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OVERVIEW

Today, many families are banned from food stamps for life due to past drug convictions. A bipartisan bill now before Congress proposes ending the federal law that makes this so.

In this lesson, students will get a grasp of American food stamp policies and reflect on their implications.

This lesson is part of NewsHour Classroom's ongoing Searching for Justice series. Find more Searching for justice content here.

OBJECTIVES

• Understand the purpose and eligibility criteria of the Supplemental Nutrition Assistance Program (SNAP), commonly known as food stamps.
• Analyze the social and economic implications of banning families with drug convictions from accessing food stamps.
• Develop critical thinking skills through class discussions and reflection on policy implications.

SUBJECTS

Social studies, economics

ESTIMATED TIME

50 minutes

*Note: It is important to create a respectful and inclusive learning environment. Some students might have personal experiences or know individuals impacted by drug convictions. Encourage empathy and sensitivity during discussions, and remind students to avoid making assumptions or judgments about others' experiences.

MATERIALS

• Computers or devices with internet access for each student (optional)
• Projector or Smartboard for displaying the news article

Warm-up activity (5 minutes)

1. Display the news article headline and ask students to share their initial thoughts and questions about the topic.
2. Write their responses on the board or a shared document for later reference.

Introduction (10 minutes)

1. Provide background information on the Supplemental Nutrition Assistance Program (SNAP) and its purpose to support low-income families with food assistance.
2. Explain the eligibility criteria for SNAP, including income limits and household composition requirements.
3. Highlight the specific condition of drug convictions as a disqualifying factor for food stamps.

Reading and discussion (25 minutes)

1. Distribute copies of the news article or share the link with students.
2. Instruct students to read the article individually.
3. After reading, facilitate a class discussion using provided discussion questions, such as:

• What are the key arguments presented in the article?
• How do drug convictions affect eligibility for food stamps?
• What are the potential consequences for families banned from food stamps due to past drug convictions?
• How might this policy impact individuals' efforts to rehabilitate and reintegrate into society?
• Do you think this policy is fair and effective? Why or why not?

Reflection and discussion (10 minutes):

1. Ask students to individually reflect on the topic and consider the broader implications of the policy.
2. Allow a few students to share their reflections with the class.
3. Encourage respectful and open dialogue, and ask students to consider alternative perspectives.

Conclusion (5 minutes):

1. Summarize the key points discussed during the lesson.
2. Emphasize the importance of critically examining policies and their impact on individuals and society.
3. Encourage students to stay informed about current events and engage in active citizenship.

Extension activities

Public policy research activity (20 mins)

1. Divide the class into small groups.
2. Assign each group a specific task, such as researching the history and evolution of the policy, examining alternative policies implemented in other countries or regions, or analyzing potential reforms proposed by experts or advocacy groups.
3. Provide students with resources (books, articles, websites) to conduct their research.
4. Instruct them to take notes and gather evidence to support their analysis and arguments.
5. Group presentations (15 minutes):
   • Allocate time for each group to present their findings to the class.
   • Encourage them to present both sides of the argument and provide evidence to support their analysis.
   • Facilitate a brief discussion after each presentation, allowing students to ask questions and share their thoughts.

Persuasive writing (15 mins)

Standards

C3 Standards

D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

Common Core

CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Brittany Copeland has been an educator for 15 years and proudly serves as a special education teacher for Center City Public Charter Schools, Shaw Campus, in Washington, D.C. Brittany strives to create a classroom where differences are celebrated, and success is defined by growth, not just grades. Through patience, creativity, and an understanding of diverse learning needs, Brittney nurtures the unique potential in every student.

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