In these lessons students consider their own understanding about poverty. After learning the hard facts based on world statistics students discuss issues and realities faced by people living in extreme poverty . After exploring poverty from different perspectives students learn what youth around the world are doing to alleviate poverty. Online sharing of ideas with global classrooms pave the way for additional initiatives.
Time Required: 4-6 lessons
Students who complete the Alleviating Poverty Project will :
1. Be able to identify and describe characteristics of poverty and causes of impoverishment.
2. Be able to engage in a discussion in order to critically reflect , design and evaluate plans for assisting developing countries
3. Be able to contribute and collaborate in online dialogue with peers
1. Setting the stage:
Identifying : Divide students into groups of four or five. Each group represents a family with two working adults - one working full-time, one working part-time, for minimum wage . Refer to minimum wage of their country. Note, that students are NOT role playing the roles of parents and children.)
2. In their groups, students brainstorm a list of things that must be purchased or paid for in a one month period. The list must cover the basic needs of the family: rent, food, healthcare, etc. It may also include things that the family may want or need in addition to their basic needs.
3. Based on the expected income to be earned by the parents, students should figure out exactly how much money the family has to
spend per week.
Consider having older students look at local and federal tax forms to figure out exactly how much of a family's earnings are taxed and what kinds of credits are available for poor families.)
Using local research
materials (the Internet and local newspapers), students should research the cost of items from their list of things that must be purchased or paid for in the month of December.
3) rental of a two bedroom rental unit
4) 3 pounds of chicken or hamburger meat, etc
4. As students are creating their budgets, give each group one of the following emergency scenarios. See attached worksheets. Have them plan the budget again.
5. Discussion: Reconvene the class. Discuss the difficulty of budgeting and how it felt to have deal with an emergency purchase. .
6. Present students with current poverty statistics. The World Bank site (http://devdata.worldbank.org/atlas-mdg/) provides an effective visual presentation using an Interactive map to depict populations living on less than a 1$ a day.
Hard Facts : Minimum wage vs 1$ a day IN OUR WORLD TODAY:
• 1.2 billion people live on less than $1 a day
• Every day, 800 million people go to bed hungry
• Every day, 28,000 children die from poverty-related causes
7. Engage classroom in a discussion about poverty . Suggestions for discussion
What causes poverty?
What are the effects of poverty?
What do you think of when you think of poverty?
What do you feel when you think of poverty?
Who is responsible for eradicating poverty?
How does a country’s poor economy contribute to other social problems, such as cuts in or the lack of basic services like clean water, health care, education, etc. to present your findings.
Who should be responsible for helping poor people and countries in the world? Why?
These discussion questions could also be hosted in a threaded discussion board in TIGed classrom tools.
8. Personalizing the data: Provide outline world maps of the world and have students use Global Statistics tool from TIG (http://www.takingitglobal.org/themes/mdg/) to create their own color coded map showing the poverty rate of countries living below 1$ a day.
9.. Research : Country Comparison: Divide students into small groups and assign countries for them to compare. Have students the Infonation website http://cyberschoolbus.un.org/infonation3/menu/advanced.asp and supporting worksheets to to collect information and compare country statistics.
10. Graphing Encourage students to use visual graphing to share the country information that they have found. Online graphing http://nces.ed.gov/nceskids/createagraph/.
This is a user friendly site that enables students to consider the design of their graph ( bar, pie, line ), enter the data and labels and save a copy in a number of formats in including jpeg
11. Presentation Students can present their information to the rest of the class
12. . Making a Difference: Research
Assign students to group and have them research TIGed and other online sources to learn what youth are doing to make a difference. Have students post what they have found in an online discussion board . Teaches can start a thread for this dicussion in their TIGed classrom.
13. After having researched existing . Initiatives have students work in groups to present action plans for assisting alleviating poverty in developing countries or at home. Refer to the Millennium Development Goals Youth Action Guide: http://www.takingitglobal.org/guide
14. Sharing: Have students blog or podcast their action plans in their TIGed virtual classroom. Invite comments from participating classrooms or post blogs or podcasts publicly on TIG so that members can respond.
15 . Students should be encouraged to implement their ideas to in order to make the greatest impact on themselves and on poverty.
1.Have students play the TIGed Ayiti, a role-playing video game in which the player assumes the roles of family members living in rural Haiti
2. Design a game for others to play to understand and impact poverty
1. Computers with internet access 2. TIGed virtual classroom with student blogs, discussion boards, and student writing enabled 3. Supporting links 4. Supporting Worksheets ( See list)
This work is licensed under a Creative Commons License.
No comments have been posted yet. You could be first!
Please login to post a comment.