiving from Government Programs Information Sheet 2.5.3.F1 to identify 3 vocabulary words.
2. Complete the worksheet as directed. 3. During the lesson, have participants compare what they are learning to their
word chart. After instruction: 4. Upon completion of this lesson have participants:
a. Ensure the words they knew well were accurately recorded b. Add either an example or a definition to the words they knew
somewhat well c. Provide both an example and a definition for the words that were new
to them
ANTICIPATORY SET
What If… Activity Approximate time: 15 minutes Materials to prepare: Receiving from Government Programs PowerPoint Presentation 2.5.3.G1 Per group of 2‐4
o 1 sheet of butcher paper and a marker o 1 What if… Life Event Activity Card 2.5.3.H1
1. Divide participants into groups of 2‐4. 2. Present the Receiving from Government Programs PowerPoint Presentation
2.5.3.G1. 3. Slide 2: What if…Activity
a. Provide each group with a marker and sheet of butcher paper. b. Have each group divide their butcher paper into four sections with the
appropriate labels:
4. Provide each group with a What if… Life Event Activity Card 2.5.3.H1. 5. Slide 3: Accidents and unplanned events can happen to anyone at anytime
a. In small groups, have participants write their event in the event box on their butcher paper and brainstorm the impact the event would have on an individual or families life or lives. Consider the emotional, financial, and physical implications of the event.
b. Have each group share their event and the impact with the class. c. Stress how many of the accidents and events described are not
respecters of age, sex or race. They can happen to anyone at any time.
Event The impact an event would
have on an individual/family’s life or lives
Family, Friends, and Non‐Profit Support
Government Programs
To save time in class, label the butcher paper beforehand. Laminate for future use.
Split participants into groups of four and assign one block of the What if… paper to each of them to complete.
Use an interactive whiteboard application to complete the anticipatory set using tablets. Refer to the Tablets Applications for the Personal Finance Classroom Active Learning Tool 3.0.52.
d. Identify that sources of outside support and resources will be discussed during this lesson.
RECOMMENDED FACILITATION
Approximate time: 45 minutes Materials to prepare: Optional: What if… Life Event Activity Card Answer Key 2.5.3.K1 Per group of 2‐4:
o 1 Laura’s Story Scenario 2.5.3.E2 o 1 Income and Expense Statement for Laura 2.5.3.E3 o Optional: Laura’s Story Reflection 2.5.3.A1
Part 1: Sources of Support 1. Slide 4: Sources of Support
a. When people are in need, most rely on family and friends first with non‐profits available to provide additional support.
b. A variety of sources of support are essential in communities to help individuals/families recover financially, emotionally and physically from accidents and unplanned events.
c. In small groups, identify ways family, friends and non‐profits in your local community could provide support for the What if… Life Event Activity Card 2.5.3.H1.
2. Slide 5: Examples of the Most Common Government Benefit Programs a. This is a list of some of the most common government programs. They
will be discussed more in‐depth later in the lesson. b. Identify that this list is not comprehensive. Additional programs are
available. 3. Slide 6: Features of Most Government Programs
a. Indicate that most programs have time or payout limits and are designed to provide short‐term support for individuals.
b. Although some individuals rely upon government support long‐term, they are eventually better off in the workplace.
Part 2: How Government Programs are Funded 4. Slide 7: All Government Programs are Funded by Taxpayers
a. Indicate that the United States tax structure provides funding support at the federal, state and local levels through a variety of types of taxes to fund assistance programs.
b. Identify that not all states have income, property and/or sales tax. c. Have participants brainstorm examples of items they have paid taxes
on. 5. Slide 8: Federal Programs
a. Examples include Social Security, Medicare and SNAP. 6. Slide 9: State Programs
a. Examples include TANF and unemployment insurance. b. Have participants brainstorm examples of state taxes.
7. Slide 10: Local Programs a. Have participants brainstorm examples of programs specific to your
community.
Show the movie John Q to illustrate how government programs may help those that can’t afford proper health care.
Have participants discuss their event cards with an adult to analyze the impact the event would have on a family/individual and local programs that may provide support.
The Receiving from Government Programs Note Taking Guide 2.5.3.L1 is provided but not included as part of the recommended facilitation instructions or approximate time.
