Poverty

1. Assumptions activity - [] 2. VERY basic introduction to poverty and education - [] 3. Introductory videos - [] [] 4. Donna Beegle video - chapter 2- "What poverty teaches"
 * 101 Lesson Sequence - F13**
 * Discuss how our assumptions are shaped by life experience and tend to be largely invisible to us -- in other words, we tend to impose our basic assumptions on others without considering other realities.
 * Compare with assumptions activity above.
 * Reflection on p. 27 of workbook that goes along with the video.

5. Types of Poverty - Donna Beegle video - chapter 3 6. Policy & Practice Activity - Group task (each group takes one of the following and answers the questions below)
 * 1) []
 * 2) []
 * 3) []
 * 4) []
 * 5) []
 * 6) []


 * In general, does this policy/practice align with the reality of children/families in poverty?
 * Why? (Tie directly back to what you've learned about poverty)
 * Potential benefits? Disadvantages?
 * Needed support/adaptations?

**Getting Started:** By Tuesday, Nov 5- meet with your book club. __Before class__ on Tuesday, Nov 5 you must post the following on Google Docs (the scribe from your group should post on his/her journal)
 * Book Club**
 * Group Members
 * Book Title and Author
 * Date and time your discussion started and ended
 * Create a reading schedule:
 * You must have at least four deadlines in order to finish the book by November 18th. **Record the date and page for each deadline**.


 * As a group "google" the author. Record 5-7 interesting and relevant facts/insights about the author.
 * Together read and discuss the first 1 or 2 chapters (depending on length and time). You can choose whether to read the chapter aloud or individually.
 * After reading, each person should write down 1-2 discussion questions from the categories:
 * Personal connection -- a question that gets at personal relevance of the text
 * Course connection -- a question that connects the text to 101 course content
 * Interpretation - a question based on a compelling passage/quote from the text
 * Spend at least 15 minutes discussing the chapter(s) based on and extending from the discussion questions group members created
 * The scribe should write down 3-5 key points from the discussion


 * Two in-class book club discussions, plus the following two tasks:**


 * Written Reflection: **
 * Choose __one__ of the following options:
 * Identify 1-3 lessons you learned from the book that will help you in your future work as an educator or advocate for children. Explain these lessons by connecting selections from the book (a quote, an episode, or a theme) with specific ways you could imagine applying the lessons to your work.
 * What moved you as you read the book and how will this influence your future work as an educator or advocate for children? Explain your reaction to the book with specific examples from the text (quotes, episodes, or themes).
 * Your response should be ~1000 words.
 * You will peer-review your reflections with the members of your group.
 * Post your reflection on GoogleDocs
 * Share your reflection with one of your book club members (a hard copy or electronic).
 * Peer provides feedback using this rubric and returns it to you.
 * After you have reviewed the feedback, you turn in the rubric to me.

__ Peer Review Rubric __ Name of writer: Name of Reviewer:


 * Criteria || Yes || Partially || No ||
 * Reflection specifically identifies and describes 1-3 lessons OR describes what moved the author ||  ||   ||   ||
 * The lessons or “what moved me” are explained in light of the text by mobilizing specific examples from the book. ||  ||   ||   ||
 * The lessons or “what moved me” are thoughtfully analyzed in terms of potential applications to education or advocacy for children ||  ||   ||   ||
 * The writing is polished and persuasive ||  ||   ||   ||

Comments to the writer: What did you especially admire or appreciate from the reflection?

What is one question that emerged from your reading of the text? What were you left wondering or thinking about?

What is one specific way the writer could strengthen the paper?


 * Professional Tools Workshop **
 * The purpose of the presentation is to share information and insights from your book that will provide other students with tools for working with diverse learners as educators or advocates for children. (Tools can be cognitive tools -- i.e. frames for thinking and solving problems or new and important information and/or pedagogical tools -- i.e. specific ways to teach or work with diverse learners.
 * Think of your presentation as a professional development workshop/training, not as a lecture. Focus on our work with particular groups of children.
 * Guidelines:
 * 20 minute workshop
 * must be interactive and engaging
 * includes a handout of the professional tools
 * based on the book; uses examples from the book to illustrate the tools
 * each group member actively participates in the planning and presentation of the workshop


 * Random Resources**

http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx - The Myth of the Culture of Poverty

Statistics - http://nces.ed.gov/programs/coe/indicator_cce.asp http://nces.ed.gov/pubs2013/2013037.pdf http://sitemaker.umich.edu/salas.356/usa_vs._world - usa vs. the world http://www.aecf.org/Newsroom/NewsReleases/HTML/2013/ChildPovertyStillontheRise.aspx http://health.usnews.com/health-news/news/articles/2013/07/12/poverty-rate-still-high-among-us-children-report http://prezi.com/4zetuvjyy8je/education-and-poverty/ http://stateofworkingamerica.org/fact-sheets/poverty/

http://www.povertyusa.org/the-state-of-poverty/poverty-usa-tour/ - Video http://www.epi.org/blog/poverty-achievement/ http://www.childrensdefense.org/child-research-data-publications/data/soac-2012-handbook.pdf http://www.youtube.com/watch?v=7tiUTQIzI8E [] [] http://www.nytimes.com/projects/2013/invisible-child/?ref=international-home#/?chapt=1 - An invisible life -- great magazine series about the life of a homeless child in NYC [] - Short NY Times documentary about a high-schooler in generational poverty