UNPACKING Poverty & Inequality...Engaging in Social Justice Through the Arts The resources created...

A Resource for Grade 9 English/Language Arts & Social Studies

UNPACKING Poverty & InequalityTHROUGH SPOKEN WORD

Unpacking Poverty & Inequality Through Spoken Word iii

ACKNOWLEDGEMENTS

The Aspen Foundation for Labour Education would like to acknowledge the contributions of the following people in the development of this publication.

Writer

Patricia Jagger

Copy Editing

Cathryn van Kessel

Layout

Kelly de Jong

Review Committee

Gary Hansen Wetaskiwin

School Division

Harold Neth Edmonton Catholic

School District, retired

Robert Twerdoclib Parkland School Division

Cathryn van Kessel Secondary Education, University of Alberta

Quintin Yardley Edmonton Public

School Board

FOR MORE INFORMATION ON AFLEvisit our website at www.afle.ca

Comments regarding this unit can be sent to [email protected]

Copyright © 2018 Aspen Foundation for Labour Education

http://www.afle.ca

mailto:[email protected]

CONTENTSUnpacking Poverty & Inequality Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Included in this Resource. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Student Action for Social Justice Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Teacher Backgrounder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Learning Outcome Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Supporting the Curricular Competencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Why Spoken Word?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Where to Begin: Key FoundationsVocabulary, and Concepts . . . . . . . . . . . . . . . . . . . . . . . . 9

Learning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Key Vocabulary (from the Alberta Program of Study) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Lesson 1 Spoken Word Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Lesson 2 Vocabulary Word Wall & Gallery Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Lesson 3 Equity/Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson 4 Generation Poor Film Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Lesson 5 Poverty in the World Today: Exploring Current Events . . . . . . . . . . . . . . . . . . . 16

Lesson 6 Exploring Social IssuesThrough Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson 7 Exploring Social Justice Issues Through Spoken Word Web Search. . . . . 18

Lesson 8 Spoken Word Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Extension Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Works Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Student Learning Guide One: Approaches to Social Justice. . . . . . . . . . . . . . . . . . . . . . . 22

Student Learning Guide Two: Key Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Student Learning Guide Three: Equity/Equality/__________ ??? . . . . . . . . . . . . . . . . . . . 24

Student Learning Guide Four: Generation Poor Film Study . . . . . . . . . . . . . . . . . . . . . . . . 25

Student Learning Guide Five: Poverty Today, Exploring Current Events . . . . . . . . . . . 28

Student Learning Guide Six: If I Should Have a Daughter… Handout . . . . . . . . . . . . . 30

Student Learning Guide Seven: Spoken Word Web Search. . . . . . . . . . . . . . . . . . . . . . . . 32

Student Learning Guide Eight: Spoken Word Poem Instructions and Checklist . . . 34

Spoken Word Poem Criteria and Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Acknowledgement of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Unpacking Poverty & Inequality Through Spoken Word 1

UNPACKING POVERTY & INEQUALITY OVERVIEW

Unpacking Poverty & Inequality is a series of curriculum-related resources exploring the multilayered issue of poverty in our world. The idea arose out of the Aspen Foundation for Labour Education’s belief that students should have a better understanding of the complex and growing issues around poverty: What constitutes poverty? What are its underlying causes? What are its impacts on individuals and societies? What actions can citizens take to deal with poverty? This resource is intended to offer opportunities for teachers to facilitate deeper learning around this issue in both local and global contexts, while also empowering students to develop a sense of social justice. Ultimately, we hope this resource will engage all participants in meaningful learning tasks, inviting them to understand the impacts of poverty both within their own community as well as within Canadian and global contexts. This engagement will foster a deeper understanding of the interconnections between students’ lives and actions in the world in which they live. It will include lessons and project-based learning activities for all divisions. Created as cross-curricular resources, the activities integrate learning outcomes from the Social Studies and English Language Arts curriculum, as well as integrating cross-curricular competencies into the learning objectives.

INCLUDED IN THIS RESOURCE

Unpacking Poverty & Inequality—A Resource for Alberta Teachers (go to www.afle.ca ~ Aspen Teaching Units). In this resource, teachers will find a series of activities exploring poverty in Canada and the world. The activities are designed to be used individually or collectively with links to the Social Studies 9 Alberta curriculum. Included in this resource is an overview of Aspen’s philos-ophy on student action for social justice. Following this are a series of eight sequential lessons of which educators can use some or all to engage students in learning more about poverty, inequality, and social justice in their commu-nity, Canada and the world.

http://www.afle.ca

Unpacking Poverty & Inequality Through Spoken Word2

STUDENT ACTION FOR SOCIAL JUSTICE OVERVIEW

The Aspen Foundation has based this resource on the theories espoused by Joel Westheimer and Joseph Kahne (2004), who ask, “What does it mean to be a good citizen?” They contend that there are various approaches to civic engagement and that various actions and levels of engagement can lead to social change. The approaches they identify are personally responsible empathy, participatory engagement, and justice oriented action. The most basic personal approach helps students consider their personal responsibilities and focuses on building positive character traits. For example, in promoting the idea of generosity, students would individually contribute items to a food bank. The second approach is a participatory process of shared engagement. It might involve students collectively organizing a food drive to contribute items to the local food bank. The final approach, the one Westheimer and Kahne (2004) suggest can lead to the greatest degree of social change, is the social justice approach—for example, a project designed to reduce or eliminate the need for food banks by bringing about the changes needed for food self-suf-ficiency for everyone. The social justice approach asks that “students engage in informed analysis and discussion regarding social, political and economic structures. Students consider collective strategies for change that challenge injustice and, when possible, address root causes of problems (p. 143).”