Part 3: Common Government Programs 8. Slide 11: 7 Common Programs
a. For each government program presented on the following slides, briefly describe the demographic for which each program is designed, how it is funded, and the program’s purpose.
b. After each program is described pause to have participants determine if the program would potentially be a source of support for their What if… Life Event Activity Card 2.5.3.H1.
i. If so, instruct participants to add that program to the “Government Programs” section of their table and share their event with the class.
c. The What if… Life Event Activity Card Answer Key 2.5.3.K1 is available to use during this activity. The answer key is divided by scenario and government program. The scenarios that may be supported by each government program are also outlined in slides 12‐17 below.
9. Slide 12: Social Security a. This program could potentially support the scenarios in What if… Event
Cards 1, 2, 4. b. If appropriate to your audience, discuss benefits counseling. This is a
free service offered across the country for people with disabilities receiving SSI or Social Security Disability benefits to help them understand the impact of work on their benefits and how to use work incentives to become more financially independent.
10. Slide 13: SNAP a. This program could potentially support the scenarios in What if… Event
Cards 1, 3, 6, 7, 8. 11. Slide 14: TANF
a. This program could potentially support the scenarios in What if… Event Cards 1, 6, 7, 8.
12. Slide 15: Unemployment Insurance a. This program could potentially support the scenarios in What if… Event
Cards 3, 7. 13. Slide 16: Medicaid vs. Medicare
a. Medicaid – This program could potentially support the scenarios in What if… Event Cards 1, 2, 4, 6, 7, 8.
b. Medicare – This program could potentially support the scenarios in What if… Event Cards 2, 4, 5.
14. Slide 17: Earned Income Tax Credit a. This program could potentially support the scenarios in What if… Event
Cards 1, 3, 6, 8. 15. Slide 18: In Review…
a. Ask participants to share any other government programs they are familiar with that have not been discussed.
b. Emphasize how events that cannot be managed without the support of outside resources can happen to anyone.
c. Discuss how the overall goal of most government programs is to provide a temporary safety net while encouraging citizens to achieve maximum self‐sufficiency, independence, and health.
For more information about each government program including the application process, visit the Government Benefits website. Refer to the resources section for the website address.
Show the movie Pursuit of Happyness and discuss what forms of support could have helped Chris and his son. Use the Pursuit of Happyness Active Learning Tool 3.0.42.
Optional: Part 4: Scenario: Laura 16. Slides 19‐23: Meet Laura
a. Provide each group with Laura’s Story Scenario 2.5.3.E2 and Income and Expense Statement for Laura 2.5.3.E3.
i. The Laura’s Story Reflection 2.5.3.A1 is provided as well but is not necessary to use if facilitating the activity with the PowerPoint presentation.
b. Have each group read Laura’s story. c. Use the discussion prompts embedded into the PowerPoint to engage
participants in a discussion about Laura’s life and how government programs helped her temporarily and long‐term.
CONCLUSION
Receiving from Government Programs Scenarios Approximate time: 30‐45 minutes Materials to prepare: Calvin’s Story 2.5.3.E4 and Income and Expense Statement for Calvin 2.5.3.E5
and/or Swenson Family 2.5.3.E6 and Income and Expense Statement for the Swenson Family 2.5.3.E7
Calvin’s Story Reflection 2.5.3.A2 and/or Swenson Family Reflection 2.5.3.A3 Option one: work in small groups 1. Have participants work in small groups. 2. Select one or both scenarios for the small groups to assess how the
government programs benefited the individual/family in the scenario. o Calvin’s Story 2.5.3.E4 and Income and Expense Statement for Calvin
2.5.3.E5. Single father receiving TANF, SNAP and Medicaid support.
o Swenson Family 2.5.3.E6 and Income and Expense Statement for the Swenson Family 2.5.3.E7. Family of four with the father receiving unemployment.
3. Have the participants discuss the scenario. Worksheets are available to guide the discussion.
o Calvin’s Story Reflection 2.5.3.A2 o Swenson Family Reflection 2.5.3.A3
4. As an entire class have each group report their discussion. o If both scenarios were used, have participants record similarities and
differences between the two scenarios.
Option two: work independently 5. Have participants assess a scenario and complete the corresponding
worksheet independently at home. If time allows, set aside fifteen minutes for the class to discuss the scenarios.
