,

By Patricia Carlson &

Nina Wiggs

Perspectives

Perceptions of Poverty In

North Carolina and Haiti

March 14, 2010

ECU, SPED 6402 "Differentiated Curriculum"

"Perspectives of Poverty in North Carolina and Haiti"

Tab Divisions:

1) North Carolina & Haiti Research paper

2) Perspectives Paper

3) Unit Goals and Objectives

Day 1, P.O.P.: Perspectives of Poverty

4) "Points to Ponder"

5) Content Outline

6) Technology Paper

7) Lesson Plans

Day 2, T.H.I.N.K.: That's Haiti: Interviewing Nurse Kristi

Day 3, H.E.L.P.: Martha's Skype Interview (How Education Lessens Poverty)

Day 4, P.H.A. T.O.: Project Haiti Action Takes Off

SPED 6402, p_ Carlson. N. Wiggs

Perspectives of Poverty in North Carolina and Haiti

North Carolina ranks as one of America's poorest stales, while Haiti is considered by author. Charles Arthur, to be a country ot"profound poverty." While there are some similarrties in the two, there are also stark differences. Eastern North Carolina experienced a devastating flood in 1999. Haiti has recently experienced a significant earthquake that makes their similarities and differences even more apparent

Recent reports and images from a reputable North Carolina news station, WRAL. offer glimpses into the present-day January 11, 2010 horror of a devastating earthquake consideJed the -largest earthquake ever recorded in the area" which caused thousands of fatalities, and significant damage to areas near Port au Prince, the capital city. (Katz, 2010). Similarly, visual reminders of the catastrophic flood following the I lurricans Floyd in North Carolina, in 1999, were presented by neViS reporters across America. Those reports are vitally significant to preserving the history' of those events, while emphasizing the trauma both areas experienced One way to realize the impact of these events on these areas is to explore the actual make up of North Caro\i a a d

regions as it is in production of goods. The landforms \tar; rom coastal plain mountainous regrvfls. North Carolina leads the United States of America in agricultural products, such as tobacco and is a major producer of sweet potatoes. corn, soybea!1s, peanuts . .:lnd eggs, as wen as textiles and furniture. It has a wealth of rural and natural resources and is plentiful in the fonn of broilers. hogs, turkeys. gr::"(:nhC''lSo':' oroducts

Haiti.

At present. in size and natural resources, though considered as a KpOOr" state, Nortlt Carolina covers an area of 52,586 square miles, and is as diverse in geographic

and forests.

The forests supply the tI1.riving furniture and lumber industries (hat are part of North Carolina's daims 10 fame across the country. The slate manufactures electrical machinery, computers, and some chemicals as well as producing both cotton and major textiles. North Carolina also has many mineral resources boaslingleadership in the U.S. in the production of feldspar, mica, and lithium materials and of olivine, crushed granite, talc, clays, and phosphate rock. Finally, North Carolina offers precious coastal reserves in the forms of shrimp, crabs and menhaden, as well as fisheries. (The Columbia Electronic Encyclopedia, 6th ed., 2007).

Even though North Carolina has many resources and products, according to the U.S. Census Bureau. in 2007 North Carolina ranked 13'" in the nation on the poverty scale of ranking conditions comparingeach slate. The figures show thai 14.3 percenl of North Carolina's population was rIVing in impoverished conditions (The Columbia Electronic Encyclopedia, 6111 sd., 2007). An estimate, from the UnIted States Departments of Agriculture's Economic Research Service, reports that the poverty level in North Carolina {was) 14.6% (USDA Er.o:-:.c.,"n;c Research Service. 20W). n~r!:h C8fOiir1-S; ch':GtiC'.~ Center reports thrC:ilgh VVRA_L that there were 18 counties in North Carolina tha1 have poverty levels above 'lC%, ..... 'ith the highest !c\.-'C! reported bJ'

Robeson County.

In Robeson County, as or November 2009, reports were close to 31 % of residents b'ing, v; ~fh::l the poverty level for our nation, The same artide cited a statewide poverty level of 14% in North Carolina in 2008 That closely ocincidcc wtth !hc 2006 b!crr:-:cf:cn frc:-:'1. the U.S Census SU:-C3". Furthermore, the average per capita income stood at

just to meet basic needs (\IVP.AL. 2(09).

While the statistics for poverty in North Carolina seem a,ppalling. they are a stark contrast to a small country nearby. In the book. Haiti In Focus, by Charles Arthur, he describes where it is found, It is "located on the Western half of Hispaniola. which Haiti shares 'Nfth the Dominican Republic .... • (2004). Commonly referred to as the poorest country in the western hemisphere, Haiti offers even more devastating statistics. Viewed as a popular tourist spot a couple of decades ago, natural disasters caused flooding due in part to deforeslation and have changed the economic dimate such that lourists have avoided it Considered a country wfth poliUcal turmoil, the corrupl policies of government offk:ials, combined with an increase in gang violence and overpopulation, the economy is in a sadly troubled state (Krabacher, 2007).

In contrast with Haiti, North Carolina offers evidence of some wealth. North Carolina schools, while not the wealthiest in the nation, do have many programs to help insure the success of young people-both before starting and .after starting school. Federal and State Programs. such as Medicaid, Health Choice for Chitdren, WIC, and the Food Stamp program, help to ease Ihe hardships of the families who are in need (Gov Beneflts.Gov, 2010). These programs allow the children of N.C_ a greater opportunity to obtaifl a. good preschool hea'ith record. The programs also enable them to be better prepared to learn once they are actually attending school.

preschoolers, and free breakfast and lunch programs for ail school-aged children who

Once the young children get into public school in N.C, there are many programs that help insure their success. Some of these include pre-kindergarten programs for

qualifj. Not only are the young children supported, but programs that help older

children in N.C. are also available. For instance, 1:I1e "Learn and Eam~ for high school

students ana .... ':3 them to earn coHege credits •· .. mlOut charge, while still attending public

high school. North Carolina also has the "North Carolina Graduation Project that is a multi-faceted, multi-disciplinary performance assessment completed over time- The NC Graduation Project provides students the opportunity to connect conlenl knowledge, acquired skills, and work habits to real world si1ualions and issues" (Public Schools of North Carolina. 2010).

To ensure continued success for North Carolina students, aneducation frame work is in place that is founded in 21 &I Century Leamingideology. The emphasis of the plan is that children will be given the opportunity to learn and grow and to become jobready global citizens. "The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, conlerJt kn.ow1edge, elq>eftise and literacy) with innovative support systems to help students master the mufti-climensional abilities required of them in the 21st century." This framework was built by education, business and political leaders (Partne~hip for 21st Century Skills, 2010).

North Carolina, then, while considered by some to be among the poorest in the United States, offers hope for its citizens through opportunities in t.he public education system.

Haiti, though, is not so fortunate. Potential for change of their poverty-stricken economy is limited if it relies on formal education. Unlike North Carolina, Haili remains a country with a "literacy rate of 51.2%-, p. 96, Arthur, 2004. The iIIitera.cy in Haiti is perhaps due to the obvious fact that the education of children of Haiti is not

consistent lIIitemcy then, is a chief reason that they commonly share the news through conversations and radio. Although, in the 1990's, many of the radio stations were

destroyed when the broadcasts offered views opposed 10 the president of the country at that time. Since then, radio has been revived .. "Stations. estabfished in Ihe remote parts of the country run by grassroots organizations, broadcast infonnation about health. agriculture and social issues ... • (Arthur, 2004). Considering the literacy rates and popularity of radio, oral communication is vital to Haiti culture.

While the education, employment rates, and life expectancy in Haiti are generally not impressive when viewed against North Carolina, there are other contributing factors to its economic situation. Arthur (2004) mentions. 'The Government

AHhough the news, and other information is relayed through radio and by word of mouth, the lack of an organized public education system is evident in Haiti. Though in 2007, Arthur mentions that MEducation was cornpulso.ryaged 6 to 11 with about 90% of primary schools private: (and) "about "65% of primary school~aged children attend." He further states, "Oflhe students who start primary school, only about 35% finish" (p, 95). Why? The answer is with limited basic education available 10 the majority of Haitians, few can afford it. Forinstance, statistics on unemployment in 2002 reflected that "more than 213 afthe population lack formal jobs."

Natural resources are limited due to deforestation and drought Thai contributes to the lack jobs Ihere. The most prevalent jobs are in services (50%) with <lg:iculture offering 30Q/", and industry 20% (Arthur, p. 95). Wrth the population al 7.66 million in 2004, Ihe ethnic composition is 95% black. 5% mulatto and white_ Although all Haitian students me taughl English. it is rarely spoken as 90 % speak Creolewilh the remaining 10 % speaking French. (Arthur 2004) The main religions are Catholicism and Voodoo (Arthur, 20Q,A,), and many of me private schools are Catholic based. The population growth rate: 1 :71 % at that time (of his study) offered a population density of 719 per square mile. The average ·!ife expectancy is 51.78 yeano.

is a "representative democracy", with legislative power resting in a bicameral National Assembly - a 27 -seat Senate and an 83--seat Chamber of Deputies." The government; however, has not always provided trustworthy leadership. For instance, the Duvalier regime stole much of theintemational financial aid in the 1980'5. Since that time that leader has been replaced. Still, large scale smuggling inhibits clear import and export reoords(Arthur, 20(4).

