Lesson Plans and Classroom activities

Understandings:

Poverty is a common reason for the failure of children to develop to their full potential.
Impoverished children are more likely to be exposed to conditions that harm their health, safety and development.
Every child has the right to live a good life and be free from any exploitative or harmful activity.

 Essential Questions:


Identify how children whose families are struggling financially can be helped.

Discuss what local and national governments and civil society can provide to assist families struggling financially.

Examine international documents like the Convention on the Rights of the Child.

Demonstrate the extent of the problem of homelessness in different countries and communities.

Use interpersonal communication skills to raise awareness about poverty on local, national and international levels.

Review the success of international efforts to reduce poverty and homelessness. 

Enable students to synthesize the knowledge they have gained.

Students will know:

Human rights vocabulary

What is being done about this global problem

International documents and the issues they address

The names of international organizations and NGOs that are working to reduce poverty

How to get involved

Students will be able to:

Respect others through exposure to a way of life different from their own

Advocate for the rights of the poor and the homeless

Explore opportunities to bring about social change locally and nationally

List reasons why people become homeless

Activity 1:

1. Write the term 'home' on the board. Ask students to think about words, ideas and emotions they associate with the term. Write responses on the board, forming a word web around the term 'home.' Some answers might include: building, space, security, protection, privacy, warmth.

2. Next to the word chart ask students to list activities people do at 'home.' Answers might include: sleep, eat, read, play, watch TV, do work, and bathe.

Think about getting ready for school in the morning at your home: brushing your teeth, bathing, getting dressed, eating breakfast, etc. What might it be like to do all of these things in front of strangers at a homeless shelter? What is it like to get ready for school in the car that your family lives in? What is it like to try and do homework while caring for siblings or in a parents' car?

In a class discussion or written response ask students: How does it feel to get ready for school in these situations? Do you think it would be hard to concentrate?

3. Write "Poverty" on the board. Ask students to list words, emotions and ideas associated with this term. 
Ask students: What are the characteristics of poverty? Can you tell if someone is poor, if so, how do you?

Explain that sometimes poverty can be easily concealed. It might not be obvious that your peers and their families are struggling financially. It is important to keep an open mind and be empathetic about people's financial and housing circumstances.

Note: It is important to keep in mind that there might be children in the class who might live in a homeless shelter or consider themselves poor. These children might be embarrassed by the discussion. It is important to ensure that the classroom discussion is respectful and non-discriminatory.