ASSESSMENT
Receiving from Government Scenario Creation Approximate time: 45‐90 minutes Materials to prepare:
Receiving from Government Scenario Creation 2.5.3.A4 per participant or group
Receiving from Government Scenario Creation Outline 2.5.3.A5 per participant or group
Technology Integration Options Active Learning Tool 3.0.50 for reference Receiving from Government Programs Story Rubric 2.5.3.B1 1. Distribute Receiving from Government Scenario Creation 2.5.3.A4 and
Receiving from Government Scenario Creation Outline 2.5.3.A5 to each participant or group.
a. Discuss the assignment. Two options are available for the completion of the activity‐ creating a digital story board (requires the use of technology) or writing a story.
i. If completing the digital storyboard option, use a digital storyboard, video or animated video tool. Refer to the Technology Integration Options Active Learning Tool 3.0.50 guide for specific websites and assistance.
b. Instruct participants to complete both worksheets. c. Grade the finished product using the Receiving from Government
Programs Story Rubric 2.5.3.B1.
Provide each participant with a What if... Life Event Activity Card 2.5.3.H1 to guide their story.
Create a panel of speakers from local agencies to talk about the local, state and federal programs from which individuals within your community are benefiting. Use the Guest Speaker Active Learning Tool 5.0.47 to prepare participants.
Receiving from Government Programs Vocabulary List
TERM DEFINITION
1 Government The system of governance that provides structure, protection, and services to people residing in a nation, state, county, or municipality (city/town)
2 Non‐profit organization
Organizations that exist for human service, conservation, religious, or other charitable purposes to benefit others
3 Taxpayer People who pay taxes to federal, state, county or municipal (city/town) governments
What if… Life Event Cards Answer Key The following is an answer key that indicates which government programs discussed in the lesson may potentially support each scenario on the What if… Life Event Cards 2.5.3.H1. The first table gives answers per scenario:
Number What if… Life Event Cards 2.5.3.H1 scenario Government programs that may
support this scenario
1 You are a teenager whose mother recently passed away. Your father is now struggling to pay the bills alone.
Social Security
SNAP
TANF
Medicaid
Earned Income Tax Credit
2 You had an accident which resulted in a disability and prevents you from being able to work full‐time.
Social Security
Medicare
Medicaid
3 Through no fault of your own, you were laid off from your job.
Unemployment
SNAP
Earned Income Tax Credit
4 You have a disabled child who can’t care for himself Social Security
Medicaid
Medicare
5 You are elderly and need medical care that you can’t afford.
Medicare
6 You are a teenage parent with limited income while you work to finish high school.
SNAP
TANF
Medicaid
7 You are a single parent who was laid off from your job. You have not been able to find a replacement job yet and have run out of money in your emergency savings fund.
SNAP
TANF
Unemployment
Medicaid
Earned Income Tax Credit
8 You cannot afford medical care for your two young children.
SNAP
TANF
Medicaid
Earned Income Tax Credit
The second table gives answers per government program:
Government programs that
may support this scenario Number What if… Life Event Cards 2.5.3.H1 scenario
Social Security 1 You are a teenager whose mother recently passed away. Your
father is now struggling to pay the bills alone.
2 You had an accident which resulted in a disability and prevents you
from being able to work full‐time.
4 You have a disabled child who can’t care for himself
SNAP 1 You are a teenager whose mother recently passed away. Your
Directions: Read Calvin’s Story scenario 2.5.3.E4 and Income and Expense Statement for Calvin 2.5.3.E5. Answer the following questions: 1. Questions about Calvin’s Income and Expense Statement. (10 points)
a. What is Calvin’s total monthly income prior to his job?
b. What is Calvin’s total monthly income after he gets a job (not including the Earned Income Credit
he receives at the end of the year)?
c. When Calvin takes a job, how much do his TANF and SNAP benefits decrease?
d. Is Calvin better off financially with or without a job? By how much?
e. When Calvin takes a job his income goes up but so do some of his monthly expenses. Which
expenses go up and by how much? Is he still better off working rather than staying at home and
relying only on his public benefits?
f. Why does Calvin get such a large amount in May from the Earned Income Tax Credit? Will he get
this every month? What did he do with this money?
2. According to the story, Calvin and his parents no longer have a positive relationship, and it appears they
have not communicated since he left home after high school. In what ways would his situation be
different if he was able to depend on family? Discuss ways a family network could support adults in
Directions: Read The Swenson Family scenario 2.5.3.E6 and Income and Expense Statement for the Swenson Family 2.5.3.E7 and answer the following questions.
1. The Swenson family’s spending plan is significantly different in September when Chloe’s father was
employed compared to in January when he was still seeking new employment. Analyze the family’s
spending choices (4 points):
a. Even while unemployed, the family chose to keep all of their existing forms of insurance. Why do
you believe they did this?
b. The family had to decrease many of their expenses due to the father’s unemployment. Which
decreased expense do you believe was the most difficult for the family to adjust to and why?
