The United States’ postwar housing policy created the world’s largest middle class. It also set America on two divergent paths -- one of imagined wealth, propped up by speculation and endless booms and busts, and the other in systematically defunded, segregated communities, where “the American dream” feels hopelessly out of reach.

Owned is a fever dream vision into the dark history behind the US housing economy. Tracking its overtly racist beginnings and its unbridled commoditization, the film exposes a foundational story that few Americans understand as their own.

Inequality

Reduced inequalities

poverty

No poverty

Economic growth

Decent work and economic growth

Cities

Sustainable cities and communities

Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

SOC.4.14.4

Evaluate various ways to buy and sell investments, including mutual funds, exchange-traded funds (ETFs), stocks, bonds, certificates of deposit (CDs), real estate, and commodities.

WORK.9-12.17.b

Recognizing and identifying elements in a dance work provides critical abilities used in many vocations such as film and restaurant critique, sports analysis, real estate, engineering, architecture, and interior and fashion design.

DA.3.S.4.GLE.2.RA.2

Understands events and influential individuals of the civil rights movement [e.g., the role of civil rights advocates, including Martin Luther King Jr., Malcolm X, Rosa Parks, and Cesar Chavez; the significance of Martin Luther King Jr.’s “Letter from a Birmingham Jail” and “I Have a Dream Speech;” events such as segregation, desegregation, the Bus Boycott, Selma March, the Freedom Riders, and Central High School in Little Rock; the role of African American political groups, including the National Association for the Advancement of Colored Persons (NAACP), Congress of Racial Equality (CORE), the Southern Christian Leadership Conference (SCLC), and Student Nonviolent Coordinating Committee (SNCC); the assassination of Martin Luther King Jr. and the Watts Riots].

SOC.11.16.11.47

Identify significant historical events and individuals in Illinois history, including: Gilded Age contrasted with labor and women's movements; Democratic-affiliated urban areas and Republican suburbs in the 20th century; growing multiethnicity across Illinois; Reagan from Illinois (Dixon) ; change from “rust belt” to service economy in Illinois; Mayor Richard Daley ; rights of protesters; industry moving out of cities.

SOC.11.16.11.120

Compare and contrast racial segregation in the United States with other racial and social policies, i.e., apartheid in South Africa.

SOC.9-12.H3.[9-12].14

SOC.9-12.3.I.C.2.b

The emergence of new regional, political, and economic units

SOC.9-12.5.I.C.1.c1

SOC.9-12.7.III.B.3.b4

Students will distinguish between cause and effect and will examine changes in their community in terms of cause and effect (e.g., automobiles and the growth of suburbs, growing population in suburban areas, and reduction of farms).

SOC.2.7a.1

define and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;

SOC.7.7.B

compare differences among investments, including stocks, bonds, mutual funds, Exchange Traded Funds, and real estate; and

FIN.10-12.9.C

The student demonstrates an understanding of securities and investments products. The student is expected to evaluate securities and investments products such as stocks, dividends, stock splits, options strategies, hedge funds, futures, bonds, mutual funds, venture capital, real estate, retirement investment plans, and education savings and the advantages and disadvantages from an issuer and investor perspective.

FIN.10-12.8

Promises

Peace justice

Peace, Justice and strong institutions

Identify the roles played by federal, state and local political leaders—as well as individual American citizens— in the civil rights movement, including: federal intervention in Little Rock; Rosa Parks and the Montgomery boycotts; Martin Luther King, the Southern Christian Leadership Conference, and the 1963 march on Washington; Freedom Riders; Jackie Robinson and the desegregation of baseball; the work of Cesar Chavez and the development of the United Farmworkers; Robert Kennedy and the civil rights movement; Lyndon Johnson and passage of the Civil Rights Act of 1964.

SOC.8.16.8.42

Understand the factors that influenced U.S. expansionism after the Civil War (e.g., the debate between pro- and anti-imperialists over the Philippines; U.S. involvement in the Philippines, Guam, Cuba, and the Panama Canal; arguments to justify expansion and opposition to expansion; rationale for American imperialism and the resulting territorial expansion, including Social Darwinism, expanding capitalism, and global balances of power).