We recognize that not all actions necessarily fall neatly into the categories Westheimer and Kahne (2004) have identified; rather, actions can

µ Promote positive character traits in any of the approaches

µ Move dynamically from one approach to another over time

µ Include any of two or three approaches simultaneously

µ Be influenced by contextual issues that may determine types of appropri-ate social action in a given school or community.


Although Westheimer and Kahne note the overlap in these categories, we take this further and envision the model using a Venn diagram:

The Venn diagram model can be used as a tool to analyze, plan, engage, and assess social actions. We will use this model to examine issues related to inequality and poverty, as well as suggest applications to other important social issues. For your reference, please see Prezi called Visions of Democratic Citizenship and Action: https://prezi.com/nawajyrzq5xp/visions-of-democrat-ic-citizenship-and-action/?utm_campaign=share&utm_medium=copy

Source: Kahne, J, & Westheimer, J. (2004). What kind of citizenship? The politics of education for democracy. American Educational Research Journal, 41(2), 237-269.

PE

RS

ON

AL

LY R

ESPO N S I B L E CITIZENPA RTICIPTA

TOR

Y C

ITIZ

EN

JUSTICE ORIENTATED CITIZEN

I want to knowwhy things happen

I want to seeconnectionsamongst all

aspects of lifeI want to work withothers to make life betterfor myself and others

I want to share ideas

and come to consensus

before taking action

I want to learn

about others’

projects/ideas

I want to set anexample for others

I want to do

acts of charity

I want to work actively

with others to acheive

a more just world

I want to help my family,community and othersin the world

I want to plan and organize

events with others to

address problems

I want to believe in such

things as honesty, integrity,

self-discipline and hard workI want to valuecompassionand empathy

https://prezi.com/nawajyrzq5xp/visions-of-democratic-citizenship-and-action/?utm_campaign=share&utm_medium=copy

https://prezi.com/nawajyrzq5xp/visions-of-democratic-citizenship-and-action/?utm_campaign=share&utm_medium=copy


TEACHER BACKGROUNDER

Engaging in Social Justice Through the Arts

The resources created for Unpacking Poverty & Inequality utilize an arts-based pedagogy rooted in Maxine Greene’s philosophy of art and education, recog-nizing the need to “consider art not as a private space but as a public domain for social transformation” (Moon et al., 2013, p. 223). As Greene (1995) states, social imagination is the capacity “. . . to invent visions of what should be and what might be in our deficit society, on the streets where we live, in our schools” (p. 5). Through engaging students in the fostering of social imagina-tion around issues of poverty and inequity, the intent is to inspire creative ways through which they can engage with the world around them, leading to trans-formative changes in society.

What is Poverty?

Like so many terms we use daily, poverty is a complex problem that has lasting and deep impacts on society. In today’s world, it is primarily thought of in terms of individual or collective lack of wealth; however, “Today it is widely held that one cannot consider only the economic part of poverty. Poverty is also social, political and cultural. Moreover, it is considered to undermine human rights” (UNESCO, Retrieved from http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/poverty/).

At the heart of social justice is a critical pedagogy rooted in the works of Paulo Freire. In his seminal work, The Pedagogy of the Oppressed (1993), Freire famously introduced the idea that for an oppressed people to overcome their situation, they must do so in a manner that does not oppress their oppressors. At the heart of this project is a desire to help students to locate themselves in the world, to understand their respective privileges and struggles, and to create transformative learning activities that allow students to enact change in their communities from a participatory and respectful place. A strong focus of the lessons and projects will be to reinforce the difference between social justice and charity, teach the importance of multiple perspectives on quality of life, and examine how citizens can work together to create a more equitable community, country, and world.

http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/poverty/

http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/poverty/


Utilizing what the Program of Studies refers to as an issue-focused approach to teaching social studies, this mini-unit can be used in its entirety, or teachers can pull select activities for use in their classrooms. Ultimately, students will learn through incorporating multiple perspectives and current affairs in their assess-ments of poverty and apply problem-solving and decision-making skills to real-life, controversial issues.

EXPLORING POVERTY & INEQUALITY THROUGH THE ART OF SPOKEN WORD INQUIRY QUESTION

How do citizens empathize (personally responsible), engage (participatory), and create change

(justice oriented) in responding to poverty?

LEARNING OUTCOMES KNOWLEDGE

Social Studies

SS 9.1 ~ Governance and Rights SS 9.2 ~ Economic Systems in Canada and the United States

English Language Arts

GLO 1 ~ Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. GLO 2 ~ Students will listen, speak, read, write, view and represent to compre-hend and respond personally and critically to oral, print and other media texts.


KEY CONCEPTS

ALBERTA SOCIAL STUDIES LEARNING OUTCOMES

PROJECT AND /OR LESSONS

Economic equality

Individual rights

Collective rights

Consumerism

Quality of life

Social programs

Students will:

� Appreciate how emerging issues impact quality of life, citi-zenship and identity in Canada

� Appreciate the relationship between consumerism and quality of life

� Appreciate the impact of government decision making on quality of life

Exploring Poverty & Inequality Through the Art of Spoken Word

KEY CONCEPTS

ALBERTA ENGLISH LANGUAGE ARTS LEARNING OUTCOMES

Listening and speakingReading and writingViewing and representing

Students will:

� Express ideas and develop understanding

� Experiment with language and forms

� Set goals

� Consider the ideas of others

� Use structural cues

� Construct meaning from texts

� Appreciate the artistry of texts


LEARNING OUTCOMES SKILLS

Research for Deliberative Inquiry

µ integrate and synthesize concepts to provide an informed point of view on a research question or an issue

