Cycle of Poverty-Screening discussion guide

Activity Guide: Cycle of poverty

Students brainstorm and create a list of educational resources, tools, services, and facilities that a school needs in order to function well. Students consider how their own education would be affected if these critical educational components and resources were no longer available to them at school. The “Cycle of Poverty” student guide worksheet can be completed by students as they view “Building Hope.” This exercise is designed to increase your students’ awareness of the Cycle of Poverty, and helps students to understand what resources are needed to break that cycle.

CURRICULAR CONNECTIONS

    • World geography
    • World studies
    • Development
    • Global citizenship
    • Political science
    • Contemporary issues
    • Character and leadership

COMMON CORE STATE STANDARDS

Key Ideas and Details:

  • CCSS.ELA-LITERACY.RH.6-8.1
    Cite specific textual evidence to support analysis of primary and secondary sources.
  • CCSS.ELA-LITERACY.RH.6-8.2
    Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure:

  • CCSS.ELA-LITERACY.RH.6-8.4
    Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Integration of Knowledge and Ideas:

  • CCSS.ELA-LITERACY.RH.6-8.7
    Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
  • CCSS.ELA-LITERACY.RH.6-8.9
    Analyze the relationship between a primary and secondary source on the same topic.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps;

(18) Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:

(A) explain the duty individuals have to participate in civic affairs at the local, state, and national levels; and

(B) explain how to contact elected and appointed leaders in local, state, and national governments.

(19) Citizenship. The student understands the importance of effective leadership in a constitutional republic.

(22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:

(C) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity

(26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.