Got Problems? Create Solutions!

LESSON SUMMARY
This flexible lesson plan is designed to accompany the student-friendly documentary, Building Hope: The Story of Mahiga Hope High School. Shot in Kenya and Texas, the film tells the engaging story of how a determined community in rural Kenya, Africa and the Central Texas-based Nobelity Project come together, overcome obstacles, and build the first high school in the region.

Building Hope can be viewed as a series of problems and solutions. This activity requires students to actively identify and categorize specific problems and solutions while viewing the film.
Students are provided with a variety of opportunities to make real world connections, think critically, and express opinions about global issues such as education and citizenship.

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.
  • CCSS.ELA-LITERACY.RH.6-8.6
    Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)

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

Range of Reading and Level of Text Complexity:

  • CCSS.ELA-LITERACY.RH.6-8.10
    By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

TEXAS ESEENTIAL 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.

EXAMPLES OF RELATED CURRICULUM CONNECTIONS

• physical and human geography of Africa • character, leadership, citizenship
• global studies • philanthropy / advocacy / community
• science, technology and society • culture (e.g., government, economics)
• contemporary issues / current events • sustainable human development