µ develop a position supported by information gathered during research

µ draw conclusions based upon research and evidence

µ determine how information serves a variety of purposes and that the accuracy or relevance may need verification

µ organize and synthesize researched information

µ formulate new questions as research progresses

µ practice responsible and ethical use of information and technology

µ include and organize references as part of research

µ create a plan for an inquiry that includes consideration of time management

Communication µ communicate in a persuasive and engaging manner through speeches,

multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration

µ make reasoned comments relating to the topic of discussion

µ listen to others to understand their perspectives

Dimensions of Thinking

µ determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue

µ evaluate, critically, ideas, information and positions from multiple perspectives

µ demonstrate the ability to analyze current affairs from multiple perspectives

µ re-evaluate personal opinions to broaden understanding of a topic or an issue

µ generate creative ideas and strategies in individual and group activities


SUPPORTING THE CURRICULAR COMPETENCIES

This resource offers potential for exploring all of the competencies with particular emphasis on the following: Communication, Creativity & Innovation, Collaboration, Cultural & Global Citizenship, and Critical Thinking

Creativity &

Innovation

Collaboration

Managing

Informatio

n

CriticalThinking

Communication

Cultu

ral a

nd G

loba

lCi

tizen

Problem

Solving

Personal Growth& Well-being


WHY SPOKEN WORD?

“Slam is a democratizing

art form. It is poetry

by the people, for the people.”

Tucker, J. (nd). Spoken word pedagogy. Retrieved from https://jonathanbtucker.com/poetry/spoken-word-pedagogy/

Spoken word or slam poetry has emerged as a powerful tool through which young people explore issues in our world today. As an art-form it develops both writing and performance skills while also providing opportunities to take on complex topics of relevance to the poet. Outside of the creative ways in which it engages students with curricular content, spoken word poetry also has specific benefits that “. . . participants ascribe to youth spoken word, including the development of literate identities, therapeutic experiences, overcom-ing of shyness, and increased self-confidence and self-esteem” (Weinstein, 2012, p. 1).

WHERE TO BEGIN: KEY FOUNDATIONS VOCABULARY, AND CONCEPTS

While this resource could be utilized at any point in the Grade 9 year, it is suggested that students have a strong foundation in the factors influencing quality of life in Canada. It is recommended that scaffolding be done in the key curricular areas of the Charter of Rights and Freedoms, mixed versus market economies, political parties (and their competing ideologies), and the factors influencing quality of life. Also, given the sensitive nature of some of the content around poverty (particularly child poverty), it will be important to know your students well enough to be able to identify any who may have personal experiences that could trigger reactions through class conversations and activities. Given effective facilitation and coaching, this project can be useful in helping students identify and overcome issues in their own lives and in those around them who may be victims of poverty; as well it should help create critical spaces where students can become engaged citizens.


LEARNING ACTIVITIES

Lesson 1: Introduction to Spoken Word Opener – This opening activity will introduce students to the idea of exploring an issue through spoken word.

Lesson 2: Word Wall & Gallery Walk – Through this lesson students will be intro-duced to key vocabulary related to poverty and inequality.

Lesson 3: Equality/Equity/________ ? ________– Developing a deeper under-standing of these terms will help students develop a more critical understand-ing of factors that can lead to poverty.

Lesson 4: Generation Poor Film Study – This activity will introduce students to poverty in their own nation and communities.

Lesson 5: Poverty in the World Today ~ Exploring Current Events – Students will begin to think about the economic, political, social, and cultural factors that contribute to poverty and conduct research into a current event/news story related to poverty.

Lesson 6: Exploring Social Issues Through Song – John Lennon’s song Imagine will help students make connections to how songs and poetry impact social change.

Lesson 7: Exploring Social Justice Issues Through Spoken Word Web Search – In their groups, students will explore the power of spoken word.

Lesson 8: Spoken Word Writing – Students create their own spoken word poems for presentation around poverty and inequality.


KEY VOCABULARY (FROM THE ALBERTA PROGRAM OF STUDY)

Alberta Education (2005). Social studies kindergarten to Grade 12. Retrieved from https://education.alberta.ca/media/160202/program-of-study-grade-9.pdf

Market economy µ Economic system in which individuals make their own decisions with little or no intervention from the government and where resources are the private property of persons or companies.

Mixed economy µ Economic system in which both the public and the private sectors play a significant role in the economy and where some resources are owned by the private sector and some by the public sector.

Social programs µ Programs established by the government and funded through revenue (taxes) to reduce economic inequalities and to promote the well-being of citizens.

Canadian Charter of Rights and Freedoms µ Document entrenched in the Constitutional Act, 1982 that lists and describes the fundamental rights and freedoms guaranteed to Canadians.

Consumerism µ Economic theory concerned specifically with the purchase and/or use of goods and services.

Tax base µ Total amount of taxes paid to the government by citizens and companies used to finance economic and social programs and the functioning of government.

Taxes µ A compulsory payment made by citizens to the state/government to support the needs of society.

Quality of Life µ The general well-being of a person or society, defined in terms of health and happiness, rather than wealth.

https://education.alberta.ca/media/160202/program-of-study-grade-9.pdf

https://www.collinsdictionary.com/dictionary/english/define

https://www.collinsdictionary.com/dictionary/english/health

https://www.collinsdictionary.com/dictionary/english/wealth


LESSON 1 SPOKEN WORD OPENER

Overview

This lesson provides the opportunity for students to connect with the project on which they are about to embark and should spark meaningful discussion and excitement. Depending on resources in your school and community, the entry event for the Unpacking Poverty Spoken Word Slam can take different forms. Below are possible suggestions:

Learning Activities

1. Invite a spoken word poet to your school to perform.

� Edmonton-based Poets ~ Mary Pinkoski, Breathe in Poetry (http://www.breathinpoetry.com); Ahmed Knowmadic (http://www.ahmedknowmadic.com/).

