TECHNOLOGY Being Poor in our Community chart (see attached resources) NEEDED: Institute for Poverty Research Poverty Fact Sheet: A Child’s Brain on Poverty (see attached resources) References for the Teacher: Center on the Developing Child at Harvard University has a variety of materials about poverty and resilience. Information from the research of Ruby Payne. Konnikova, M. (2016, Feb 11) How People Learn to Become Resilient. The New Yorker. Retrieved from: Matthews, D. (2012, July 11) Poverty in the 50 years since in five charts. The Washington Post. ‘The Other America’, Retrieved from: INSTRUCTIONAL Group students in heterogeneous groups to maximize the STRATEGIES/ discussion of poverty. Encourage students to embrace their own GROUPINGS: diversity of social class in the discussion of poverty. DIFFERENTIATION Differentiation: Have students write their own hypothetical case STRATEGIES: scenario about a family in poverty, middle class and wealth. Then have the other students in the class respond to the case students’ ADAPTATIONS & study by stating the benefits and drawbacks of the social class. EXTENSIONS Extension: Option 1: Collaborate ahead of time with another school of a different socioeconomic status. Have students from that school take the and compare results. “Could You Survive?” questionnaires Discuss with students that, even though development is similar for everyone at specific ages, life experiences can influence developmental trajectory. Option 2: Provide students with access to computers/ tablets. Have students log on to the Center for the Developing Child at Harvard This interactive game allows University’s Resilience Game. individuals to simulate positive and negative outcomes on development and their ability to promote resilience. This can be accessed at: INTERDISCIPLINARY Social Studies--This lesson connects to civic and economic issues CONNECTIONS: covered in a history/ social studies class.
TECHNOLOGY NEEDED: Being Poor in our Community chart (see attached resources) Institute for Poverty Research Poverty Fact Sheet: A Child’s Brain on Poverty (see attached resources) References for the Teacher: Center on the Developing Child at Harvard University has a variety of materials about poverty and resilience. Information from the research of Ruby Payne. Konnikova, M. (2016, Feb 11) How People Learn to Become Resilient. The New Yorker. Retrieved from: Matthews, D. (2012, July 11) Poverty in the 50 years since ‘The Other America’, in five charts. The Washington Post. Retrieved from: INSTRUCTIONAL STRATEGIES/ GROUPINGS: Group students in heterogeneous groups to maximize the discussion of poverty. Encourage students to embrace their own diversity of social class in the discussion of poverty. DIFFERENTIATION STRATEGIES: ADAPTATIONS & EXTENSIONS Differentiation: Have students write their own hypothetical case scenario about a family in poverty, middle class and wealth. Then have the other students in the class respond to the students’ case study by stating the benefits and drawbacks of the social class. Extension: Option 1: Collaborate ahead of time with another school of a different socioeconomic status. Have students from that school take the “Could You Survive?” questionnaires and compare results. Discuss with students that, even though development is similar for everyone at specific ages, life experiences can influence developmental trajectory. Option 2: Provide students with access to computers/ tablets. Have students log on to the Center for the Developing Child at Harvard University’s Resilience Game. This interactive game allows individuals to simulate positive and negative outcomes on development and their ability to promote resilience. This can be accessed at: INTERDISCIPLINARY CONNECTIONS: Social Studies--This lesson connects to civic and economic issues covered in a history/ social studies class.
fcs_impact_of_poverty.docx