the world has made great strides to eliminate poverty 1.5 billion
people still lack access to safe water, and 125 million children
around the world do not attend primary school. Also millions,
especially children, go to bed hungry every night, according to
the World Bank (http://www.worldbank.org/ourdream/).
this unit by brainstorming with students about poverty. Ask your
students to define poverty and to research poverty rates in the
United States versus other countries. You may also want to introduce
the question of equity. Ask your students if they have noticed
differences in the community they live in as compared to other
neighborhoods in your city or state.
unit is designed to facilitate a discussion about life
in less fortunate communities, but be careful not to alienate
students in the class. Its aim is to encourage students to examine
what assets and liabilities are relevant to communities and what
it takes to make a change in a neighborhood.
you have introduced the concept of poverty, show the video especially
the segment from (23:12 to 28:09) about Blanca Rojas concerns
about inviting her college friends to see her community. Ask your
students to point out the differences in Blancas life as
compared to her college classmates.
the glossary of terms to begin a
discussion about social, economic, and political change. The discussion
questions will help you frame the issues as they relate to
colonias and other poor communities, but encourage your
students to discuss problems that may exist in affluent communities
project at the end of this lesson is designed to encourage students
to compare communities, to discover inequities that may exist,
and to formulate a strategy for overcoming some of those inequities.
encourage you to share your experiences for this discussion, project,
and essays. We also encourage you to give us feedback on what
impact this unit had on your classroom and the experience of your
students. Please send us
your feedback on how you used this unit and what results