� Calgary-based Poets ~ Sheri-D Wilson, Kris Demeanor, InkSpot Collective (http://calgaryspokenwordfestival.com/).

2. Show the documentary Louder Than a Bomb (http://www.louderthanabombfilm.com/)

3. Attend a poetry festival as a field trip

� Edmonton ~ Edmonton Poetry Festival (http://www.edmon-tonpoetryfestival.com/)

� Calgary ~ Spoken Word Festival (http://www.calgaryspoken-wordfestival.com/

4. Conduct an internet webquest exploring Spoken Word Artists.

After participating in the opener, the teacher will lead a class discussion about spoken word as a form of communication and action and introduce the inquiry question:

How do citizens empathize (feel personal responsibility), engage (actively participate), and create change (become justice oriented) in responding to people living in poverty?

** To introduce the different approaches to social justice, students can be given copies of Student Learning Guide One

TIMEOne class

MATERIALSClass set of Student Learning Guide One

http://www.breathinpoetry.com

http://www.ahmedknowmadic.com/

http://www.ahmedknowmadic.com/

http://calgaryspokenwordfestival.com/

http://www.louderthanabombfilm.com/

http://www.louderthanabombfilm.com/

http://www.edmontonpoetryfestival.com/

http://www.edmontonpoetryfestival.com/

http://www.calgaryspokenwordfestival.com/

http://www.calgaryspokenwordfestival.com/


LESSON 2 VOCABULARY WORD WALL & GALLERY WALK

Overview

This lesson introduces students to the key vocabulary terms as well as engages them in conversations around how these terms are relevant to poverty and inequality in Canada.

Learning Activities

µ Hand out copies of the vocabulary word list (Student Learning Guide Two)

µ Go over the words and definitions with the class, ensuring a basic understanding of each term.

µ Break students into eight groups.

µ Each group will be given a sheet of poster paper, felt pens, and computers/chromebooks for research.

µ Groups are to write down or visually represent as much information as they can find regarding their vocabulary word including the definition. They should have the following:

� What is your preferred definition of your word/concept?

� How does your word/concept impact Canadians?

� What connections can you find between your word/concept and poverty in your community, Canada and/or the world?

� Can you find any current events that you believe are tied to your word/concept and poverty in your community, Canada and/or the world?

Once the students have completed their poster (recommended time to do the research and write down the information is 20-25 minutes), the posters will be hung on the classroom walls and the students will have a gallery walk during which they can read the information found by other groups. The posters should remain on the classroom walls for the duration of the project, so students can revisit and add to them as their understanding of the words or concepts deepen.

TIME One class

MATERIALSEight sheets of poster paper (each piece of poster paper should have one of the vocabulary words on it)

Felt Pens

Class set of the vocabulary word list (Student Learning Guide Two)

Internet access

Computers


LESSON 3 EQUITY/EQUALITY/__________?

OverviewThis process of reflection is critical to forming groups for the project. It provides students with an opportunity to have voice and agency in the ways that they will explore poverty. Using the Chalk Talk chart paper, students will reflect on what they feel are the most important factors influencing poverty in their community, Canada, and/or the world today.

Learning Activities

1. Hand out a blank piece of paper to each student (or have them take one from their notebooks).

2. Have the students scrunch their paper into a ball.3. The students are told to stay where they are in the room while

the teacher picks a spot to stand with the empty bucket or waste basket.

4. Students are then told they need to try to throw their ball of paper into the bucket/basket from where they are… NO MOVING!

5. After they have each tried, have a class discussion about what impacted their ability to be successful getting the ball in the basket/bucket.

6. Hand out Student Learning Guide Three. Explain that students are to use the graphic to come up with a definition for the first two terms – equity and equality – and an example. The example can be from the activity they just completed or some-thing they have seen in their own lives. The third graphic has been left unlabeled. Students are to think of a word that they think would best work to describe what they see and complete the chart accordingly. Image adapted from Centre for Story-Based Strategy: https://www.storybasedstrategy.org

7. When they are finished, have them break into small groups to share their definitions and come up with a shared defini-tion for each of the first two words and a consensus on the final term.

8. Come together as a class, have each group share their defini-tions. Then work with the class to find consensus on definitions for each of the three words.

TIMEOne class

MATERIALSClass set of Student Learning Guide Three

Blank pieces of paper (one per student)

An empty bucket or wastebasket

https://www.storybasedstrategy.org/


LESSON 4 GENERATION POOR FILM STUDY

Overview

Video/film is excellent for scaffolding information, bringing in expert or alternative perspectives on a topic, and engaging students who are visual and auditory learners. The primary video link recommended for use is called Generation Poor (2014) and was produced by Global News. It explores the impacts, causes, and implications of poverty in communities across Canada. The other video links provided are options in varying lengths and in varying complexities, depending on what you feel fits best within your timeline and learning community.

Learning Activities

µ Distribute Global News: Generation Poor Video Analysis Handout. Go over the handout with students, explaining that there are no right or wrong answers that you are seeking, rather you want this to be an opportunity for them to make a connection to the topic of poverty and how it impacts their lives and the lives of people around them. The notes that they take will help inspire where they go with their spoken word and suggest actions that they could take to facilitate change.

