Global Issues Running head: GLOBAL ISSUES LESSON PLAN

Global Issues Lesson Plan Sairima Dass TESOL/507 October 28, 2013 Ms. Cindy Bauman

Global Issues Week 2 Assignment-Global Issues Lesson Plan Teacher-Sairima Dass

Global Issue -Poverty around the World (Story of a Teenage boy, Himal, from Nepal facing the global issue of poverty-Lesson Plan adapted and modified from the TeachUNICEF website) Grade level - 6th grade Content Area- Social Studies (Interdisciplinary connections include Reading and Math) Total time: 2 lessons (45 minutes each lesson) Applicable Content Area Standards including State, Common Core, and professional organization standardsNational Council for Social Studies Standards (www.teachunicef.org) People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence. National Council of Teachers of English & International Reading Association (K-12) Standard (www.teachunicef.org) Standard 1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace. Standard 8: Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Principles and Standards for School Mathematics (www.teachunicef.org) Problem Solving Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Data Analysis and Probability Develop and evaluate inferences and predictions that are based on data Ohio Content Standards for Social Studies (Educationworld.com) Geography Strand Topic: Spatial Thinking and Skills Content Statement: Globes and other geographic tools can be used to gather, process and report information about people, places and environments.

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Topic: Places and Regions Content Statement: Regions can be determined, classified and compared using various criteria (e.g., landform, climate, population, cultural, or economic). Reading Standards for Literacy in History/Social Studies 612 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing Statistics and Probability 6.SP Develop understanding of statistical variability. 1. Recognize a statistical question as one that anticipates variability in The data related to the question and accounts for it in the answers. Learning Goals: In these 2 lesson plans, which have been adapted and modified from the TeachUNICEF website, students will explore the life of Himal, a teenager boy living and working in poverty in Nepal. Students would watch a short video and answer guided questions. They will also consider the impact of poverty on various aspects of childrens lives. Objectives: 1. Students will increase their awareness of the multiple causes of poverty. 2. Students will understand poverty affects childrens lives. 3. Students will explore different solutions and programs that can help end the cycle of poverty. Principles that guide culturally responsive teaching: My two lesson plans incorporate the use of co-operative learning strategies, working in groups/pairs, and group-investigation model. Real-life connections to the global issue of poverty are made by students to solve poverty issues in their own community. Himals story focuses on the life of a child living in poverty in Nepal, which is one of the worlds poorest countries. Students will learn about how lives of children from developing countries are influenced due to poverty.

Global Issues Lesson One - What does Poverty look like? (45 minutes) Objectives Students will: Become aware of the causes of poverty, and the impact of poverty on the lives of children. Lesson Plan Implementation Introductory Activity: 5 Minutes Himals Story Video: 15 Minutes Reading and Analyzing Activity: 15 Minutes Closing Activity: 10 minutes Vocabulary. Dung Porter Poverty Rebel Materials Needed Chalkboard/Whiteboard World map(s), globe, etc. Computer with Internet access Student copies of Himals Video Viewing Guide (Handout #1) Pencils/pens Student copies of Himals Story: Part 1 (Handout #2) Preparation Write the following statement on the board: 1 in 5 people in the world live on less than $1 per day.

Introductory Activity Ask students what the word poverty means to them. Read the above statement on the board. Tell students that living on less than $1 a day is one of the two measures of extreme poverty that UNICEF and other United Nations (UN) agencies use. Briefly explain the purpose of organizations like UNICEF and United Nations. Class discussion Students will count off by 5s. All the number 1s will be asked to stand. The class would be asked to imagine that these people are living on less than $1 per day. Have a quick discussion to generate response to the following question: How would your life be different if you had to live on less than $1 per day? After the quick discussion, class would locate Nepal on a map. Tell the class that will be learning about the life of a 16-year-old boy from Nepal named Himal, who lives in extreme poverty. English Language Learner Adaptation: If I have a student who is an immigrant from Nepal or any another developing country in my class, I would ask him/her ahead of time if he/she would like to share something about his/her country and regarding the lives of children and their education. The student can also share his/her own school/home experience in Nepal. Also, Discuss the Vocabulary in detail to clarify the meanings of the words.