Recent events publicized through world news and photos offer mages reminding us that the lack of natural resources, limited education and j.ob opportunities, along with illicit government, offer limited hope for Haiti. As mentioned earlier, the 2007 United Slates Census Bureau considers North Carolina a state ranked 13th on the National Poverty scale among the frfty states. In comparison, though. Haiti is by far the most impoverished.

References:

Arthur, C., (2007). Haili a guide to the people, politics and culture. New York:

Interlink Books.

GovBenefits.Gov, Your Benefrts Connection. (n.d.). Retrieved March 2010, from North Carolina Benefits Programs: http://www.govbenefiis.gov/govbeneflts_en.portal? _ nfpb=true&__pageLabe J=gbcc_page_'ocate_state&_nfls=false&_code=NC

Jonathan M. Katz. (January 12, 2010). WRALCOM. Retrieved January 12,2010, from Major quake hits Haiti; many casualties expected: http://www.wral.com/news/nalionalworldtworld/story/6594 7451

Partnership for 21st Century Skills. (n.d.), Retrieved March 2010, from Overview - Framework for 21st Century Learning:

http://www.21 stcenturyskllls.orglindex.php? lIemid= 120&id=254&option=co m _ content&task=view

Public Schools of North Carolina; State Board of Education, Department of Public Instruction. (n.d.). Project Graduation. Retrieved March 2010, from http://www.ncpublicscllools.org/graduationprojectloverview/

Krabacher, S. (2007) Angels of a Lower Flight. New York: Touchstone Book.

The Columbia Electronic Encyclopedia. 6th ed. (2007). Infoplease. (CU. Press, Editor) Retrieved November 2009, from Economy: http://www.infoplease.com/ce6/us/a0860030.html

r

USDA Eccnom;c research Servfce. (20D6,July 12). Retrieved November 2009,

(rom http;//wHW·ers.usda,gOvIStateF8ctsINc.html

1~1 ~I~ ~ber 2009.

, ~ , .

,

I

,

• ,

•

I •• ,.,1111,.'

• I

~

I

I I

• I

USDA Economic research Service. (2D06,July 12). Retrieved November 2009, from http://vvww_ers.usda.gov/StateF actslNC.htm!

WRAL News. (2009, November 24). WRALCom. Retrieved November 2009, from Loca! News Report: 18 counties have poverty leve!s above 20 percent htlp:/lwww.wral.com/newsilocalfstoryI64S92861

.~

I .. ,

"Perspectives and Poverty"

Patricia Carlson & Nina Wiggs

A person's perspectives are as evolving as the knowledge base and j3xperience

-:1- P'- 11..",$ roll e eJ 1-.:3, l" oJ "'-"~ c

of the individual. Living a privileged life is as "perspectlve-buildinq" as it is a reality in our

United States - just as poverty is an outlook that makes each and every day a struggle for survival for many children in Haiti. A perspective'needin our country may be viewed

7 -0_ _ C ~~:' 'I ;,0&'00.] Sf'J '" L!,e '-:" - r.1 Y ;~:-+

as a "dream to be had" in Haiti. ,,'_'_'-A "", ~ ,

The recent earthquake has brought much media attention to this impoverished

land, but the extreme need has been great for a very long time. Needs as basic as food

and a bed to get up off a cold concrete floor were considered luxuries for many of the

orphaned child population long before the quake. The central idea of our unit will

(lfj .lllC provide AIG campers the opportunity to gain new perspe~~~~~delve:_!~to I~!_~eep /6~-

~-

issue and possible solutions of poverty in Haiti. Through exploration and comparisons of L.~',)(://

-- - - .. -----.----- --------.--- L~ 115"

N.C_ school children 10 orphaned Haitian school children, campers will offer positive

solutions to this very real world PiOblem_/

Considering that perspectives change with knowledge, we intend for the Haitian

poverty unillo show comparisons and contrasts of the socio-economic, educational and cultural aspects of North Carolina with that of HaitrCampers will consider that we often hea r about how "poor" North Carolina is as one of our United-States. Children wi II take a

look at what is being done educationally, in our 21st Century Framework, to better the lives of school children here, while instructors will push for campers to form a more global perspective and apply these new perspectives to exploration of existing programs

-, ,

and the formation of new solutions in Haiti .

SPED 6402 Perspectives of Poverty in North Carolina and Haiti, Goals and Objectives

carlson & Wiggs

Unit Goals:

t. OUf first unit goal is to encourage a solution to the real world problems of poverty

facing children of Haiti as compared to those in North Carolina.

2. Our second unit goal is to consider aspects of education can help Haiti in

particular, to change its status as the most poverty-stricken country in the

westem hemisphere.

Unit Objectives:

As a result of the unit, the students will know:

1. The nalural resources of Haiti in comparison in North Carolina.

2. Thoughtful, professional individuals who know how to aid orphans and assist in

the education of children in Haiti.

3. The technology available to North Carolina students, and the lack of resources

for education in Haiti.

4. The contrast of poverty and plenty in North Carolina and Haiti.

As a result of this unit, the students will understand that:

Intensive poverty is evident in Haiti when compared to North Carolina.

2 Education is important in meeting economic needs in Haiti.

3. 21s1 Century technology offers a catalyst for change when available to students.

4. Laptops are distributed to students in poverty areas of North Carolina-sa luxury

not available to Haiti orphans.

SPED 6402. Perspectives of Poverty in NorLh Carolina and Haiti, Goals and Objectives

Carlson & Wiggs

As a result of this unit, the students will. be able to:

1. Determine ways to use technology to help orphans and other children in Haiti.

2. Digitally photograph subjects with consideration of the viewer's perspective.

3, Develop a podcast or Xtranormal movie that portrays images and facts from

North Carolina and Haiti.

4, Present the project of helping alleviate poverty in Haiti, especially among

orphans, to parents, churches and/or community groups.

M. 2 Unit Task 1: Points to Ponder

1. Knowledge is the highest form of wealth.

2. Our minds inquire. Our morals guide. When lhe two combine, our actions are of value.

3. Improvement of education is a major factor in overcoming poverty. (Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for a lifetime).

4. All things, especially poverty, are relative.

5. When others are suffering, the burden of helping falls on all who are aware.

M. 2 Unit Task 2: Content Outline

Perspectives of Poverty in North Carolina and Haiti P. Carlson and N, Wiggs

I. North Carolina's Geographical Information

A. North Carolina is located in the Southeastern part of the United States. R_ It covers an area of 52,586 square miles.

e. North Carolina is divided into three basic regions.

1. The Atlantic Coastal Plain

2. The Piedmont

3. The Mountain Region

D. North Carolina has a wealth of natural resources.

1. Forests

2. Agricultural resources <I. tobacco

b. corn

c. soybeans

d. peanuts

3. Animal products

a. hogs

b. broilers

c. turkeys

4, Mineral resources a, granite

b_ talc

c. feldspar

d. mica

e. lithium f. rock

5. Coastal reserves

a. shrimp

b. crabs

c fisheries

II. North Carolina's Income andPovertv Level A. Income levels

1. Averaged $28,906 in 2006.

2. Should be an average income of $42,841 for a family of four, B. N.C. was 13th in the nation on the poverty scale in 2007.

C 14_3 percent are living in impoverished conditions in N.C.

D. Poverty levels are above 20% in 18 counties.

M. 2 Unit Task 2: Content Outline

E. Roberson County has 311110 of residents Hving within U.S. poverty level.

III. North Carolina's Focus on Education

A. Pre-Kindergarten Programs

B. Food Stamp Program

C_ School Breakfast & Lunch Program D. Medicaid Program

E_ Health Choice for Children

F. WIC Program

G. Weatherization Assistance Program for low income families

H. NC Education Programs (a few)

I. One Laptop Per Child

J. Learn and Earn

K. 21 sl Century Learning

IV. Haiti's Geographicallnfonmation

A. Haiti is located in the Western half of Hispaniola. s. It shares Hispaniola with the Dominican Republic

C. Haiti has 1,054 miles of coastline.

D. A small fann typically produces

1. maize

2. millet

3. bananas and plantains

4. beans

5. yams

6. sweet potatoes

E. Rice is grown in a few areas of the country where irrigation systems have been introduced.

F_ Haiti has suffered a loss of natural resources due to:

1. deforestation

2. drought

3. floods

4. recent earthquake

G. Service jobs are now more prevalent than those based on agriculture.

v Haiti's cu~ture is influenced by government and religious beliefs.