µ Introduce video. Explain to students that it addresses some difficult topics around child poverty, teen pregnancy, and the various challenges people in our country face. Further instruct students that they must think critically about how they might respond to such challenges.

µ Show video. Students are to take notes as they view.

µ After viewing, give students time to work on handout. This will be collected as an assessment for learning as well as used to help write reflections on poverty for forming poetry groups.

µ Collect handouts for formative assessment.

TIMEOne class

MATERIALSGlobal News: Generation Poor video link https://www.youtube.com/watch?v=lB4w8MQPdEE

Projector connected to a computer (with speakers)

Class set of Student Learning Guide Four

https://www.youtube.com/watch?v=lB4w8MQPdEE

https://www.youtube.com/watch?v=lB4w8MQPdEE


LESSON 5 POVERTY IN THE WORLD TODAY EXPLORING CURRENT EVENTS

Overview

Using their notes from Student Learning Guide Four, students will begin to think about the economic, political, social, and cultural factors that contribute to poverty. They will also conduct research into a current event/news story related to poverty.

Learning Activities

1. Distribute completed Student Learning Guide Four and hand out copies of Student Learning Guide Five. (Alternatively, to incorporate technology into the activity, create a Google Doc with the questions and have them complete them online).

2. Lead a class discussion around the answers on Student Learning Guide Four.

3. Turning to Student Learning Guide Five, go over the defini-tions of the economic, political, and cultural factors that impact poverty. You can then have students fill in the chart as a class or in small groups (the latter is suggested should you be short on time). If they work on the chart in small groups, you will need time to go through the chart as a class.

4. Instruct students that they will now research a current news story exploring poverty. You can either have them search for their own or have one pre-selected that you would like them to use.

5. After locating/reading the article, students will answer the short answer questions on Student Learning Guide Five.

TIMEOne class

MATERIALSCompleted Student Learning Guide Four

Class set of Student Learning Guide Five

Chromebooks/computers OR copies of a newspaper article selected by the teacher.


LESSON 6 EXPLORING SOCIAL ISSUES THROUGH SONG

Overview

Imagine is a great song for exploring the use of imagery and discussing social justice issues in the classroom. As is well known, the theme of the song is about living in a world with peace not war, prejudice, and hate. Through looking at this song with your class, you will foster a deeper awareness of how imaginative language can make an emotional connection with an audience and inspire a desire to create change.

Learning Activities

1. Write SPOKEN WORD on the board.

2. Ask students what they know about spoken word. Write down what they say on the board. Explain that they are going to begin exploring contemporary spoken word and how it is being used to explore social issues.

3. Instruct the students that they are going to closely listen to and watch a spoken word poem performed by Sarah Kay (use the attached Ted Talk, or if you have a preferred spoken word poem you can substitute it). Once done viewing, lead a class discussion about what they heard while listening and what message stood out in the poem.

4. Distribute Student Learning Guide Six with the words to the poem.

5. Play the poem part of the video again. This time students will follow along reading the lyrics. With their highlighters, they are to highlight any words that stand out as helping to create a more powerful message or that they think helps relay the message of the poem.

6. Play the video as many times as needed for students to feel like they have successfully found all the words they can, then discuss as a class.

7. Explain that they will be playing with words and social messages in crafting their poems.

TIMEOne class

MATERIALSClass set of Student Learning Guide Six

Projector connected to a computer (with speakers) https://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter/transcript?referrer=playlist-spoken_word_fireworks

Highlighters

https://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter/transcript?referrer=playlist-spoken_word_fireworks






LESSON 7 EXPLORING SOCIAL JUSTICE ISSUES THROUGH SPOKEN WORD WEB SEARCH

Overview

Students will begin to connect their introduction to spoken word with their emerging understandings of poverty, inequality and social justice.

Learning Activities

1. Before handing out Student Learning Guide Seven, the teacher can model how to find poems for analysis on YouTube. A simple search of “spoken word poetry poverty” pulls up many options. Students must weed through a few to find one that connects to their own area of interest. To model what to do, you can select a poem and listen to it with students… A strong example is “Rich” by Josiah Ng (https://www.youtube.com/watch?v=BhHAV1z4v28). Watch the video, ask the students to listen and watch. After watching, have them discuss what stood out for them with a partner. Then discuss as a class.

2. Break students into small groups.

3. Distribute Student Learning Guide Seven handouts.

4. Instruct students to do a search with their groups for a spoken word poem to analyze.

5. Once the groups have completed their handout, they can take any extra time to begin to brainstorm ideas for their own spoken word.

TIMEOne Class

MATERIALSOne copy of Student Learning Guide Seven for each group

Chromebooks

Students will need headphones for listening to poems

https://www.youtube.com/watch?v=BhHAV1z4v28)

https://www.youtube.com/watch?v=BhHAV1z4v28)


LESSON 8 SPOKEN WORD WRITING

Overview

Students will now work in their groups to write their own spoken word presentations on the topic of poverty. They will pull from the word wall, their current events notes, and other activities that have helped them foster an understanding of poverty in Canada and the world.

Learning Activities

Before beginning the writing time, have students refer to the inquiry question:

µ How do citizens empathize (feel personal responsibility), engage (actively participate), and create change (become justice oriented) in responding to people living in poverty?

µ Also re-examine the class definition of poverty that was created at the beginning of the project. This will help guide their writing process.

µ Students will have two classes to write and practice their poem, followed by a third class for presentations.

TIMEThree classes

�Two for writing

�One for presenting

MATERIALSStudent Learning Guide Eight

Chromebooks or computers for research

Notes and handouts from previous activities


POTENTIAL EXTENSION ACTIVITIES:

µ Hold a spoken word poetry slam – This could be organized for sharing with another class, at a larger school event with parents and community members, or outside of the school with another group. This is an oppor-tunity for your students to feel the power of their voices and the ways in which they can create change in the world around them.