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Himals Story Video/Discussion Students will be given copies of Himals Video Viewing Guide (Handout #1). The 2-minute video on Himal is available at the following link: www.teachertube.com/viewVideo.php?video_id=171624&title=Himal_s_Story__Poverty_and_ Children&ref=Teachunicef. Students would take notes on their Viewing Guide. After watching the video and taking notes on the video, students would share the following questions with a partner. 1. Why did Himal leave his school? 2. What signs of poverty are seen in Himals life? 3. What kind of daily and future problems Himal might face because he has to work and can not go to school? 4. How do you know that Himal is strong in dealing with poverty? Reading and Analyzing Activity Students would read Himals Story: Part 1 (Handout #2). Students will work in groups to discuss the following questions: 1. How do you think Himal felt being sent to the city? 2. What kind of emotions do you think Himals family must be dealing with to send him away from their home? 3. Do you see people living in poverty in your community? How do you think poverty affects them? Discuss the Vocabulary from the reading of Handout#2: Use a Dictionary or Internet to look up for meanings. Dung Porter Poverty Rebel Closing Activity: Real-life Connection: Have Students get into small groups and discuss the following: Whether or not there are any poverty issues in their community. Any programs that are designed to help their community reduce poverty and list ways/ideas you can help with reducing poverty in your community. Modifications and accommodations for students with special learning needs I would play the video maybe twice, so that students who have difficulty following the English language can get to understand what is being said in the video. Also, I would go over the vocabulary words, and read the Himals story with my students who struggle with reading and comprehension skills.

Source: www.unicef.org/sowc06/profiles/full_child4.php

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Himals Video Viewing Guide (Handout#1)

Himal is 16 and lives in Nepal. The video has four scenes. As you watch the video, write down: Any signs of poverty that you see in each scene. Any dangers, difficulties, or possible problems Himal might face. The skills you see Himal using to deal with poverty and his job. 1. What signs of poverty were shown in each of these scenes? Market/Street ______________________________________________________________________________ ______________________________________________________________________________ Barn ______________________________________________________________________________ ______________________________________________________________________________ House ______________________________________________________________________________ ______________________________________________________________________________ Himals Room ______________________________________________________________________________ ______________________________________________________________________________ 2. Were there any dangers, difficulties, or possible problems for Himal in each of these scenes? Market/Street ______________________________________________________________________________ ______________________________________________________________________________ Barn ______________________________________________________________________________ ______________________________________________________________________________ House ______________________________________________________________________________ ______________________________________________________________________________ Himals Room ______________________________________________________________________________ ______________________________________________________________________________ 3. What skills can be seen used by Himal in each of these scenes? Market/Street ______________________________________________________________________________ ______________________________________________________________________________ Barn ______________________________________________________________________________ ______________________________________________________________________________ House ______________________________________________________________________________ ______________________________________________________________________________ Himals Room ______________________________________________________________________________ ______________________________________________________________________________
Source: www.unicef.org/sowc06/profiles/full_child4.php

Global Issues Himals StoryPart 1 (Handout #2)

Himal is one of eight children in a family that struggles to earn enough to live on. To add to the small amount of money earned from the familys corn harvest, Himals father spends half of the year away from home, working as a porter. Like many other boys in eastern Nepal, Himal used to help his father by carrying loads while his mother and sisters stayed behind to take care of the farm. For Himals family, earning money had to come first, even before sending the children to school. By the age of 14, Himal had only been to school for about a week in his entire life. In the district where Himal lived, rebels wanted to remove the ruler of Nepal from power. As the rebels grew stronger, Himals father became more and more worried about his sons future. At first, the rebels tried to get young boys like Himal to join the uprising. But they soon became bolder in their demands. They made a one family one child rule, saying that every family had to give one teenager to their army. In order to save Himal from being forced into the rebels army, his father sent him to Biratnagar, the second largest city in Nepal. There Himal became a domestic worker; someone who works taking care of another persons home. Himal looks after his employers cows and cleans his house for the equivalent of $7.00 a month. Some poor Nepalese families living in the country have always sent their children to work in the city. But because of the conflict, which began in 1996, many more parents are sending their children to the cities. Parents hope that in the cities, their children will be safe from the rebels, earn more money, and have a chance to go to school. Discuss the following questions in your group: 1. Himals video gave one reason that he does not go to school. Give another reason that can be found in this story?