2. The Swenson family was fortunate that Chloe’s father worked in a job which allowed him to claim
unemployment after he was laid off. Consider the following (8 points):
a. If the family did not have the $1,863 in unemployment income, what additional changes would
they have had to make to their income and expense statement? Identify what impact these
changes would have had on the family.
b. Although Chloe’s father received unemployment, he was actively seeking new employment.
Directions: Create a scenario about an individual/family that has had an unfortunate event occur in which they needed
government support to overcome financial instability. Create a digital story board or write a story describing the
scenario, including the individual/family and the program(s) that provided support.
1. Step one: Select a government program to research.
2. Step two: Research the program.
a. Provide a description of the program, including its purpose and what it provides.
b. Identify the qualification requirements for the program.
3. Step three: Use the Receiving from Government Scenario Creation Outline 2.5.3.A5 to create an outline about a
fictitious family/individual that will benefit from the government program researched in step two.
4. Step four: Use the outline to create a digital story board or write a story about your fictitious family. The digital
story board or story should include all of the following information:
a. Demographics about the family/individual; ensure the individual/family qualifies for the government program based upon research conducted in step two.
i. What are the names and ages of the family members? ii. Where are/were the family members employed? iii. What are the hobbies/interests of the family members?
b. An event which occurred resulting in the need for support that is provided by the government program selected in step one
c. Basic information about the government program that the family used for support i. What is the purpose of the program? ii. What does the program provide? iii. Who qualifies for the program?
d. How your particular individual/family in need benefited from the government program you selected e. Steps the family/individual are taking to improve their quality of life and achieve self‐sufficiency (to no
Directions: Create a scenario about an individual/family that has had an unfortunate event occur in which they needed government support to overcome financial instability. Create a digital story board or write a story describing the scenario, including the individual/family and the program(s) that provided support.
Exemplary Satisfactory Unsatisfactory No Performance
Score
Content: The story includes all five sets of
information outlined in step four of the Receiving for Government Scenario Creation
The story accurately conveys the government program
9‐7 6‐4 3‐1 0
Writing Skills: Sentences are fluent and effective Very few errors in mechanics,
punctuation and word choice Essay includes an introduction, body,
and conclusion
6‐5 4‐3 2‐1 0
Effectiveness of Presentation: Clearly prepared Easily read, visually appealing and
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at the University of Arizona
2.5.3.F1
Receiving From Government Programs Advanced Level
Take Charge Today
Throughout life accidents and unplanned events happen to individuals and families that cannot be managed without the support of outside resources. Everyone is at some risk of having a major life trauma due to catastrophic weather or natural disasters, being injured at work, developing a disability, or experiencing unemployment. Accidents, disabili es and life events do not discriminate based on age, sex or race. These life‐changing events can happen to anyone.
Most families rely on other family members and friends first when they are in need of assistance. However, if family and friends cannot provide enough support, non‐profit organiza ons (such as food banks, the Salva on Army and the Red Cross) lend a helping hand to those in need. Another important source of assistance comes from government programs at the local, state and federal levels.
Most government benefit programs are set up to offer temporary assistance to those in need. O en, benefits expire a er a set period of me. Income provided through government programs is typically less than if an individual were able to con nue working. In most cases, individuals earn more by returning to work than by relying solely on government benefits for income over an extended period of me. The overall goal of most government programs is to provide a temporary safety net while encouraging ci zens to achieve maximum self‐sufficiency, independence and health.
However, some government programs offer long‐term assistance. A well‐known example of such a program is the federal Social Security re rement benefit program. This government benefit offers re rement income assistance for individuals of any income level who have paid into the program during their employment years. Medicare is another federal long‐term benefit program that offers health insurance benefits for individuals over age 65.
All government programs are funded by one source: taxpayers (people who pay taxes to federal, state, county or municipal (city/town) governments). You pay taxes in a variety of ways including income tax, payroll tax, property tax, sales tax and excise tax. So, everyone who owns property, earns income, or purchases goods and services pays a share of these government benefit programs.
Who Pays for Government Programs?
An example of a non‐profit program in my community is...
Sales tax is not charged on all purchased items; however, many items you purchase such as clothes,
movie ckets and gasoline are subject to sales tax (depending on the state in which you live).