SOC.11.14.11.24

Identify various U.S. foreign policies in the early part of the 20th century (e.g., the U.S. role in the Panama Revolution and in the construction of the Panama Canal; the purpose and effects of the Open Door Policy; the impact of Roosevelt’s Big Stick Diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy; changes in foreign policy from isolationism to intervention; the declining role of Great Britain and expanding role of the United States in world affairs).

SOC.11.14.11.25

Understand U.S. policy of isolationism prior to World War I and the U.S. rationale for entering World War I.

SOC.11.14.11.26

Understand the origins and foreign policy of the Cold War (e.g., origins of Cold War and advent of nuclear politics including nuclear weapons and the arms race; elements of communist containment policy; the impact of the Truman Doctrine and Marshall Plan in the post-World War II period; the expanding role and superpower status of the U.S. in world affairs after World War II; military conflicts in Korea, Vietnam, and the Middle East; evaluate Cold War foreign policy decisions, including the Berlin Blockade, the Bay of Pigs, and Cuban Missile Crisis; the development of alliances including NATO and SEATO; the concept of the Iron Curtain and the Domino Theory; how the policies of the Cold War changed over time).

SOC.11.14.11.30

Understand the role of ideologies of business including Social Darwinism and the Gospel of Wealth; influences of limited competition and business organizations; development and impact of monopolies, corporate mergers, trusts, and cartels; the concept of laissez-faire economics; the concept of the “American Dream” from different perspectives; introduction of mass production techniques).

SOC.11.16.11.34

Analyze the concept and pursuit of the “American Dream.”

SS.H.6.9-12

Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam).

SOC.9-12.SS-HS-5.2.6

SOC.9-12.5.II.B.2.b

SOC.9-12.7.II.C.2.c2

SOC.9-12.7.III.B.3.c5

Students will explain the significance of key civil rights victories, including President Truman’s desegregation of the military, Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

SOC.8.9a.2

describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights Act of 1964, and the Voting Rights Act of 1965;

SOC.9.USH.9.G

describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965;

SOC.9-12.USH.9.F

discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream; and

SOC.9-12.USH.18.A

SOC.9.1.9.G

SOC.9-12.1.9.F

SOC.9-12.4.18.A

  Desegregation  

Understand major contemporaneous social issues and the groups involved (e.g., the role of feminist movements; the persistence of poverty, welfare, crime and other social issues; the response of federal, state, and local governments toward such social issues; changing roles of women in society and changing family structures; impact of controversies associated with environmental conservation, the expansion of National Park system, and the development of environmental protection laws; the interaction between environmental protection agencies and property rights advocates).

SOC.11.18.11.08

Evaluate how attitudes toward a situation or problem (e.g., attitudes concerning environment, immigrants, poverty, parent-child relationships) change in different periods of history or in different cultures.

LA.8-10.2B.5

Assess how economic growth is a factor in alleviating poverty and raising standards of living.

SOC.11-12.15D.5

Explain how literature, music, and art are ways people voice protest or support, and prompt social change.

SOC.9-12.H3.[9-12].19

Population pressures and poverty (China, India, Africa, and Latin America) One-child policy—China

SOC.9-12.8.A.2.a

Population pressures and poverty (China, India, Africa, and Latin America) Family planning—India

SOC.9-12.8.A.2.b

Population pressures and poverty (China, India, Africa, and Latin America) Mother Theresa

SOC.9-12.8.A.2.c

Population pressures and poverty (China, India, Africa, and Latin America) Cycles of poverty and disease

SOC.9-12.8.A.2.d

Agrarian response to economic change: Organize and protest The Grange movement as agrarian protest

SOC.9-12.3.II.F.1

Pressures for reform Increasing inequities between wealth and poverty

SOC.9-12.4.I.A.4

Social settlement movement and the problems of poverty (Jacob Riis, Jane Addams)

SOC.9-12.4.I.B.2.a

Public career of Dr. Martin Luther King, Jr., Birmingham protest (“Letter from Birmingham Jail”)

SOC.9-12.7.III.A.1.a2

New approaches to old problems The problems of poverty in an affluent society - "the underclass"

SOC.9-12.7.V.D.2

ECO.12.IV.B.4

Students should also understand that people who do not vote may do so as a form of political protest. Students should be able to assess the pros and cons of different forms of participation and nonparticipation.