2. How does the conflict with the rebels affect Himal and his family? 3. Why do you think Himals family chose to send him to the city?
Source: www.unicef.org/sowc06/profiles/full_child4.php

Global Issues Lesson Two- Solutions to Break the Cycle of Poverty (45 minutes) Objective Students will discuss the types of programs that can help break the cycle of poverty. Lesson Plan Implementation Introductory Activity: 5 Minutes Reading and Analyzing: 10 Minutes Millennium Development Goals/Group Discussion: 20 Minutes Closing Activity: 10 Minutes Vocabulary Attendance Millennium Proportion Materials Needed Student copies of Map Education for All (http://www.unicef.org/sowc06/pdfs/map_education.pdf) Student copies of Himals Story: Part 2 (Handout #3) Student copies of Statistics on Poverty and Education in Nepal (Handout #4) Paper and pencils

Children
Introductory Activity Show the map Education for All to the students. Have them look at the color key which shows the proportion of school-aged children who are actually in school. Discuss the following questions as a class together: What do you notice about Nepal from this map? What do you notice about education in other countries? I will explain that education is one way to help people break the cycle of poverty. Ask the students to elaborate on my thought on education and poverty. Reading and Analyzing Pass out copies of Himals Story: Part 2 (Handout #3). Students will read Himals Story: Part 2, and discuss the following: How does Himal benefit from the Forum program? Different ways that it can be improved not only for Himal, but also for other children like him who might need similar programs. The UNs Millennium Development Goals Tell students that all of the countries that are members of the UN agreed in the year 2000 to set goals for overcoming poverty, and improving health, education, the environment, and responding to other important global concerns. These are called the Millennium Development Goals (MDGs). Two of the eight MDGs are: MDG 1: By 2015, to reduce by half the proportion of people who live on less than $1 per day. MDG 2: By 2015, to make sure that all girls and boys complete elementary education.

Source: www.unicef.org/sowc06/profiles/full_child4.php

Global Issues Pass out copies of Handout #4, Statistics on Poverty and Education in Nepal. Have students calculate:

How much percentage has boys elementary school attendance in Nepal increased since 2000? What difference do you notice in the girls attendance? 3 How much percentage has increased since 2000 for the number of children finishing the fifth grade? Since the year 2000, how much percentage has the average Nepaleses income increased? Group Discussion Have the students answer and discuss in their assigned groups the following questions: Discuss the reasons for why the percentage of boys going to elementary school has not increased? What might be the causes for the increase in the percentage of girls going to elementary school? Do you think that Nepal will meet Millennium Development Goals 1 and 2 by 2015 according to the given statistics? Explain your answer. What possibly is making it difficult for Nepal to reduce poverty and increase the percentage of children going to school? Closing Activity- Debate Divide the class into two groups. Assign one group as for and the other as againstthis is each groups point of view. Have each member of each group come up with two different perspectives as to: Why it was (or was not) a good idea for the countries that are members of the UN to set the Millennium Development Goals? Have a class debate to increase awareness on multiple perspectives on the topic. Assessments for Lessons One and Two Students will be evaluated based on their partner discussions, group discussions, presentations in the form of debate and individual work graded on the following topics: Description of possible effects of poverty on a childs life. Critical Analysis of the program described to address child poverty. Accurately calculating and interpreting statistics using the given chart. Please see Group Interaction Rubric attached at the end. Please see Debate Grading Rubric attached at the end. Extension for Gifted Learners: (Independent research Study) Students can do an independent research study to learn more about the global issues. They can visit http://volunteers.unicefusa.org/activities/advocate/ to express their thoughts and opinions on these issues. Real-life Connections Project (Optional) Students can research community programs or community organizations such as a nearby soup kitchen that help fight poverty in their own neighborhood. They can interview people in the community to find out more about how these programs help the needy and poor. Students can develop their own program or solutions to fight poverty in the neighborhood.
Source: www.unicef.org/sowc06/profiles/full_child4.php

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Himals StoryPart 2 (Handout #3)