A. The Government is a "representative democracy".

B. The ethnic composition is 95% Black, 5% mulatto and white.

C. Religious views are predominately Voodoo and Catholicism.

D. Influences of Freemasonry and Protestantism are also found in Haiti.

M. 2 Unit Task 2: Content Outline

VL Haiti's income and poverty level.

A. Seventy percent of Haitians

1. Are unemployed

2. Uve In rural areas.

B. Only 1 in 400 Haitian adults has a job with regular wages and hours.

C. Eighty-five percent of Haiti's population lives in absolute pove.rty.

D. One half of one percent controls forty percent of the national revenue.

E. Large scale smuggling inhibits clear import and export records.

F. The average individual income is as little as (US) $250 a year.

G. Haiti is considered the poorest country in the western hemisphere.

VII. Haiti's education programs

A_ Many schools are funded by outside charities and organizations.

B. Education is compulsory ages 6 to 11 years.

C. 90% of primary schools are private.

D_ Only about 35% of those who begin school finish. E. The literacy rate is estimated at 51.2 %

"Perspectives on Poverty in North Carolina and Haiti"

Technologv-Infused Paper, P. Carlson & N. Wiggs, SPED 6402, Spring 2010

Technology will be used at AIG camp daily as we consider the real world

question of how to solve the problems of poverty-stricken, orphaned children of Haiti.

the poorest country in the western hemisphere. Campers will consider that there is

need everywhere, and how to address that need found in Haiti.

We will view the contrast of North Carolina and Haiti as we use technology to

view images of Haiti and a Power Point of the education empha.sis in N. C. Students

will offer their perspectives of poverty as they conduct live and virtual interviews while

developing an awareness of the conditions in Haiti. An online survey will be used to

assess students before and after they participate in the unit activities.

Our unit will proved children the opportunity to delve into the deep questions of

poverty by first exploring and comparing N.C. to Haiti. We plan to use Google Eartt1 to

virtually tour these areas of our globe. Campers will also explore the idea of "Iasling

results through education" by learning about programs in N.C. such as "One Laptop Per

Child" •. "Learn & Earn" .. and "-Graduation Project". Some of the ideas of the 2191 Century

Learning. as it pertains to N.C .. will be presented as a Power Point. Campers will consider how. and if. this type of 21'1 century thinking about education relates to ideas

for change in Haiti.

The campers' final product will offer a rea.1 and positive solution in the lives of

those in need through voicing a learned opinion. The tocation of both N.C. and Haiti,

and their relative wealth will be determined by using the online program Google Earth

and also a prepared Power Point. Students will be engaged with the use of an online

interactive game, "Aiyti: The Cost of Life" using a SMART Board. From that experience,

campers will be asked to pair and share to compose and record questions for a guest speaker, Haiti volunteer-team leader, Kristi Wiggs, BSN, R.N.

In our subsequent lessons, using a SMART Board,. campers will review digital images and discuss how the use of Skype, videos, or other technology may help to solve the real world problem of poverty that school-age children face in Haiti. After the interview, campers will. be given time to debate the proposals and solutions for Haiti to be used in their group video product.

In the remaining lessons, students will ponder ideas contrasting Haiti with North Carolina. Campers will pair up and compose questions for a Skype interview with videographer, and Haiti education advocate, Martha Walker in Illinois. Campers will predict, dramatize, photograph, and possibly record their responses to the interviews.

Consideration will be given to real world problems in Haiti, with some comparison to similar problems in N.C. The resulting video or podcast product made by the campers will be used to illustrate perspectives reflecting Haitian children's education and basic needs, and campers' proposals on what can be done to help them. The project will be presented to A1G parents, as well as local churches and/or commun.ity groups with interest in helping to solve the problems found in Haiti.

Perspectives on "Poverty" in North Carolina and Haiti

P Carlson & N. Wiggs Technoloqy-lnfused Paper, SPED 6402, Spring 2010

References

"Cost of Life" on line game found at:

'lltp:IIw.""II'. IlssionloJearn. com/2008/04/Iearning-oa es-for -changel

Google Earth: nttp:f/earth.qoogle coml

Google Earth Mission to Learn (2008/04). Retrieved from SPED 6402, March 2010

http.l/www. m j 55 i onto I earn. comJ2008J04/1earn ing-games-for -ch an gel

Graduation Project" Retrieved March 2010:

http:N,w{\"I ncpubll cschcors. orqJqradu alioilPfUI8cIJov erv 2WJ

"One Laptop Per Child" Retrieved, March 20 0:

http://lapIOp. orgler:/

{'

North Carolina Learn and Earn Program" Retrieved March 2010:

tlllpJiwww.nclearnandearn_oovllearnEar:1llighschCQlsaspx

Skype. Retrieved (2010) from Skype site:

httJ;lJ/o,,!,,'_ enyl! 511 ourdLe _ ed u

SurveyMonkey survey made March2010 and can be accessed at:

hi tp l/vl'vV'N. §urve ymonhe~i_ co 11I1s1 J 9(:; FWR K

21C1 Century Learning March 2010:

TEMPlATE FOR ACADEMICALLY RIGOROUS E.NRlCHMENT LESSON TEMPLATE FOR FOUR CAMP LESSONS DAY 1"'POP" (PERSPECTlVE.5 OF POVERTY)

I. DEFINE THE CONTEWT

lESSON OBJEcnYes:

Students will be able to:

• Form and write a preliminary definition of "poverty" with one supporting statement or illustration for their definition on an "Awesome Exit" poster at the end of Day1.

• Compare and contrast at least 3 resources of both Haiti and North Carolina by the end of the lesson.

• Question and answer peers with relevant facts that help "define" Haiti as impoverished .

• Discuss some initial solutions to the real-wend problem of poverty in Haiti.

• Photograph each other for the final project compiling their "Awesome Exit" poster comments of what they learned.

II. PRE PLANNING: BEGIN wrnt THE END IN MINO
By the end of this lesson the students will know :
• N.C. rates high on the U.S. poverty scale, but has
many, varied resources making the tenn "poverty" a
matter of perspective.
• Haiti is the most impoverished nation in the western
hemisphere.
A. WHAT IS WORTH
KNOWING? • School is a privilege for most Haitian school children -
(THINK ABOUT ntE only a small percentage attend or finish school and
CONTENT YOU HAYl: often this is through the help of private ag.encies and
SELECTED. WHAT IS volunteers.
IMPORTANT FOR STUDI!!NTS
TOKNOW1) • What we consider bare essentials here in N.C. are
often considered lUXUry items for children in Haiti.
• Education is one important way to begin to solve the
problems associated with poverty.
B. WHAT IS IMPORTANT As a result of this lesson the students will be able to:
FOR STUDENTS TO KNOW • Access ~Survey Monkey" and answer survey
ANODO? questions about Haiti and N.C. that are both factual
(DEFI.NE WHAT STUO£NTIi and opinion based. (pre-assessment)
SHOULD BE ABLE TO DO AS A -
RESULT OF YOUR LESSON.) • Form and write a preliminary definition of • poverty"
with one supporting statement or illustration for their
definition on an ~Awesome Exit" poster. (student
chooses how to express the definition)
• Go home and ponder the question "What would it
take to form a group (of children) whose mission it
would be 'to lift children up from poverty'?" and "What
would be the mission statement of your group?"
Thoughts we want to remain with our campers are:
• What we consider "poverty" in N.C. may not be the
same as poverty in Haiti.
• Poverty (in Haitll can cause children to live in
situations that are unsafe and can harm their general
C. WHAT ARE THE development and wellbeing.
ENDURING
UNDERSTANDINGS THAT • Children who live in impoverished conditions in Haili
STUDENTS SHOULD TAKE face many challenges that most U.S. children do not
AWAY FROM THE LESSON? nonnally face.
(DEFDIE THE BIG IDEAS.)
• Every child has the right to grow up in a safe and
nurturing environment.
• Solving problems such as poverty is a complex
procedure thai requires research. planning and
integrity 01. PLANNING
Essential Questions are:
• VVtlat defines poverty and does this definition vary?
• Are all things, especially poverty, a matter of perspective?
B. ESSENTIAL QUESTIONS: • How do the environment and natural resources affec:llhe
(ONE OVERARCHINO AND eoonomic standard of North Carolina and Haiti?
ONE OR MORE TOPICAL)
• How might what we do here in N.C. effect poverty in
Haiti?
• How does poverty influence the development and
later success of a child? The students will:
• Interview each other in pairs and record relevant
information on poverty during a "Meel and Greet"
activity to get to know peers in our group.
• Answer an online survey questions to further access
prior knowledge and also give students a chance to
be personally introspective with no "fear of failure".
(This po/ling booths activity wilT be done
C. AssESSMENT: simulfaneousfy with the ~Meet and Greet"activity.)
• Give a preliminary definition of poverty after a
(PERFORMANCET ASK) "concept attainment lesson" activity in which they:
I
• Touch and control answers on the SmartBoard (child
controlled) at the beginning oJ the PowerPoint
• Give their own "end of session" definitions of
"poverty" and also at least one supporting statement
or illustration (students' choice) that will be put on the
"Awesome Exit" poster. This will be built upon daily
and wj/I become part of the final unit product.
I. A pre-assessment survey about North Carolina and
Haiti via "Survey Monkey" on the internet will be
offered as an opening activity. Instructors will use
this survey as a pre-and post assessmentlindicator of
change and growth for the camp. (Ideas brought up in
both polling booths as well as inremew activities will
support this content area.)
- N.C. has many more natural resources, and is
more developed than Haiti. (See unit outline for
specifics, such as forest, minerals. agricultural
products, and technology).
D. CONTENT: - Income levels in N.C. average $28,908 in 2008.
(OU'TUNE THE CONTENT - The average Haiti income is as little as (US)
you WlLL TEACH) $250.00 a year.
- 70% of all Haitians are unemployed.
- Poverty levels in Haiti are starkly different when
compared to what is considered "poverty" in N.C.,
especially in ttJe lives of orphaned children.
- There is a lack of natural resources in Haiti.
- Deforestation is evident resulting at times in
flooding.
- Haiti experiences a poor standard of living and
u nem ployment due in pa rt to limited educanon'.
- "(More info.rmation wifl be given in lessons 2 & 3.)
- The language spoken is Haitian Creole with a E. HOOK:

(DESCRIBE HOW YOU WlLL GRAB STUDENTS' ATTENTION.)

F ,. IfliSTRU l:Tlot.l: (TELL, STEP-BY-STEP, WHAT YOU WILL DO,)

minority (10%) speaking French. English is not generally spoken, though it is taug.ht in Haitian schools.

II. One's idea of poverty is a "perspective" in itself.

There is a huge difference in the two areas of Haiti and N.C. and they are greatly contrasted by the lifestyles depicted in the digital photographs in Ihe PowerPoint, and also through teacher input.

Note; The original V and VI, (the second PowerPoint) has moved to Day 2 because of time limitations. The uRainbow" depicting 21st Century Framework will be added to the second PowerPoint. All other items in the Power Points were constructed, pieae by pieoe, with animations, and are original, unless otherwise noted.

Our campers will be hook.ed when they first walk. into our room and hear Haitian "Creole" music playing in the background and will see a poster that says ''Welcome to camp) WE NEED YOUI This way pleasel"

Campers will notice colorful construction paper flip-flops taped to the floor leading up to 2 "polling booths" .. The

polling booths will be made of large, 3-sided, foam-board covered with many symbols of both N.C and Haiti. Laptops will be hidden behind the "booths" with surveys up and ready for the children to take ..

As two children complete the "poll" the two others will be invited to "Meet and Greer each other using the written question and answer interview activity. They will alternate activities before settling in for a brief slideshow and activity about Haitian orphans. We have 2 activities going simultaneousfy for the campers to engage ;n upon arrival.

When the children walk in they will hear the music of

H attl, see a colorful paper flip-flop trail that leads to the "polling booths" and notice that there are pillows and blankets folded into seating areas (Comfy Comers) in the floor to offer them a choice of seating for va rious activities. Teachers will greet students and introduce the beginning "station" activities while showing students the polling booths and giving clipboards with peer interview cards for the "Meet and Greet~ activtty. (10 min. ea .. Simultaneously"Perspectives Polling Booths - POBs" and "Meet and Greet" peer interviews.)

While in the polling booth, the students will answer a variety of questions (online using SurveyMonkey) designed

I

to access prior knowledge about KC_ and Haiti and also to spark some introspective thoughts on poverty.

(Teachers will tell the campers that the poll is totally anonymous and will be for instructors use only - it is not a test!) For the second (slm u\taneous-1 0 min. ea.) a.ctivity, campers will be invited to do the peer "Meet and Greet" paired interviews. Teachers will give the students markers and laminated cards on clipboards with questions pertaining to indMdual's background and perspectives ofwhal poverly Is. Campers will either take seats at desks or at the "comfy comers" made with cushions and/or foided blankets around the room. The "Meet and Greet" peer interview activity will serve as an ice-breaker, but will also give the children a chance to start openly discussing the very big idea of "poverty".

(3 minutes) Teachers will introduce the campers' MPJ'S"_ "personal journals" section of their Camp (COW) notebook. These will be simple composition journals to be used as their own personal camp journals and may remain private or can be used to share ideas. Teachers will explain that AIG campers will get to take the ·PJ's" home each day to write ideas, feelings, questions, etc. and to bring back each day to camp. Campers wiH be told that they are welcome to take a seat and may "journal" anytime between activ'ities. (For instance, if they finish the survey before a peer who needs to be interviewed, they may write about their first impressions of AIG camp while their fellow camper finishes the survev.)

Once all our initial activities are complete we will move onto an instructor-made (5 min) PowerPoint called "Let's Walk a Few Steps Together-life for a Child in Haiti". On the 2nd slide of the presentation, we wil.1 stop and do an interactive (7 min. + as needed) "Concept Attainment lesson" activity to begin to form an idea of what it means to be an impoverished Haitian orphan. When the 2nd slide begins the children will only see Ihe first question box appear on the SMARTBoard - the first clue. Teachers will invite a camper to volunteer to come up and get us started with a "yes" or "no" guess as to whether or not this clue fits lhe hidden concept (poverty for a child in Haiti). Students will be up and will take turns controlling the SMARTBoard. This part ;s a .. student controlled" lesson.

Once the child taps the "box" on the SMARTBoard it will follow a motion path and move under the correct "yes" or

.__ .L......:."n.:..:o;_"_:s..:id::_:e::_:; .. _T_:_h:_:_e::____::e.:..:n_:::d::_:_ing box on this PowerPoint page will be a

large one that covers all the "yes for poverty" items listed and will say "I love, laugh, play and dream - just I.ike you!~

Students will then view the rest of our PowerPoint that contains actual pictures taken by American advocates for orphaned children in Haiti and depicts some typical activities during a day for a child living in an orphanage there. Teachers will pause on particular digital photos in the PowerPoint often to offer self-reflection and elicit campers' comments, while pulling from their existing knowledge to push for higher understanding of key concepts. (Instructors also will be informally assessing the interest levels of the students as well using questions such as the ones below:

What have you heard about Haiti - what do you already know? What do you wonder. .. what do YOU want 10 know?

• What comes to your mind when you think about "poverty"? Is it one idea or many?

• Think about your morning ... your day .. .your normal week. How it is different from how you might think a day is for an orphan child in Haiti. What challenges do you think the children in our PowerPoint may face that we may not face here in N_C?

• How might your day be different if you lived in the orphanage in Haiti?

• Close your eyes and tell me, "What do you think of when I sayschool'? What do you think a Haitian child in our PowerPoint might say?

• Do you think education (go.ing to school - finishing school) has anything to do with the poverty level of a state or nation?

• Is wealth always measured by material things?

• What makes you "rich"? What makes you "poor"?

• Is our poverty different from Haiti's poverty? How?

Why? What things make it different? How can it be changed?

• Do you think lack of money is the main problem with poverty? Why or why not?

• At the end teachers will offer time for free thinking,

and welcome any comments or questions. .

{These questions will be revisited at the end of the interaction with the PowerPoint Answers will be noled and serve as an infOJrnal assessment)

To introduce the final project, Teachers will tel! the campers that they should really wrap their thoughts around the Idea of poverty for the purpose of coming up with some

--- ---------------.-p-o-ss~i~b~le-s-o~I-~~io-n-s-a-s--p-a~rt-o·f-o-u-r~fi-n-al~'~'P~e-rs-p-e-c~ti~ve~s~·u-n~i~t---, project. (2-3 minutes)

Activity:

Next children will Chose a station (&-10 min. each). They will either play the SMARTBaard interactive game format (Haiti): "Cost of Life" or sit at one of the ucomfy spots" and write in a reflections journal (provided by instructors). Again, journal entries may be shared or kept private - this is solely for self-reflection, personal notes, elc.

Teachers will give the campers individual instructions on operating the digital camera as needed (if students aren't familiar with point and shoot cameras) during this time .

. Students will use the camera as others are in stations. They will altemate activities for the remaining time up 10 the last 7 minutes.

The last 7 minutes, campers will be brought together again with the upbeat, Haitian music and these instructions. 'We will be having a guest speaker tomorrow who is a nurse from NC, and is an advocate for orphans in Haiti. Our guest has traveled to Haiti many times. She is friends with Meredith Andrews, the vocalist in the video. and volunteers as a sponsor for the children you met in the PowerPoint!