µ Written Personal Reflection – Using the Kahne & Westheimer model, ask students to write a reflection on what kind of social justice action they could take either in an individual capacity or as a class. In this reflec-tion, they can examine the following: How have their understandings of the causes of poverty and inequality changed? What kinds of change do they believe they can initiate? What changes demonstrate a justice focus? Where do they think their proposed change fits onto the Kahne & Westheimer VENN diagram?

PE

RS

ON

AL

LY R


TOR

Y C

ITIZ

EN

JU

STICE ORIENTATED CITIZEN

I will volunteer in my

community to help those

impacted by poverty.

I want to knowwhy poverty happens

I want to demonstrateempathy and kindnessto people living in poverty.

I will be mindfulof the words I

use and the ways

I interact with people

impacted by poverty.

I will act within my schoolcommunity to participateand plan activities thatwill help others.

I see connections

between my quality

of life and poverty

in other parts of

Canada/the world.

I want to study and learn soI can work with my –???–effectively to create changefor people living in poverty.


WORKS CITED

Alberta Education (2005). Social studies kindergarten to Grade 12. Retrieved from https://education.alberta.ca/media/160202/program-of-study-grade-9.pdf

Freire, P. (1983). Pedagogy of the oppressed. New York, NY: Continuum.

Greene, M. 1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.

Kaye, S. (2011). If I should have a daughter…. Retrieved from https://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter/transcript?ref%09errer=playlist-spoken_word_fireworks

Seungho, M., Shawn, R., Alison, B., James, B., Yeorim, H., Lisa, L., & Jason, M. (2013). Releasing the social imagination: Art, the aesthetic experience, and citizenship in education. Creative Education, 4(3), 223-233.

Tucker, J. (nd). Spoken word pedagogy. Retrieved from https://jonathanbtucker.com/poetry/spoken-word-pedagogy/



https://jonathanbtucker.com/poetry/spoken-word-pedagogy/)

https://jonathanbtucker.com/poetry/spoken-word-pedagogy/)


STUDENT LEARNING GUIDE ONE APPROACHES TO SOCIAL JUSTICE

PE

RS

ON

AL

LY R


TOR

Y C

ITIZ

EN

JU

STICE ORIENTATED CITIZENI want to know

why things happen

I want to seeconnectionsamongst all

aspects of lifeI want to work withothers to make life betterfor myself and others

I want to share ideas

and come to consensus

before taking action

I want to learn

about others’

projects/ideas

I want to set anexample for others

I want to do

acts of charity

I want to work actively

with others to acheive

a more just world

I want to help my family,community and othersin the world

I want to plan and organize

events with others to

address problems

I want to believe in such

things as honesty, integrity,

self-discipline and hard workI want to valuecompassionand empathy


STUDENT LEARNING GUIDE TWO KEY VOCABULARY

Market economy µ Economic system in which individuals make their own decisions with little or no intervention from the government and where resources are the private property of persons or companies.

Mixed economy µ Economic system in which both the public and the private sectors play a significant role in the economy and where some resources are owned by the private sector and some by the public sector.

Social programs µ Programs established by the government and funded through revenue (taxes) to reduce economic inequalities and to promote the well-being of citizens.

Canadian Charter of Rights and Freedoms µ Document entrenched in the Constitutional Act, 1982 that lists and describes the fundamental rights and freedoms guaranteed to Canadians.

Consumerism µ Economic theory concerned specifically with the purchase and/or use of goods and services.

Tax base µ Total amount of taxes paid to the government by citizens and companies used to finance economic and social programs and the functioning of government.

Taxes µ A compulsory payment made by citizens to the state/government to support the needs of society.

Quality of Life µ The general well-being of a person or society, defined in terms of health and happiness, rather than wealth.

Source: Alberta Education (2005). Social studies kindergarten to Grade 12. Retrieved from: https://education.alberta.ca/media/160202/program-of-study-grade-9.pdf

https://www.collinsdictionary.com/dictionary/english/define

https://www.collinsdictionary.com/dictionary/english/health

https://www.collinsdictionary.com/dictionary/english/wealth




STUDENT LEARNING GUIDE THREE EQUITY/EQUALITY/__________ ???

Image adapted from Centre for Story-Based Strategy: https://www.storybasedstrategy.org

Look at the image above. Based on what you see, fill in the first two rows with a definition of the term and an example. Then look at the third graphic. What is the term you would use to describe what you see? Provide a definition and example.

TERM DEFINITION EXAMPLETERM 1: Equality

TERM 2: Equity

TERM 3: __________________

https://www.storybasedstrategy.org/


STUDENT LEARNING GUIDE FOUR GENERATION POOR FILM STUDY

Overview: Through viewing this short documentary, you will be introduced to how poverty impacts the lives of Canadians. While watching, fill in the chart provided. After viewing, you will be asked to complete a reflection on the video and how it makes you think about poverty in Canada, who it impacts, and how it is relevant to your own life.

QUESTION OBSERVATIONSWhat are the biggest

challenges faced by Canadians living

in poverty?

How does living in poverty impact the lives

of young people?

NAME:


STUDENT LEARNING GUIDE FOUR CONTINUED

QUESTION OBSERVATIONS

What steps are people in the community taking

to try to help people living in poverty?

What steps has the Government of Canada made to try to eliminate poverty in Canada? How has it succeeded? How

has it failed?


STUDENT LEARNING GUIDE FOUR CONTINUED

How did the video make you think about poverty in Canada? If you could take an action to create change in your community, what would it be?