While Himal was able to avoid joining the rebel army by coming to Biratnagar, going to school seemed like an impossible dream until someone from the Forum for Human Rights and Environment convinced his employer to send him to special classes. UNICEF has assisted with this program. The Forums staff visits the neighborhoods of Biratnagar and finds working children who are out of school. Then they convince the childrens employers to send them to a two-hour daily class that lasts for 10 months. There, the children learn reading, writing, and math. Once they complete the classes, they go to regular schools, usually in the fifth or sixth grade. In addition to classes, the children also go to clubs for working children, read books and watch television, participate in dances and theater, and learn about their rights. These days, Himal does all his chores in the house and with the cows, and goes to class and to his club activities. Himal smiles when he is with his friends. He has just completed his first 10 months of classes, and is already reading, writing, and doing basic addition and subtraction. He is looking forward to studying more and continuing his education. He dreams of becoming a banker. Himal, it turns out, is also a performer. A play that he and others from the child workers club prepared for the International Day Against Child Labour won them first place in a contest organized by the International Labour Organization (ILO) in Biratnagar. Last summer, Himal was chosen to be one of five teenagers from Nepal to go to the Young Peoples Festival in South Korea, where he performed traditional Nepali dances and met other young people from 32 different countries. Most other Nepalese children are not as fortunate as Himal. Only 65% of children who go to elementary school finish the fifth grade, and just 31% go on to high school. The children of the poorest families are least likely to go to school. Over a third of Nepalis live on less than $1 a day, which means that, although elementary school is free, many parents dont have the money to buy school uniforms, books, and supplies for their children. 1. What new opportunities has Himal had since he joined the Forums program? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

2. Based on the story, how would you describe Himals attitude toward going to school? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

(Source:www.teachunicef.org)

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Statistics on Poverty and Education in Nepal (Handout #4)

2000* 2006** 2000 2006

% of elementary school boys who actually go to elementary school % of elementary school girls who actually go to elementary school % of elementary school children who finish Grade 5 Average annual income per person www.teachunicef.org 20 Handout

80

80

60

67

52 $220

65 $260

Statistics adapted from UNICEFs 2000 State of the Worlds Children Report (www.unicef.org/sowc00/). Statistics adapted from UNICEFs 2006 State of the Worlds Children Report (www.unicef.org/sowc06/index.php).
Source: Expectations of Excellence Curriculum Standards for Social Studies

(Source: www.teachunicef.org)

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Group Interaction Rubric

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Exceeds Standard Participation The student consistently and effectively contributes (both verbally and nonverbally) to the group interaction throughout the group process. The students contributions to group discussion are always task related and helpful to the discussion. The student is respectful of others contributions verbally and nonverbally and encourages others to express opinions and ideas.

At Standard The student makes some contributions verbally and/or nonverbally to group discussion. The students remarks are generally on task and there are few, if any, distracting behaviors. The student shows respect for others through verbal and nonverbal support.

Below Standard The student does not contribute verbally or nonverbally to the group discussion.

On-task behaviors

The student does not stay on task, often joking around, focusing attention on self, or distracting in other ways.

Respect for others

The student does not show respect, monopolizes the group discussion by talking most of the time, does not allow others to express opinions and ideas or interrupts, makes rude comments or nonverbal behaviors in response to others contributions. The student is clearly not listening to other group members. May be looking around; seems preoccupied or disengaged from the group. The student does not show respect or sensitivity to the cultural diversity of group members.

Listening

The student actively listens to the contributions of other group members throughout the group interaction. The student shows exceptional awareness and sensitivity to cultural differences of group members. The student actively engages in steps necessary to reach consensus or compromise, if necessary. The student is consistently prepared for group interaction and does his/her equal share of assigned tasks.

The student listens to the contributions of others in the group.

Cultural sensitivity

The student shows an awareness of cultural diversity of group members.

Willingness to work with others

The student is willing to work towards consensus or compromise.

The student refuses to work with members of the group towards a collaborative agreement, consensus, or compromise.

Preparation and work ethic

The student is generally prepared for group work.

The student is not prepared for group work relying on the rest of the group members to do all of the work.