Please feel free to use your apJ's" to jot down any ideas or questions you may come up with to ask our guest! I would like for you to go home and think about ideas for these questions. Instructors will tell students:

These are questions to ponder at the end of the day:

• What is respect? let's gain respect for the people we are learning about by leaming about a way of life that is different. Tonight, please think of at least one question or fact you learned today that is deeply rooted in respect for the Haitian orphans.

• What would it take to form a group (of children) whose mission it would be to lift children in need up fram poverty? and "What would be the mission slatement of your group?" Feel free 10 use your PJ to respond.

• Take a chancel No one is too small or people too few to make a difference. You can advocate for !he children of Haiti! Came up with one possible way to work towards a solution to end poverty - is education or music or something else part of your plan? It can

be any idea you can think of!
• Come tomorrow, ready to question an advocate for
Haiti, view first hand photos, and leam so that you
can form your own advocate group and find solutions
to this real world problem of poverty. You will begin to
formulate a product that can make a difference!
Our final assessment (5 minutes) will be to ask the
students to form and write (or illustrate - campers' choice) a
preliminary definition of "poverty" with one supporting
statement or illustration for their definition on an -Awesome
Exit" poster. Teachers wililell the students that this will
become part of an important final product which will consist
of either a video and/or ·XTRANORMAL text-to-video" movie
mak.er (student's choice).
,
Our MAwesome Exit- poster will consist of actual enlarged
poster-size photographs of Haiti. The campers will be asked
to add "SNATs· (Sticky note activities or thoughts) to these
posters each day. These will become part of the final
product. Pre/post I assessrne nt

p" Carlson and N_ Wigg~, AIG Camp 2010 N,C./Hatti Camp Survey Activity, Day 1 & 4

N.C.1Haiti Camp Survey"

lIt tp: Ii wW'W , jfveymo nk ev. c::)J1vsiJ9C FV{RK

Students will be asked to take the following survey on day one, once they have

participated in the "Meet and Greef' interview game, This survey will serve several

purposes. Instructors will use this survey to see where the students are as far as

content knowledge goes for a starting point on our subject area. The survey will also

ask for opinions on several ideas. We will use these results to guide us in our

subsequent conversations with the students. The survey will aid us in adjusting our

lessons and to better meet the needs of the individual campers. This survey will also

act as one of one of our final assessment tools on day 4. Finally, the survey acts as a

catalyst to move us into our PowerPoint presentations .. It will provide students a

personal assessment that we hope to spark a great deal of interest in our subject

matter. We will inform the campers that the survey is not a test" but rather a "cool tool"

that will help us 'know where we are ~ so we know where to go"l

.N .C./Haitj -€amp~Su rvev

http://www.surveymookcv.comls/ J 'l 'FW RK We want to have fun brainstorming and learnlnq together! Campers will taka this survey now and again at the end of the camp.

Please answer all questions. -

Thank you! -

f'lrs. Carlson & Mrs. Wiggs

(This survey is not a lest, so just relax and enjoy he process, It will be helpful for us to see how yo r knowledge and opinions may change from Day 1 to Day 4.)

1. Rate the following ideas on how you feel about each topic related to poverty: 1- strongly agree; 2-somewhat agree; 3-someWha~ disagree; 4-strongly disagree c I I

~_ VI u.,~J.1"') ()z:, V\.D\ ~:t,,__ ,~) ~ v-; -:.A.j '. I r.,,",::_} r_r.~ t ~ T I;.:!

We::Should only help-;peopJe in our: ~wn country.

3. What country is the poorest in the western hemisphere?

Canada Haiti Mexico Cuba

4. Click any resources that you think N.C. produces:

forest products oil

mineral products broilers, turkeys, hogs

corn, tobacco, soybeans, peanuts large diamond reserves

shrimp, crabs, fisheries

bananas

N.C.tHaiti camp Survey hltp:i!wW\-\> urvc_ymonkcy convs.'J9CFWItK

5. All children in Haiti attend a free, public school.

true false

6. N.C. has an education plan that will help students become job ready and global

citizens. It is called ?

No Child Left Behind Computers 101 Johnny Can't Read

The 21st Century Framework

7. There is a plan in place that helps students in N.C. get free computers.

true false

8. School-aged children in orphanages in Ha.iti almost always have.: (click all that apply)

3 meals a day beds

shelter

books

r

adults to help

electricity l-pcds running water T.V.

school supplies a rainy season

money from public funds

N.C./Haiti_Camp Survey

http://wv .. w.survcvmonkev .• 1111 'JC)("FWRK

9. The 21st Century Framework was developed by 3 large groups. Click the 3 groups.

Business People Education Leaders The U.S. Military Political Leaders

Boy and Girl Scouts of America National Wildlife Federation

10. In one sentence give an idea that might help orphaned children in Haiti.

Perspectives of Poverty in North carolina and Haiti p, Carlson and N., Wiggs, AIG Camp 2010

"Meet and Greet" Interview Activity, Day 1

The first day, our ~Meet and Greet" interview activity 'Nill meel a couple of

objectives. The campers will get to know each other, and the activity will subtly enable

them to begin loreaHze how many conveniences we take for granted in North Carolina.

To explain further, four laminated cards with relevant questions pertaining to the

campers will be used by the campers to interview each other. They will writ,e their

names and complete the information with Vis-a-Vis markers.

While they are getting to know each other better, they also will begetting

comfortable with interviewing someone. This will be a precursor to Ihe inte,rviewing

activities of Days 2 and 3" when they have both live and virtual interviews using Skype.

Card 1 of4

Poverty in Hait;

CarlsonlWiggs

Interview with camper: _

Whafs your name? ---'- _

Do you have brothers or sisters? _

If you have siblings. how many live with you? _

Have you ever lived anywhere besides North Carolina? _

If so, where? ~

If not, where did you live before?

Interviewed by camper: _

Card 2 of4 Interview with camper:

If you were at horne, what kinds ·01 things would you be doing?

Poverty in Haiti CarlsonlWiggs

__playing video games; or __ watching a movie

__ reading a book; or writing

_painting; or _- drawing _texting or talking on the phone

_skateboard.ing; or _other _

When you leave home to go places, how do you usually travel?

__ bus __ car bicycle __ motorcycle ___plane

other _

Interviewed by camper: _

(

--

Card 3 of4

Poverty in Haiti

CarlsonlWiggs

Interview with camper: _

Do you ever have to do chores? __ yes _no

If so, what are they? _

'''not, who does them where you live? _

When you eat, what's your favorite foods? _

(

How often do you eat? _

Do you speak more than one language?

__ Yes, I speak English and _

__ No, I speak only English.

Interviewed by: Camper _

Card 4 of4

Poverty in Haiti

CarlsonlWiggs

Interview with camper: _

What do you think poverty is? _

When you think of the word poor, what comes to mind?

What would you like to know about Haiti this week?

Interviewed by camper:

(

Let's Walk a Few Steps Together - Life for a Child in Haiti

Power Point Presentation

p, Carlson and N, Wiggs, AIG Camp 2010

Let's Walk 11 F('w Steps Together -life f{)[ a Child ill Haiti, Day 1

The fOllowing PowerPoint presentation will be shown to the campers as an

introduction to "life in Haiti" on day one of camp. The photographs used. in this

presentation were taken by Kristi Wiggs, BSN-RN and Martha Walker, photographer,

who are both advocates for orphans and education in Haiti. We have invited both of

these advocates to vi sit our campers, e itherin person or vi a SKYP E_ We feel that usi ng "\

actual photographs taken by our guest will help campers to make a personal connection

and further interest levels when our guests talk with us. We wish to gratefully recognize

the contributions that both of these advocates are making to Haiti. We appreciate ttle

use of their photographs as well as the time they have given to share with us duringAIG

( camp.

'etVs Walk a Few Steps Together LIFE FOR A CHILD IN HAITI

,_' I

, . ,

i "

. ' 1 '

i 1. I ):

This is called a "Concept Attainment Lesson".

Let's see if you can guess the ward or topic by plaving this guessing game.

Here we go!

No -I do NOT describe the concept!

Can you guess what I am?

Yes -I DO describe the concepti

Dear Professors,

Please note that the placement of the "cards" below will not be how they will appear to the children. Each card will come in on a mouse click and once the children have tried to guess where each card goes they will follow a motion path to travel under the correct "yes" or "no" in this Concept Attainment Lesson.

Thank you!

1.1 w;~~UY' get mY" news by-;;di-;! or .word~o.f~moutl1.

l '< • --....: , • _

r My bed is, a sheet o~ a : concrete floor.-

,I have 3

!I meals a day.. ' snacks.

I attend free public school - so do most

of my friends.

I _~~ _ _ _.

II have' an Ipod, Nintend~

2

I and computer

, I watch my favorite T.V. shows everyday.

I My school

I '

i has a great

r

: plan to help

1 me succeed.

! I usually get 1

,

\ meal a day.