STUDENT LEARNING GUIDE FIVE POVERTY TODAY, EXPLORING CURRENT EVENTS

Instructions:

Using your Generation Poor notes (Student Learning Guide Four), fill in the chart below with examples of economic, political, and cultural/social factors that lead to poverty. Consider the following:

Economic Factors ~ that are impacting or have impacted the ways in which the economy functions. For example: who has access to money? Why?

Political Factors ~ that are impacting or have impacted decisions the govern-ment makes (or has made). This can include laws passed that aid or impede people living in poverty and the current government’s place on the political and/or economic spectrum.

Cultural/Social Factors ~ that are impacting or have impacted access to language, family, the Internet, school, etc.

TERM DEFINITION EXAMPLE


STUDENT LEARNING GUIDE FIVE CONTINUED

Research Reflection:

Locate a news story related to poverty. It can be in your city, your province, your country, or in the world. Answer the following:

Be sure to provide:

µ Title of the story:

µ Author:

µ Publisher (be sure to include name of website & URL address):

µ Who is the story about?

µ Where does it take place?

µ What does it say about poverty?

µ Why did you select it?

µ Are there any similar words, themes, or ideas to Generation Poor?

µ What kind of social action was or could be taken to create a change?

µ If the story includes action taken, was it successful? Why or why not?


STUDENT LEARNING GUIDE SIX IF I SHOULD HAVE A DAUGHTER… Handout

If I should have a daughter, instead of “Mom,” she’s going to call me “Point B,” because that way she knows that no matter what happens, at least she can always find her way to me.

And I’m going to paint solar systems on the backs of her hands so she has to learn the entire universe before she can say, “Oh, I know that like the back of my hand.”

And she’s going to learn that this life will hit you hard in the face, wait for you to get back up just so it can kick you in the stomach. But getting the wind knocked out of you is the only way to remind your lungs how much they like the taste of air. There is hurt, here, that cannot be fixed by Band-Aids or poetry.

So, the first time she realizes that Wonder Woman isn’t coming, I’ll make sure she knows she doesn’t have to wear the cape all by herself, because no matter how wide you stretch your fingers, your hands will always be too small to catch all the pain you want to heal. Believe me, I’ve tried. “And, baby,” I’ll tell her, don’t keep your nose up in the air like that. I know that trick; I’ve done it a million times. You’re just smelling for smoke so you can follow the trail back to a burning house, so you can find the boy who lost everything in the fire to see if you can save him. Or else find the boy who lit the fire in the first place, to see if you can change him. But I know she will anyway, so instead I’ll always keep an extra supply of chocolate and rain boots nearby, because there is no heart-break that chocolate can’t fix. Okay, there’s a few that chocolate can’t fix.

But that’s what the rain boots are for, because rain will wash away every-thing, if you let it. I want her to look at the world through the underside of a glass-bottom boat, to look through a microscope at the galaxies that exist on the pinpoint of a human mind, because that’s the way my mom taught me. That there’ll be days like this.

(Singing) There’ll be days like this, my momma said. When you open your hands to catch and wind up with only blisters and bruises; when you step out of the phone booth and try to fly and the very people you want to save are the ones standing on your cape; when your boots will fill with rain, and you’ll be up to your knees in disappointment. And those are the very days you have all the more reason to say thank you.


Because there’s nothing more beautiful than the way the ocean refuses to stop kissing the shoreline, no matter how many times it’s sent away. You will put the wind in win some, lose some. You will put the star in starting over, and over. And no matter how many land mines erupt in a minute, be sure your mind lands on the beauty of this funny place called life. And yes, on a scale from one to over-trusting, I am pretty damn naive. But I want her to know that this world is made out of sugar. It can crumble so easily, but don’t be afraid to stick your tongue out and taste it.

“Baby,” I’ll tell her, “remember, your momma is a worrier, and your poppa is a warrior, and you are the girl with small hands and big eyes who never stops asking for more.” Remember that good things come in threes and so do bad things. Always apologize when you’ve done something wrong, but don’t you ever apologize for the way your eyes refuse to stop shining. Your voice is small, but don’t ever stop singing. And when they finally hand you heartache, when they slip war and hatred under your door and offer you handouts on street-cor-ners of cynicism and defeat, you tell them that they really ought to meet your mother.

(from https://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter/transcript?referrer=playlist-spoken_word_fireworks)

https://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter/transcript?referrer=playlist-spoken_word_fireworks)

https://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter/transcript?referrer=playlist-spoken_word_fireworks)


STUDENT LEARNING GUIDE SEVEN SPOKEN WORD WEB SEARCH

GROUP MEMBERS:

Title of Spoken Word Presentation Found:

Web Link:

1. What is the message of the spoken word poem you have selected?

2. How does the message of this poem connect to your topic?

3. How does the writer use imagery to help make the poem more engaging?


STUDENT LEARNING GUIDE SEVEN CONTINUED

4. Pick out five words or phrases that use imagery in the poem that help relay a powerful message.

a.

b.

c.

d.

e.

5. How many people are performing together? How have they coordinated their performance? (For example: Do they all speak at the same time or do they take turns? Do they use their arms, feet, bodies? Does their voice change throughout the poem?)


STUDENT LEARNING GUIDE EIGHT SPOKEN WORD POEM INSTRUCTIONS AND CHECKLIST

Using the information you have learned about poverty and equality, you are now going to work with your group to write a spoken word piece to present to the class. As your group writes, ensure that it incorporates the following.

