Characteristics of global poverty
Warm Up (10 minutes each day):
Day 1:
1. Write a journal response to the following: "What is the definition of 'poverty'? For individuals around the world who live in poverty, what do you think are their daily struggles?"
2. Have students share their responses and make connections and note similarities between information reported out.
Day 2:
1. Teacher addresses ticket out the door questions and concerns
Lecture (10 minutes, day 1):
Day 1:
1. Show students maps that show the population distribution and distribution of poverty around the world. Teacher facilitates a discussion of students' observations:
- http://www.worldmapper.org/posters/worldmapper_map2_ver5.pdf (World population map)
- http://www.worldmapper.org/posters/worldmapper_map174_ver5.pdf (Poverty distribution map)
2. Have students report out observations and comparisons of the two maps.
3. Have students work with a partner and come up with a list of characteristics and causes of poverty. Teacher facilitates students reporting out and brief discussion of causes and characteristics and teacher records what students report out on the board.
Activities (50 minutes total):
Day 1 & 2:
1. Divide the class into small groups
2. Assign each group one of the following issues related to living in poverty: a. water and sanitation, b. hunger, c. disaster, d. jobs/ employment, e. budgeting, f. education
3. Assign roles within each research group to include: a. group leader/ lead writer; b. researcher 1 - addresses why the issue is a problem for those living in poverty; c. researcher 2 - causes of the issue for those living in poverty; d. researcher 3 - how the issue is being addressed to improve the lives of those living in poverty; e. researcher 4 - collects statistics and charts and maps out the issue
4. Research group members use the Internet to research their topic within their assigned role
5. Students work together to put together a fact sheet about their assigned issue
6. Students are then regrouped into jigsaw groups, thus, each member has researched a different issue related to poverty.
7. Students report about their assigned issue to members in their jigsaw group. As each group member reports about his or her topic, the jigsaw groups work together to create a concept map that highlights poverty issues and how they are connected.
Conclusion/ daily assessment (5 minutes each day):
Day 1:
1. Ticket out the door where students list at least three reflections of what they learned or raise questions/ concerns about what they learned.
Day 2:
1. Teacher facilitates whole class debriefing of how these poverty issues connect and contribute to the cycle of poverty.
Materials:
1. journals
2. pen or pencil
3. maps (listed above)
4. paper
5. Internet access
6. colored pencils
7. Fact sheet template (Word templates)
8. Blank concept map
9. Ticket out the door
Day 1:
1. Write a journal response to the following: "What is the definition of 'poverty'? For individuals around the world who live in poverty, what do you think are their daily struggles?"
2. Have students share their responses and make connections and note similarities between information reported out.
Day 2:
1. Teacher addresses ticket out the door questions and concerns
Lecture (10 minutes, day 1):
Day 1:
1. Show students maps that show the population distribution and distribution of poverty around the world. Teacher facilitates a discussion of students' observations:
- http://www.worldmapper.org/posters/worldmapper_map2_ver5.pdf (World population map)
- http://www.worldmapper.org/posters/worldmapper_map174_ver5.pdf (Poverty distribution map)
2. Have students report out observations and comparisons of the two maps.
3. Have students work with a partner and come up with a list of characteristics and causes of poverty. Teacher facilitates students reporting out and brief discussion of causes and characteristics and teacher records what students report out on the board.
Activities (50 minutes total):
Day 1 & 2:
1. Divide the class into small groups
2. Assign each group one of the following issues related to living in poverty: a. water and sanitation, b. hunger, c. disaster, d. jobs/ employment, e. budgeting, f. education
3. Assign roles within each research group to include: a. group leader/ lead writer; b. researcher 1 - addresses why the issue is a problem for those living in poverty; c. researcher 2 - causes of the issue for those living in poverty; d. researcher 3 - how the issue is being addressed to improve the lives of those living in poverty; e. researcher 4 - collects statistics and charts and maps out the issue
4. Research group members use the Internet to research their topic within their assigned role
5. Students work together to put together a fact sheet about their assigned issue
6. Students are then regrouped into jigsaw groups, thus, each member has researched a different issue related to poverty.
7. Students report about their assigned issue to members in their jigsaw group. As each group member reports about his or her topic, the jigsaw groups work together to create a concept map that highlights poverty issues and how they are connected.
Conclusion/ daily assessment (5 minutes each day):
Day 1:
1. Ticket out the door where students list at least three reflections of what they learned or raise questions/ concerns about what they learned.
Day 2:
1. Teacher facilitates whole class debriefing of how these poverty issues connect and contribute to the cycle of poverty.
Materials:
1. journals
2. pen or pencil
3. maps (listed above)
4. paper
5. Internet access
6. colored pencils
7. Fact sheet template (Word templates)
8. Blank concept map
9. Ticket out the door
graph_org_concept_map_1.pdf | |
File Size: | 183 kb |
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exit_ticket.pdf | |
File Size: | 4 kb |
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worldmapper_population.pdf | |
File Size: | 2018 kb |
File Type: |
worldmapper_poverty.pdf | |
File Size: | 648 kb |
File Type: |