- ---------" --_.

--~-,------ ----

: A raincoat to keep (

, me dry is a really GREAT gift.

!

: Clear, water usually

comes only from the

! store where it must be

I -

,purified.

Did you guess "poverty"?

Did you guess "an orphaned child in Haiti"?

There is a lot more to learn ... let's keep learning!

'. ""I.

, , ,

--.1·

What do you already know?

, . ,

''--,

NORTH ATLANTIC OCEAN

L -: '.

Sea

, __ ~ /,.-=: .• }i~ -.:_=

r~;. ~~11 ,j v,;...

,I;'"" O,S ,'e,., _ (~O.,lih.'(,' '-"

t\J·'ih'~1"rS-5·1:? ll$I;-3n~1!

-~,-1

Let's think ...

• What have you heard on the news or elsewhere about Haiti?

• What do think of when you hear the word "poverty"

• No matter what we own, are we not all rich in some ways and poor in others?

• What makes you rich?

.,..

">

"'"

rb

"";

to

,7

{:s.o ~

...

'J ~"t

1)

t 'J'" :!j

,'0 ,),J

1

, my.

-T 'w

...

Many children do not get to go to school in Haiti

1

- ~

, __ J I

, ... little boy playing with his toy.

"0rphanart" uses the kids' drawings to make t-shirts.

These children are drawing pictures for kids in America.

-::'haiti· .-.11

-1'ttI

/.«(Q-

Making t-shirts is one way others are trying to help the orphaned children in Haiti.

, , ,

.,. c_ I'_r:;-:

, "

- Is "poverty" in N.C. the same as "poverty" in Haiti?

- Do you think education effects poverty levels?

Poverty - Put it in Perspective

• Haiti was the poorest country in the western hemisphere even before the earthquake.

• 85% percent of Haiti's population lives in absolute poverty.

• 14.3 % are living in impoverished conditions in N.C.

Some children enjoy gifts from visitors!

Some kids do ,get to go to school,

This an American volunteer. Kristi Wiggs .. R.N.~ at a school building for the orphans. Take a look at the inside of the school.

Haitian children peer inside from the street as volunteers from America interview teachers.

Attending school is a privilege. There is no consistent school system in Haiti.

School is a privilege.

• Only about 35% of students in Haiti who start school will finish.

- What do you think of when you think of "going to school"?

- What do you think a child in Haiti might think of when asked that same question?

Most places have no running water here.

People carry water inside.

lP@@GQJ~® ~~w® ~© lill(!l]W (b~®@JGll ~@~@[lo ~©m:ru~OITUD®~ \w@)~®IT" ~[f@M [fDW®[f;§ ~[fi)@] @~ccil ~®~~~ .. M@\J @l~~@ [w®(W~@ccil 0

=a

0iiiI!I!!!!I iiiIIii!!I

The kitchen ...

j

Most children at the orphanage eat one meal a day.

Normally, the older children help to prepare the food.

WHEN IT IS TIME TO EAT, EVERYONE WORKS TOGETHE.R!

People do not have to worry about the cold.

It is warm all year long in Haiti.

What other things might they have to think about?

___,~ ;;..-

~ -":

- -_---,-_.-

.-------.~--- - ---

These men built their own cart. They work hard pushing their cart.

-

",;~_. t, ';' I~\ I .. ~~~r<..:--·: ,~ .:;:.; ~ .. ~ 1- -.., :(, .. .: '-;.:~ ...... ~ I~ .. ,,-):_. •

How much do you need to live 7

• Average N.C. income was $28,908 in 2008.

• The average individual income is as little as (US) $250 a year in Haiti.

• Only 1 in 400 Haitian adults has a job with regular wages and hours.

- Do you think all people share the burden to help others in need?

- What resources does N.C. have?

- What resources does Haiti have?

Credits

Digital photos submitted by and used with permfssion from:

American advocates for orphans and education in Haiti Krlstl Wlgss, BSN-RN

arrha Walker, photographer

References

Arthur, C, (2007). Haiti a guide to the people, politics and culture. New York: Interlink Books.

Jonathan M. Katz, (January 12, 2010). WRAL.COM. Retrieved January 12, 2010, from Major quake hits Haiti; many casualties

expected: http://www.wral.com/news/national_ world/world/story/6594 745/ '

Krabocher, S. (200]) Angels 0/ a Lower Flight New York: Touchstone Book.

The Columbia Electronic Encyclopedia, 6th ed. (2007). Injop leas e. (C.U. Press, Editor) Retrieved November 2009, from Economy: http://www.infoplease.com/ce6/us/a0860030.html

USDA Economic research Service. (2006,July 12), Retrieved November 2009, from http://www. ers.usda. gov /StateFa cts/N C htm I

WRAL Local News. (2009, November 24). WRAL.Com. Retrieved November 2009, from Local News Repo.rt: 18 counties have poverty levels above 20 percent: http://www.wral.com/news/!ocallstory/64S9286/

TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TI!!MPLATE FOR FOUR CAMP LESSONS

DAY 2 "Perspectlves make you T.H.LN.K"(Thal's Haiti: Interviewing Nurse K.risti)

1. DEFINE THE CONTENT

LESSON OBJECTYYE:

• Demonstrate a real world need for poverty-stricken children in Haiti through interviewing and interacting with a guest, Nurse Kristi Wiggs, who is an advocate for orphans, and a frequent volunteer in Ounaminthe, Haiti.

• Communicate through a music-video, photos, and Haiti art examples. the humane and practical ways in which everyday American citizens can help the plight of orphans in Haiti.

• Encourage oonsideration of solutions to me real work! problem of poverty.

U. PREPLANNING: BEGIN WITH THI! END IN MIND
Students should know the following:
• Though some children are orphans, some children in
orphanages are actually abandoned by their parents.
• (An orphanage in Ouanaminthe, Haiti has 29 children
cared for by a Haitian Minister and his wife).
• Children who live there atlend a local schoollhal is
funded by donations.
• No technology exists in their school, unless it is
donated.
A. WHAT IS WORTH • Books are scarce.
KNOWING? • They are taught English, bUI the basic language is
(THINK AaGUT TltE Creole. Other children live in very basic home
CONTENT YOU HAVE environments in Haiti.
SELECTED. WHAT IS Teachers at that school are paid a monthly salary of
IMPORTANT FOR STUDEI'fTS •
TOKNow1) $70 a month.
• Some other more affluent private schools pay
teachers $120 a month.
• Children can be fed one meal a day with $30.00 a
month.
• The currency in Haiti is gourdes (US$1=$G36).
• Basic needs are met with much less money in Haiti.
but 213 of the population lack formal jobs.
• Deforestation and Natural Disasters have greatly
affected Ham.
• 39% of Haitians have access to safe drinking water. • Children in Haiti sleep on the cement.
• They have very strong religious beliefs.
• They are dependent on each other and outside
support to survive.
• They are often not in school after age 12
• Life expectancy there is about 52 yean; old.
• North Carolina has free public education system.
• Teachers in N.C. earn more in one day than the
(eachers in Haiti earn in a month.
• Every school has some form of technology in North
Carolina.
• Running water is provided in most homes in N.C.
• Books are available in libraries here.
• Some children in North Carolina live in orphanages.
• In North Carolina, school breakfasts and lunches are
provided by tne government, if children cannot afford
to buy them.
• The majority of citizens in North Carolina do not live
in poverty.
Children Should Be Able to Do the following:
• Make inferences conceming the vast difference in
"poverty" in N.C. compared to Haiti.
• View and consider a musicJvideo of orphans in Haiti.
• Develop intelligent. simple, and complex questions
B. WHAT IS IMPORTANT pertaining to the chi'ldren in Haiti.
FOR STUDENTS TO KNOW
AHDDO? Lislen to a brief talk, and later demonstrate through
•
(DEFINE WHAT STUDENTS interviewing Kristi Wiggs, BSN~RN, an awareness of
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.) the needs of the orphans in Haiti.
• Participate in discussions and a debate, as time
perm its, over how or if we shou Id help Haiti.
• Compose closing comments about the lesson for the
day.
C. WHAT ARE THE • The Students should know that North Carolina is
ENDUR,DIG weaHhy compared to Haiti.
UNDERSTANDINGS TttAT • The majority of people in Haiti are not employed.
STUDENTS SHOULD TAKE • Haiti is the poorest counby in lhe western
AWAY FROM THE LES5()IIIl hemisphere.
(DEFINE TttE BIG IDI!.AS.) • Its population is dependent on major imports from other countries to survive.

• Though some ch11dren are Orphans, some children in orphanages are actually abandoned by their parents.