Our poem explores causes of poverty

Our poem shows responses to poverty

Our poem uses vocabulary learned through this project

Our poem has 5-6 facts about poverty incorporated into it

Our poem is at least three minutes long

Our poem has a clear and important message

We know who is going to read which line

We know which parts of the poem we will say together

We have thought about movements and actions we will use

We have practiced and rehearsed our poem at least 5 times

Your poem will be assessed using the attached rubric.


SPOKEN WORD POEM CRITERIA AND RUBRIC

Through exploring spoken word poetry, we have been looking at creative ways to learn about social issues, sharing important ideas and messages, and working together to create a change in the world. The topic we are exploring in Social Studies 9 is poverty and how it impacts lives of Canadians. Your task is to create a meaningful and impactful spoken word poem on an issue related to poverty (e.g., child poverty, social assistance, homelessness, unemployment, refugee populations, treaty rights and responsibilities in Canada, consumerism, etc.) that will be performed in a class poetry slam. Your poem will be assessed based on the criteria:

4 3 2 1

CRITERIA: EXPLORATION OF THE ISSUE OF POVERTYPoem delivers a clear message; ideas are relevant & original throughout. It effectively raises important issues and questions, evoking a high degree of awareness and insight.

Poem delivers a mostly clear message; ideas are somewhat relevant & original throughout. It is satisfactory in raising important issues and questions, evoking a moderate degree of awareness and insight.

Poem delivers a vague message. Ideas are limited and lacking in originality, drawing minimal attention to the issue. Focus is unclear.

Poems message and theme is unclear. Ideas are missing or unclear. Overall the poem fails to raise any issues or ques-tions: lack of preparation is evident.

CRITERIA: UTILIZATION OF EFFECTIVE AND RELEVANT LANGUAGEExcellent use of imag-inative and creative language. Descriptive language is highly perceptive, evoking a meaningful and deep emotional response.

Strong use of imaginative and creative language. Descriptive language is at times perceptive, evoking a memorable &/or emotional response.

Basic use of imaginative and creative language. Descriptive language is limited, overall the poem is minimal in its message, leaving the audience uncertain of the impact intended.

There is little to no use of imaginative or creative language. The poem is incomplete demon-strating a lack of prepa-ration and use of class resources and time.

CRITERIA: PERFORMANCEPerformed with a high degree of profession-alism, demonstrating an excellent level of planning and intent to engage the audience. Voices were excep-tionally clear and loud. Performers made consistent eye-contact and connected with the audience throughout.

Performed with a satis-factory degree of profes-sionalism, demonstrating a good level of planning and intent to engage the audience. Voices were mostly clear and loud. Performers made mostly consistent eye-contact, often engaging with the audience throughout.

Performed with minimal professionalism, demon-strating little planning and difficulty in engaging with the audience. Voices were at times clear. Performers had limited eye contact and a reluc-tance to engage with the audience.

Performance was weak and unrehearsed showing little to no attention to detail and effort to prepare. Voices were indistinguish-able. Performers had limited engagement with audience, frequent pauses and disruptions.


ACKNOWLEDGEMENT OF SUPPORT

µ Alberta Federation of Labour

µ Alberta Council of Carpenters

µ Alberta Teachers’ Association, Provincial

µ Alberta Union of Provincial Employees, Provincial

µ Amalgamated Transit Union, Local 583

µ Amalgamated Transit Union, Local 987

µ Athabasca University Faculty Association

µ Bakery, Confectionery, Tobacco Workers & Grain Millers, Local 252

µ Boilermakers, Lodge D331

µ Building Trades of Alberta

µ Calgary & District Labour Council

µ Canadian Labour Congress

µ Canadian Office & Professional Employees Union, Local 458

µ Canadian Union of Public Employees - Alberta

µ Canadian Union of Public Employees, National

µ Canadian Union of Public Employees, Local 30









µ Canadian Union of Postal Workers, Local 710





µ Chivers Carpenter, Lawyers

µ Civic Service Union 52 Benevolent Society

µ Edmonton & District Labour Council

µ Health Sciences Association of Alberta

µ International Assoc. of Ironworkers, Local 720

µ International Assoc. of Machinists & Aerospace Workers, Local 99


ACKNOWLEDGEMENT OF SUPPORT CONTINUED

µ International Assoc. of Machinists & Aerospace Workers, Local 1722

µ International Brotherhood of Electrical Workers, Local 424

µ International Brotherhood of Electrical Workers, Local 1007

µ Medicine Hat & District Labour Council

µ Red Deer & District Labour Council

µ Teamsters Local 362

µ Teamsters Local 987

µ Unifor - Edmonton

µ Unifor, Local 530A

µ Unifor, Local 707A

µ Unifor, Local 780C

µ Unifor, Local 855



µ United Association of Plumbers & Pipefitters, Local 488 Political Action Committee

µ United Association of Plumbers & Pipefitters, Local 488 Supplementary Benefits Trust Fund

µ United Food & Commercial Workers, Local 401

µ United Food & Commercial Workers, Local 1118

µ United Nurses of Alberta, Provincial

µ United Nurses of Alberta, Local 301

µ United Steel Workers of America, Local 1-207

µ United Steel Workers of America, Local 1595

µ United Utility Workers’ Association

µ Wood Buffalo & District Labour Council

µ Yellowhead Labour Council

µ Hansen, Gary

µ Jacobson, Ernie

µ Koistinen, Lynne & Don

µ McMillan, James L

µ Meggison, Doug

µ Neth, Harold

µ Nordin, Gloria

µ Yardley, Quintin

Date post:	15-Oct-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

UNPACKING Poverty & Inequality...Engaging in Social Justice Through the Arts The resources created...

Documents