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at the University of Arizona
2.5.3.F1
Receiving from Government Programs
Take Charge Today
Federal Programs
Local governments also raise money through taxes. For
example, youth programs such as city recrea on programs are o en funded by local governments. Since local governments have fewer people to tax, these local programs are usually smaller in scale than federal programs and are designed to address very
specific local needs.
Federal programs do not vary from state to state in the United States.
All 50 states have federal government programs delivered in
similar amounts for the same purpose. Examples of federal programs are Social Security,
Medicare and SNAP (food stamps).
States receive money from the federal government to run
programs that help people within the individual state. State
administered programs allow states to have greater flexibility in determining their own rules for how money will be distributed to people in need. States also have the right to tax their own ci zens and set up state–specific programs. Examples include TANF (Temporary Assistance to Needy Families) and
unemployment insurance.
It is important to be aware of exis ng programs in case you or a family member needs a temporary financial safety net in mes of economic hardship. The following chart summarizes seven programs that are commonly used by individuals and families when mes get tough. To find out more about these and other government programs, go to www.govbenefits.gov.
Examples of Government Benefit Programs
Do you know an individual whose income earning ability was altered by a life‐changing event? If so, describe.
Federal Program
Who is the program designed to help?
What is the purpose of the program? What is provided by the program?
Funded by Website
Social Security 17 different Social Security programs exist that help people across every stage of the life span
Eligibility requirements for each SS program vary dras cally
Further research into each SS program is required
Depends upon the program but benefits are grouped into the following major categories:
Re rement
Provides supplemental income during re rement
Many eligibility requirements exist including a minimum age
Disability
Adults and children who are disabled
May provide supplemental income as well as help obtaining a job
Survivors
Supplemental income for families that have lost a wage earner or children who have lost a parent
Depends on the specific program
www.social security.gov
A note regarding Social Security benefits: People with disabili es receiving SSI or Social Security Disability benefits may receive free
assistance to help them understand the impact of work on their benefits, and how to use “work incen ves” to become more financially
independent. Known as “benefits counseling” or “work incen ves coordina on,” this service is available to people who are receiving SSI or
Social Security Disability benefits, age 14 – 64, and working or trying to work.
The service is available na onwide. To find an agency that provides the service in your state, visit h ps://secure.ssa.gov/apps10/oesp/providers.nsf/bystate.
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at the University of Arizona
2.5.3.F1
Federal Program
Who is the program designed to help?
What is the purpose of the program? What is provided by the program?
Funded by Website
Supplemental Nutri on Assistance Program (SNAP), also known as food stamps
Low‐income families with concerns about food security, nutri on, and affordability
Specific eligibility depends upon many factors including:
Number of people in household
Age of head of household
Age and number of children
Amount of earned income
Amount of income received from other programs
Purpose‐ Help low‐income families purchase nutri ous foods
Provides‐ Families receive a plas c card with the money the family is allowed loaded onto it, similar to a gi card, for use in buying food items only
Federal
government
www.fns.us
da.gov/
snap/
Medicaid Certain categories of low‐income individuals including:
Children
Pregnant women
Parents of eligible children
People with disabili es
The elderly needing nursing home care
Specific eligibility requirements vary between each state
Purpose‐ To provide insurance (medical care) to certain low‐income individuals
Provides‐ Pays money to health care providers
Federal and state governments
Each state administers its own program, so search for your state and Medicaid
Medicare Adults over age 65
Some individuals under age 65 with disabili es
Everyone with End‐Stage Renal Disease
Purpose‐ Provide health insurance to the elderly and people with disabili es
Provides‐ Pays money to health care providers
Federal government
www.medicare.gov/
Temporary Assistance to Needy Families (TANF)
Low‐income families with children
Specific eligibility requirements varies between each state
Purpose‐ Temporarily funds families with income inadequacy to help them achieve self‐sufficiency
Provides‐ Families receive money, job training and other benefits
Funded by the federal government but administered at the state level
Star ng place for informa on www.acf.hhs.gov/programs
Unemployment Insurance
Adults who have lost jobs through no fault of their own
Purpose‐ Help those who have unexpectedly lost income
Provides‐ Income to families while the individual is ac vely seeking new employment
Employers provide funding but each state government administers the fund
Star ng place for informa on h p://ows.doleta.gov/unemploy/
Earned Income Tax Credit
Low‐income individuals and families who file a tax return in a given tax year
Purpose‐ Support low‐income individuals and families who have worked for pay and file a tax return