III. PLANNING
• When our minds inquire and our morals guide, are
our actions of value?
• When we see others suffering, does the burden of
helping fall on us?
• How does poverty in Haiti compare to the "poverty" in
North Carolina? Is that term (poverty) a matter of
B. ESSENTIAL QUESTIONS: perspective?
• Are the Impoverished conditions in Haiti such that
(ONE OVERARCH[NG AND they require actions from others to overcome?
ONE OR MOllE TOPICAL)
• Vllhat are the main reasons for poverty in Haiti?
• Why is there a lack of natural resources there?
• How are orphans and the elderly affected by poverty
in Haiti?
• How can average people help ease the burden of
poverty there?
Determine the greater needs in Haiti.
Compose questions with your partner to ask North Carolina
C. AssESSMEN'T: citizen, Kristi Wiggs, RN, and orphan advocate for Haiti.
(PERFORMANCE TASK) Interview and interact one-te-cne with the guest using those
questions, design art work, and make 'awesome exit" noles
for the final project, of her informed responses.
I. In Haiti, though some children are orphans, some
children in orphanages are actually abandoned by their
living parents.
II. (An orphanage in Ouanaminthe, Haiti has 29 children
cared for by a Haitian Minister and his wife).
D. CONTENT: III. Children who live there attend a local school that is
(OUTUNE THE CONTENT funded by donations.
YOU WlLL TEA.CH) IV. No technology exists in their school, unless it is
donated.
V. Books are scarce.
VI. They are taught English, but the more common basic
language is Creol.e. Other children live in very basic hame
environments in Haiti. E. HOOK:

(DE$CRlBE HOW YOU WILL GRAB STUDENTS' ATTENTION.)

F. [NSTRUCTlON:

(TELL, STEP-BY'"STEP, WHAT yOU WlLL DO.)

VII. Teachers at that school are paid a monthly salary of

$70 a month.

VIII. Some other more affluent private scrroels pay

teachers $120 a month.

IX. Children can be fed one meal a day with $30.00 a

month.

X. The currency in Haiti is gourdes (US$1=$G36).

XL Basic needs are met with much less money in Haiti,

but 213 of the population lack formal jobs.

XII. Deforestation and Natural Disasters have greatly

affected Haiti.

XIII. 39% of Haitians have access to safe drinking water. XIV. Children in Haiti sleep on the floors, sometimes made of cement.

XV. They have very strong religious beliefs.

XVI. They are dependent on each other and outside support to survive.

XVII. They are often not in school after age 12 XVIII. Life eXDectancy there is about 52 years.

A music video with images of children in Quanaminthe, Haiti, will be playing as students

enter, (Meredith Andrews-Sooter. is a profssslonal musician and friend of Nurse Kristi. She is the soloist/artist for "You Are Not Alone~ the music video that is the "hook" for Ihis lesson.) The music video was filmed by Martha Walker, our Skype guest for day 3, and features scenes of children

in Haiti.

Prior to the lesson, we will assess student knowledge, using the results of the first day's sutvey, and their responses to the "Meet and Greet" interview cards hum Day1. As students sign in, we (the instructors) wilt show a 4- 5 minute muslclvideo of Haiti orphan children in Quanaminthe playing there.

After the short "hook" video, we will solicit responses from the (audience) campers by having them write any questions they have after watching the video. To enable students to use digital cameras, 10 capture perspectives during the lessons for the final project, teachers will offer individual paired groups instruction after detennining the need. For example the teacher may ask if students have access to a digital camera at home. According to the - responses, teachers may instruct: "Make sure the power source is on, the battery if applicable, is fresh; a memory card or stick is in place; and then aim the camera. The focus ·square- should slightly below the subjects' faces, or just below the object's main feature using the lens, Press this

buttonand hold for a second until youhear-a click. See the image here on this screen to make sure it was a good shot. This is how you delete ft if it wasn't good. This button helps you go back to view a former photo, etc.)

We will discuss how it is appropriate to question a guest speaker by modeling using a student and instructor. For example, we will have a camper sit as the interviewer and encoura.ge campers to ask himlher a couple of questions to detennine how to speak and respond politely and to piggyback off of answers to questions.

On Gay I, as part of the "Meet and Greet" activity, we will model and encouraqe simple to complex questions using posted stems on cards such as, ''\fIJho, What, Where, WhY. How, and To what extent do you Ihink?" ... Students will already have pracUce with asking and answering similar questions, which was one goal of the teachers in giving that assignment on day one.

After briefly role-playing live intervieweliquette, campers will greet, andinterview our guest speaker,Kristi Wiggs, aSN-RN, and orphan supporter. ryJe will have scheduled a time for her to come, and we will consider her arrival lime as we role-play the interview.)

Following her 1O~12 minute eye-Witness account of her perceptions of Haiti, both before, and after, the January 2010 earthquake there, campers will interview (behavior) Nurse Kristl using their previously formulated questions and any new questions they have after her talk.

In her informative talk, Nurse KriSti will share relevant information that pertains to her experiences with the orphaned children in Haiti that will make clear the poverty in that region. For instance,. she will give information on the culture of Haiti and the items that children wear, USe, and

I need to survive. Specifically, when they g.o to school, they

wear uniforms. When at the orphanage, they are often .

barefooted or wear slip on sandals. III the rainy season, children would benefit from raincoats, but few are available, unless others donate them.

the beans, rice and sometimes poultry that is available as the sponsors provide funds for them.

Along with the infonnation given orally. Nurse Kristi will offer photos of Haiti children's activities such as those in the Day 1 PowerPoint She will show artifacts such as a T-Shirt with "orphan art" that dem onstrates some of the art of the Haitian children.

She will commenl on her friend Meredith Andrews, soloistiartist for "You Are Not Alone" the music video that was the "hook" for this lesson. Nurse Kristi will also mention the next day's Skype conference guest. Martha Walker, professional photographer and education advocate for Haiti, who filmed the video.

(Mrs. Walker will be the Skype guest for day 3.) The websi te , http://www.RestoreHaiti.org,issponsored by a nonprofrt organization for the children in Haiti, where one can listen to, and view, the music video, "You are Not Alone, by Meredith Andrews" which we will be using in our unit).

The orphanage that Nurse Kristi will describe is typical of those that have little or no definite sponsors. (It is presently being sponsored monthly by such volunteers as our own guest speaker, who is presently beginning a nonprofit organization to help them.)

Particularly of interest will be her personal perspectives of Haiti before and after the earthquake. (She retumed on Saturday, before the earthquake on Tuesday.) She will also be traveling there again in May, before our camp in July, 2010. As facilitators, we will inte~ect occasional guiding questions as needed to make sure the topic is covered and campers stay focused.

Following the interview, students will rotate to "stations" for about 10-15 minutes total.

They will include the following:

• Station 1. Nurse Krisli will be on hand for one-to-one infonnal questions and answers.

• Station 2. "Design Time" Students begin making their -design time" project from mixed medium using glue and basic materials provided. (The items may be similar to those shown in artifacts and photos of Haiti as explained by Nurse Krisli.)

• Station 3. Photography station: Using the camera, students will take about 5 hot ra~hs of others at

work, and download them with teacher assistance for the final project

• 5-7 min. "PJ's"After Nurse Kristi leaves, the campers will consider and determine what the needs of Haiti are .. We will informally assess by having them share the comments they posted. To promote the idea that some have contrasting perspectives, if differing views are not presented, we will offer an opposing view, such as, 'We have children here in North Camlina who are in need. Should we not give them our resources rather than helping a foreign country?"

Through each station, Teachers w:i1l assess through informal observation and also as students write their "Awesome Exit" comments on large blank "sticky noles" to put on an enlarged Haiti scene picture poster. (These comments are either brief illustrations Dr comments of perspectives gained during the activities each dey. The posters and comments will a/so be included in their final camp projec.tJ_

(3-7 min.)For their PJ's (personal journals) they will voice whether Dr not assistance should be given to Haiti and if it should, what is the most important type of assistance to give. They may share as desired.

We will close wfth the rnusicvdeo as students 'exit. (and as the next group of campers arrive.)

TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TEMPLATE FOR FOUR CAMP LESSONS

DAY 3 M.S.L (H.E,L.P): Martha's Skype Interview (and) How Education Lessens Poverty

I. DEFlNE THE CoNTENT

LESSOfi ODJECTIVE:

Three overarching aspects of the lesson:

• Children in Haiti have limited education opportunities. Many opportunities, such

as the use of technology, exist in NC, although'some consider it to be a state in poverty.

• Some American volunteers, such as photographer, Martha Walker, of Illinois,

work as advocates to improve the education of Haitian children.

• Technology, as well as basic school supplies, may be used to help the school

age children in Haiti as well as North Carolina, but are not the prioritized need when the basics of food or shelter are missing.

