Group Name: Poverty near and far: Marginalized Populations and Indigenous Existence
https://docs.google.com/document/d/1LO6A4CIke54KCuuWzCLU1wb-AhSTjd2LYJRaOY17ZBY/edit?usp=sharing
Learning Goals/Outcomes:
Learning Goals/Outcomes:
- Poverty is a global experience
- Poverty is systemic
- Poverty is an intersectional experience (gender, race, ethincity, age, etc.)
- Poverty is also affected by access to income, land, materials, education, etc.
- Empowerment through poverty
- Systemic stigma of poverty
- Doesn't have to be shameful
- Confronting the system
- Finding/Giving voice to those who have been silenced
- Discussing poverty in personal relationships and in a broader context
- Self-awareness
Monday
Topic
|
Where am I now? Intro to poverty and stereotyping
|
Goals
|
What is poverty?
|
Resources
| |
Materials
|
|
Lesson
|
1. What is poverty? What does poverty look like?
Affinity mapping: Pass out sticky notes. 4 per student. Buzz words and drawings of what poverty looks like to them. At table groups, share these sticky notes. Can any of these ideas be sorted together? Make groups or categories. Share with large group these categories- post on paper with title. Each group can share and add to these “categories” or add more categories until we’ve made sense of all of our ideas and grouped them together.
2. Explore the different areas poverty affects someone's life (personal, professional, social, health, safety, life outcomes) and how it varies across age and race.
3. Intro to "systemic" poverty and intersectionality.
Perhaps use four corners activity on Tuesday at the end of Monday to fill in time?
|
Follow up notes:
|
Tuesday
Topic
|
Where am I in that system? Systemic poverty
|
Goals
|
How is poverty systemic?
Sources of income and land
Gender and single parent homes
|
Resources
|
https://www.nwac.ca/wp-content/uploads/2018/05/NWACFactSheetPovertyReduction-20180220-FINAL.pdf
|
Materials
|
|
Lesson
|
1. Recognizing your own intersectionality: Understanding the oppression of others and of yourself:
2. Four corners activity. Four “Identity” descriptors will be labeled on large sheets of paper (one descriptor per sheet) and placed around the room. Students will be split into groups and will discuss how that identity label affects their lives. Ideas will be written down on sticky notes and added to the posters.
Students will travel to all four posters in “concentric circles” in opposite directions to mix up the discussion groups.
I Am Poem: Students write an I Am poem - share out if desired
2. Discuss poverty locally (Indiana/Midwest/the Bronx).
3. Introduce "Indigenous" and share understanding of poverty in Navajo Nation.
4. Compare Indigenous peoples of Canada (continue intersectionality by addressing gender, age, history of marginalization).
5. Poverty of Maori peoples of New Zealand:
One article will be passed out to half of the classroom and another article will be sent passed out to the other half of the classroom. Students will read and best summarize or jot down notes to make sense of the material. Then, students will be paired up with someone who read the other article and then share out: share notes and jot down ideas. Then students can analyze the two to make sense of it all- what’s the central idea of this information?
6. How can we make sense of this? What are you feeling? Are you angry? Sad? Confused? Frustrated? For whom? Write it out. Express yourself on paper (large sheets of paper-- maybe put them in groups and 5ish people express themselves on each sheet, together or separate but all to explain the complexity of the situation).
|
Follow up notes:
|
Wednesday
Topic
|
Empowerment: Finding and Giving a Voice
|
Goals
|
Role playing scenarios: finding voices in different scenarios
|
Resources
| |
Materials
|
|
Lesson
|
1. Continue discussion of intersectionality, marginalization, etc.
2. Go deeper into Indigenous experiences. Do they have a voice, collectively or individually? If not, who took it? Who has it? Do you have a voice? Who decides who has a voice? Systemic.
3. How do we give someone voice? Can anyone give it? What can you do personally?
4. Making sense of your options, what can you do? William Kamkwamba.
Read article, then watch video: students write down “what stuck with me” on a sticky notes. Students share those observations with table groups. Students can write down in their journal things that they observed or are hearing from others that stand out to them. At table groups, number students (1-4, 1-5, 1-6, etc.) and then ask those numbers to get up and meet with all of the other like-numbers to share with a different group of students. Finally, share out with the whole group, paste sticky notes to whiteboard/poster paper, etc.
5. Role play scenarios on how to discuss poverty and overcome stereotypes. How to address marginalities and oppression. How to express yourself with purpose.
|
Follow up notes:
|
Thursday
Topic
| |
Goals
|
Social activism: poster making, chants and spoken word
|
Resources
| |
Materials
|
printed reading materials for Isatou Ceesay
One Plastic Bag (book)
|
Lesson
|
1. Empowerment model
2. Isatou Ceesay example:
Ask students to read the article, then watch video and write down “what stuck with me” on sticky notes. SNOWBALL DISCUSSION: Students will first discuss in pairs, then with their table groups, then pair up table groups, then pair up large groups, then have large group discussion.
3. Activism in the media-- what moves you? What does activism mean to you? How does it affect you? What would you consider to be "successful" activism?
4. Discuss issues with giving voice/ using your own voice and again silencing.
5. POSTER MAKING-- march for poverty! (or whatever topic the students feel passionate about. Maybe one poster for poverty and one for something they are passionate about. Can do groups or individual projects).
|
Follow up notes:
|
No comments:
Post a Comment