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CLASSROOM DEBATE RUBRIC

Levels of Performance Criteria 1. Organization and Clarity: Viewpoints and responses are outlined both clearly and orderly. 2. Use of Arguments: Reasons are given to support viewpoint. 3. Use of Examples and Facts: Examples and facts are given to support reasons. 4. Use of Rebuttal: Arguments made by the other teams are responded to and dealt with effectively. 5. Presentation Style: Tone of voice, use of gestures, and level of enthusiasm are convincing to audience. Few or no relevant reasons given Some relevant reasons given Most reasons given: most relevant Most relevant reasons given in support

1
Unclear in most parts

2
Clear in some parts but not over all

3
Most clear and orderly in all parts

4
Completely clear and orderly presentation

Few or no relevant supporting examples/facts

Some relevant examples/facts given

Many examples/facts given: most relevant

Many relevant supporting examples and facts given

No effective counterarguments made

Few effective counterarguments made

Some effective counterarguments made

Many effective counterarguments made

Few style features were used; not convincingly

Few style features were used convincingly

All style features were used, most convincingly

All style features were used convincingly

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Resources
www.teachunicef.org Lesson plan adapted and modified from www.unicef.org/sowc06/profiles/full_child4.php Statistics adapted from UNICEFs 2000 State of the Worlds Children Report (www.unicef.org/sowc00/). Statistics adapted from UNICEFs 2006 State of the Worlds Children Report (www.unicef.org/sowc06/index.php). Corestandards.org Educationworld.com http://education.ohio.gov/getattachment/Topics/Academic-ContentStandards/Mathematics/Common-Core-State-Standards-in-Mathematics.pdf.aspx

Global Issues Global Issues Lesson Plan Reflection

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Global Education is the education that teaches and prepares the students to develop the knowledge, skills, and attitudes that are needed to participate effectively and in making decisions to work together for solving the global problems to make this world a more just and humane society (Brown and Kysilka, 2009). I try to connect my lesson to the English Language Learners in my class by asking them to share their experiences (educational or other) with the class. Also, by inviting people from the community who are from Nepal or other countries to come and share information regarding the global issue of poverty being discussed in class. My lesson plan would be effective in preparing a culturally responsive community by making my students aware of the global issue of poverty and how it influences other parts of peoples lives. This global issue of poverty applies to the students in my class because it makes students aware not only of the people, places, and the environment, but also helps them make them real-life connections to people in their community or in their own lives faced with the issue of poverty. There might be some students in the classroom that might not be as poor as the boy Himal in the story we read in our lesson, but after reading his story they would gain a whole different perspective of poverty. The biggest challenge in teaching this global issue of poverty is if I am teaching this in a school where majority of the students come from wealthy homes, they might not understand the idea of what it means to live in poverty. It might be hard for the students to empathize in this kind of situation if they have always lived in luxury.

Global Issues The effective strategies that I will be using to teach this lesson would be class-

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discussions, small-group discussions, debate, using a video to show about the life about Himal so that students have a more clear understanding of the global issue of poverty being studied. Using websites from UNICEF would also help students to get a better understanding on different global issues and how to come up with different solutions to these issues. Students would have options making real-life connections through service projects in class while discussing about programs addressing poverty in their community. This lesson plan can be incorporated into the classroom while teaching about global connections and people, place, and the environment which is part of the National Council for Teaching Social Studies Standards. Students can learn about the importance of interconnectedness and interdependence because we live in a global world. This issue of poverty can be looked differently around the world in terms of how to handle or come up with different solutions or programs to fight poverty in countries like Nepal. The issue of poverty itself is not controversial like other global issues out there. Sometimes I think the way the help or aid is provided can become more of an issue, because if it is not carried out the right way it can yield results that are not as productive in solving the global issue. Specific concepts that I can teach with this global issue are firstly, to help my students become problem solvers to tackle these issues addressed whether in their community or in the world. Secondly, to learn to develop empathy towards others who are dealing with challenges on a daily basis. Thirdly, to learn to work in groups, and that it is okay to have different perspectives than others and still respect them.

Global Issues The most beneficial and meaningful aspects of this lesson are that the students learn about a boy named Himal from a small country, and even though Himal is living in poverty and is lacking proper food, nutrition, education, and a normal home life, he is still hopeful and wants to learn. I want the students to see that there is always hope even amidst the

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darkest and the hardest of struggles in ones life. There might be students in my class struggling with other challenges, but I can encourage them to develop a positive perspective after seeing Himals life. I am hoping students will become not only culturally responsive through this lesson, but also gain an optimistic perspective on their own life, and recognize how blessed they are to have their everyday needs met and having access to proper school education. Reference Brown, S. C., & Kysilka, M. L. (2009). What every teacher should know about multicultural and global education. Boston, MA: Pearson.