GOV.12.C.4.2

Students should review how the First Amendment protects freedom of press and why that freedom has certain constitutional limits such as libel, obscenity, and fair trial.

GOV.12.C.9.2

Students will analyze the significance of key events in the movement, including the Montgomery bus boycott, federal intervention at Little Rock, Arkansas; the Birmingham protest; and the March on Washington.

SOC.11.10a.4

With teacher guidance, identify the musical qualities that give persuasive music (such as soundtracks, commercials, protest songs) its effect on the perspectives and beliefs of the listener.

ARTS.MU:Cn10.1.8.b

comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment)

SOC.9-12.C&G 3 (9-12)-1.a

analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns

SOC.9-12.HP 3 (9-12)-2.b

Students demonstrate an understanding of citizens’ rights and responsibilities by comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment)

SOC.9-12.C&G 3 (9-12) -1.a

Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns

SOC.9-12.HP 3 (9-12) -2.b

analyze the impact of the First Amendment guarantees of religious freedom on the American way of life.

SOC.8.25.C

identify the actions and outcomes of government policies intended to create economic opportunities for citizens such as the Great Society, affirmative action, and Title IX; and

SOC.9.USH.17.D

analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.

SOC.9-12.9-12.15.B

explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.

SOC.9-12.9-12.16.B

identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each; and

SOC.9-12.USH.17.D

SOC.9-12.USG.16.B

SOC.9-12.USG.17.B

define poverty and its components and analyze poverty's impact on the individual and society;

SOC.9-12.SOC.10.B

SOC.8.2.25.C

SOC.9.4.17.D

SOC.9-12.4.17.D

examine the First Amendment, Federal Communications Commission regulations, Freedom of Information Act, liability laws, and other regulations for compliance issues;

AAC.9.16.B

describe the different types of real estate mortgages;

BUS.11-12.11.C

research cases dealing with real estate law using appropriate online technology.

BUS.11-12.11.F

compare different standards of living in the United States, including poverty, minimum wage, living wage, and desired standards of living.

FIN.10-12.15.C

 Lines

Infrastructure industrialization

Industry, innovation and infrastructure

Write creatively for a specified purpose and audience (e.g. short story, poetry, radio scripts, directions, TV commercial).

LA.5-7.3C.5

Write creatively for a specified purpose and audience (e.g. short story, poetry, radio scripts, play, TV commercial).

LA.6-8.3C.5

Write creatively for a specified purpose and audience (e.g., short story, poetry, radio scripts, play, TV commercial).

LA.7-9.3C.2

Explain how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design).

DA.3-5.27A.6

Analyze how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design).

DA.4-6.27A.5

MU.3-5.27A.6

MU.4-6.27A.5

VIS.3-5.27A.6

demonstrate an understanding (e.g., speak, draw, write, projects, present) of the nature of government: analyze information found in current events/news (e.g., TV, radio, Internet, articles) about different present day governments and how they may reflect/impact culture

SOC.6.SS-6-GC-S-1.d

I can understand specific information, such as sports scores and song titles from radio and TV programs.

FL.9-12.IL.L.3.a

I can follow information presented on radio, TV, or Internet.

FL.9-12.IH.L.2.b

Identifies personal experiences with media artwork (e.g., talks about where they have seen media artwork, such as tablets, TV, computers, museums, concerts, classroom)

PK.ARTS.7.b

describe how the media and other forms of technology (e.g., TV, movies, Internet, etc.) can influence a person’s thoughts, feelings, and behaviors about families and friends.

HE.K-4.5.5.4.2

   A Recipe For Disaster

Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues

SOC.10.16.2

Students will identify jobs (e.g., farmer, nurse, truck driver) relating to Kentucky's Career Clusters and describe these jobs/careers.

HE.4.PL-04-4.1.2

New approaches to old problems Feast and famine: the farmer’s dilemma

SOC.9-12.7.V.D.1

  The Magic Ball

Students will examine the causes of the financial panic of 2008 and the federal government‘s response to the Great Recession.

SOC.11.10c.2

When The Bubble Burst  

Determine potential spatial problems that may result in conflict (e.g., zoning changes, school district boundaries).