Boldly Braiding Individual Plan
BRAINSTORM:
Cause: Poverty
Tools: Workbook
Art Forms: Art, Graphic Design, Creative Writing, Music, etc. (Students can use any artistic ability to
complete their projects).
OBJECTIVE/PURPOSE:
Students will learn about poverty as it relates to politics,
economics, and ethnicity. They will
learn its definition, factors, and how to take action against it.
PROJECT TITLE:
Poverty is Everyone’s Problem
BACKGROUND/JUSTIFICATION:
According to the United Nations, approximately 25,000 people
die everyday of hunger or hunger-related issues (poverty.com). Poverty is a global issue. Students should become aware of poverty and
learn how they can help its victims.
SKILLS:
Students will read A
Kids’ Guide to Hunger & Homelessness by Cathryn Berger Kaye. Students will participate in specific
activities in A Kids’ Guide to Hunger
& Homelessness workbook.
Students will analyze the government definition of poverty
and statistics about poverty. Students
will have a dialogue concerning the definition and statistics.
Students will write a short essay on what they have learned
about poverty, how it affects its victims, and solutions to fight against it. Students will create their own projects that show
how they can fight against poverty and provide aid to its victims. Students are encouraged to be creative and
use their own artistic forms when developing their projects. Students will gain a sense of social
entrepreneurship and nonprofit management when developing their projects. Students will present their projects at the
end of the unit.
CONTENT:
Students will read A
Kids’ Guide to Hunger & Homelessness.
Students will analyze the government definition of poverty and statistics
about poverty. Students will learn about
poverty as it relates to politics, economics, and ethnicity. Students will learn about service project
opportunities that will help them fight against hunger and provide aid to its
victims. Students will travel to and
serve at a Greater Chicago Food Depository’s soup kitchen.
COMMUNITY BUILDING
ASSETS:
Students’ self-esteem may increase as they participate in
fighting against poverty. Students can
make an impact both in their communities and in the world by creating and
participating in service project opportunities that will help poverty victims.
OTHER EXPERTISE:
A local and international speaker who was once a victim of
poverty can share their experiences with students.
MATERIALS:
Drawing pencil, paper, colored pencils, paint, paintbrushes,
newspaper, computers with Internet access, poster boards, buses, and books.
STUDENT ACTIVITIES:
Students will learn about poverty as it relates to politics,
economics, and ethnicity over the course of a three-week unit. The following are the details of each
activity per week:
First Week
·
Students will read, analyze, and discuss the
government definition of poverty.
·
Students will read, analyze, and discuss current
poverty statistics from the following websites: http://www.census.gov/hhes/www/poverty/
http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm
·
After reviewing statistics, students will
discuss poverty and its connection with politics.
·
Students will discuss the assigned readings from
A Kids’ Guide to Hunger &
Homelessness and complete specific activities in their workbook.
·
Students will be given class time to begin their
short essays.
·
Students will be given class time to develop
ideas for their projects.
Second Week
·
Students will discuss poverty and its connection
with ethnicity.
·
Students will use the information from the
statistics to support any arguments that they make concerning ethnicity and its
connection with poverty.
·
Students will compare and contrast local poverty
and international poverty.
·
Students will discuss the assigned readings from
A Kids’ Guide to Hunger &
Homelessness and complete specific activities in their workbook.
·
Students will be given class time to work on
their short essays.
·
Students will be given class time to work on
their projects.
·
Both a local and an international speaker who
was once a victim of poverty will share their experiences with students.
Third Week
·
Students will discuss poverty and its connection
with economics.
·
Students will use the information from the
statistics to support any arguments that they make concerning economics and its
connection with poverty.
·
Students will discuss the assigned readings from
A Kids’ Guide to Hunger &
Homelessness and complete specific activities in their workbook.
·
Students will travel to and serve at a Greater
Chicago Food Depository’s soup kitchen.
·
Students will edit and submit their short
essays.
·
On the last day of the unit, students will
present their projects in front of staff, peers, family, and friends.
·
Students will complete self-evaluations and
peer-evaluations.
Social Studies:
Students will analyze and discuss U.S. Census Bureau poverty
statistics.
Language Arts:
Students will read A
Kids’ Guide to Hunger & Homelessness and complete specific activities
in their workbook. Students will write a
short essay.
Social Entrepreneurship/Nonprofit Organizations:
Students will create their own projects that show how they
can fight against poverty and provide aid to its victims. Students must use their artistic abilities
and other talents in the process. Students
will learn how to generate “social value” rather than profits. (http://www.pbs.org/opb/thenewheroes/whatis/).
EVALUATION/ASSESSMENT:
I will monitor students as they work on their projects. I will grade students’ essays and
projects. Also, students will be
evaluated and graded on their presentation.
They will be given rubrics (essay, project, and presentation),
self-evaluations, and peer-evaluations.
REFLECTION:
N/A
SOURCES:
http://www.tolerance.org/category/level/grades-6-8?page=1
http://www.freespirit.com/service-learning-service-projects-a-kids-guide-to-hunger-and-homelessness-cathryn-berger-kaye//
http://www.poverty.com
http://www.pbs.org/opb/thenewheroes/whatis/
http://www.census.gov/hhes/www/poverty/
http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm
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