II. PREPLANNING: BEGIN WITH THE END IN MlND
• Perspectives on "poverty" will be revisited and
defined.
A. WHAT IS WORTH • Reactions by students on how education in Haiti
K.NOWlNG? differs from education in North Carolina will be
(THINK ABOUT THE taken.
CONTENT YOU HAVE • Skype technology will be taught for use to conduct
SELa:TED. WHAT IS an interview of Martha Walker, American volunteer
IMPORT.ulT FOR STUDEJfTS
TO KNDW?) and education advocate for Haiti.
• Proposals from students will be given about what
can be done to help the children of Haiti.
Students should be able to know
• Chiklren ages 6-11 attend schoof in Haiti, though
, B •. WHAT IS DlPORTANTFOR some dropout before then.
STUDENTS TO KNOW AND • Main religions lhere are Catholicism and Voodoo.
DO? • Sunday is reserved for worship while school is during
(DEFINE WHAT STUDENTS tfle week in the momings.
SHOULD BE ABLE TO DO AS A • 90% of the population speaks Creole,
RESULT OF YOUR LESSON.) • 10% afthe population speaks French.
• English is taught in school, though it is rarely spoken.
• Limited electricity, if any, is available in most schools.
- • One meal is provided per day if funding allows.

• Orphanage schools are largely dependent on donations, unless lhe family is a part of the small percentage of affluent society.

• Teachers are usually Haitians, and are sometimes educated in the Dominican Republic.

• They have limited resources because of natural disasters, resulting in flooding due to storms and deforestation, and poor employment options.)

• Skype Interviews require planning, pre-schedullng, Use of a computer with a camera, and Internet access.

• 21st Century Framework he.lps insure success and change in N.C. schools, a stark contrast of Haiti's technology. (This is being included as a continuation of the perspective of poverty being relative to where one is in the world. Specifically, N. C. is consklered to be a poverty area among the United States, but not when compared to that of Haiti.)

• N.C. school children have many programs in place to help insure their success, including the 21st Century Framework.

Students will be able to do:

• Name at least 2 facts associated with 'The 21st Century Framework" after viewing a PowerPoint presentation on the subject.

• Be able to form quality questions with alleasl 3 basics questions from faels associated with the 21st Century Leaming Framework in N.C., and 4 others pertaining 10 education or poverty in Haiti from their perspectives as campers.

• Move to a ~comfy corner" with a camper and compose ~Perceptlve questions" from the question stems on their tickets for the video conference through Skype.

• Use a laptop computer, camera and microphone 10 participate in a Skype videoconference interview with their group's quality questions as a follow up 10 Mrs. Walker's synopsis of education in Haiti.

• Pair up, compare, and orally give at least 3 contrasting education situations in N.C. and Haiti.

• Assimilate the information they have learned on days 1 and 2 through "design time·· projects, and/or by composing "thank you· notes including the bi.g ideas they have leamed about Haiti.

• "Continue to construct a -design time" mini-project that reflects that (the "poverty" area of) N.C. has a well defined education program when compared to 'poverty-stricken" Haiti, where few children get to regularly attend school.

c. WHAT ARE nlE

ffd>URlNG

UNDERSTANIlI.NGSTHcAT

, SllmENTSSHOULD TAKE AWAY FROM nlELESSON1 (DEF1NE TtlE lUG IDEA$..)

The Big Ideas:

• Basic needs, such as food, shelter and clean water, are priorities before children can learn

• Children in Haiti are given very limited education opportunities, and this negatively affects their poverty-stricken economy.

• Encouraging people to wol1< for change themselves is an important factor in education and in coming out of poverty.

• Umited access to electricity and lack of funding limits the potential for the use of technology for children in Haiti.

-

B. ESSEN'TlAL QUEsnONS: (ONE OVERARCHING AND ON;E OR MORE TOPICAL)

C. AssESSMENT: (PERFORMANCE TASK)

D,CONTENT:

_(.OUTLINE THE CONTENT

Le.-.onContent Outline

. L Haitian children ages 6 to 11 are "required" to

~

III. PLANNING

• Is knowledge the ~highesl.form of wealth"?

• How might education help people rise up from poverty?

• What can be done to help with their problems of educational limits due to poverty?

• How are students educated in Haiti?

• Are education and technology important factors in relieving POVBrty in Haiti and in North Carolina?

• Can you predict what will happen to areas with plenty of technology compared to those who do not?

• Is one more important than the other? Are they interrelated, or can one exist today without the other?

• What, if anything can campers do 1.0 help ease the economic situation in Haiti?

~~~~--~~------~---4

Campers will compose question from their perspectives

and then orally interview Mrs. Walker during the Skype conference. (They win be assessed from both their questions and responses to the conference.)

attend school, but do not have a consistent public education system.

II. 90% of primary schools are private.

nr. About 6.5% of primary school-aged children attend and of them only about 35% finish.

IV. Haiti is the most poverty-stricken country In the

Western Hemisphere.

V. Skype is an interactive oral/visual computer

program.

VI. !nterviewetiquette requires talking one at a, time

with no personal questions.

VII. Mrs. Walker is a professional photographer and an education advocate for Haiti.

VIII. Thank you notes are appropriate.

E. HOOK:

(DESCRIBE HOW "'·00 Will GRABSTUDarrs' ATTEN'T10N.)

As campers arrive, we will pass out pre-printed "movie" tickets and show a video clip of school-age chiklren in Haiti. by videographer. Martha Walker. (T.ickets will have Question starter (stems) followed by blank spaces for 7 questions.)

F. XroISTRUCTION: (TELL,. STEP-BY-STEP, WHAT YOU WIll. DO .• )

5TH'S

(5 min.) As campers enter, Teachers will say, "Yesterday you had the opportunity to meet Nurse Kristi. Today. by way of a Skype conference, you will meet her friend, Martha Walker the creator of the following video of some children in Haiti.

Mrs. Walker is a p.rofessi.onal phot.ographer, who devotes much 01 her personal time to helping educate children in HaitL Here is your ticket 10 a (4 minute) video of school children in Haiti created by Mrs. Walker. (This is a ·different video than the short music video from Day 2, although Mrs. Walker is the same creator.)

Use this ticket to get over to the comfy comer. Then, as you watch,write down some ideas for questions for our Skype conference with Mrs. Walker. Use the question starters on your tickets to assist you.

Following the brief video, you will go pair up about 5-7 minutes 1.0 compare your notes and form questions. You should have about 6-7 questions each. Try to use the same technique with Mrs. Walker that you've used each day in preparation fOf this.

Teachers will exPlain further. Today after this video, you and Mrs. Walker will hold a video conference using the program Skype.com. She will share some information about her nonprofit organization, and what she does in Haiti to improve education there to help relieve the poverty particularly in Ouaniminthe.

Mrs. Walker will also offer you insighl as to what your final project for helping relieve poverty may include." Teachers will distribute extra paper and clipboards for their tickets to clip to as they dismiss to their comfy corners to view the brief video.

Later, after the video activity, the teachers will ask probing questions such as, "In the video you just saw 'What did you notice about the Hailian children? Were they similar to your friends? How aFe they similar or different? Where were they? Did you find the Haitian student's activities surprising? What would you ~ke to know about them?" Student responses will be considered as assessments of their perspectives.

Students will pair up, review orally reflections of the video. consider notes from lessons from days 1 and 2, and compose and write 7 questions each (on tickets) that they would like to ask Mrs. Walker aboul education in Haiti. While teachers expect Mrs. Walker to offer .r;rst hand informatian that is current and .re/evant to education in Ham, teachers will have provided a list .of potential questions to Mrs. Walker in advance so that she wi/I also address some of the .basic content needed for our ~Perspecfjves~ unit to prevent extended ·sit and ger time.

(5~ 10m in utes)Using previously introd uced detail question stems of "Who, What, Where, When, How, and To What extent .. ?" that are also written on their tickets, students may come up with such questions as:

.0 Who attends school in Haiti?

o What ages are the students?

o When do they go?

o How do tneyget there?

o What are the schools like?

o Do they have Kindergarten/12 grades?

o What language do they speak?

o How many hours Is their school day?

o Where do they eat lunch?

o Is lunch provided? If so, by whom?

o How are the schools funded?

o What are the teachers like?

o Why do they have limited resources?

o To what extent do the families in the community there help the orphanages?

o What are the markets like?

o Is there clean running water at the school?

o When or how do they use technology if they have limited electricity?

o How do they receive contributions?

o Do they ever receive inappropriate donations? (Are outdated medicines, inappropriate if they are still "good"?)

o What do they do with inappropriate donations? If so what do they do with them?

{5 minutes} We will have them switch partners, and orally compare their questions with the other paired group to avoid overlapping questions during the Skype conference. With guidance, from the instructors and the other campers, they will then add to, and/or consolidate questions in their "PJ's~ (Personal journals) to consult as needed during the interviews),

The campers will be assessed orally 10 determine familiarity with videoconferencing through Skype. (1-3 min.) Teachers will explain how to use Skype aswe detenninethe need for it when we assess. If needed, teachers will explain how Skype is an online service that is applied for using www.Skype.com. and ;s accessed through a usememe and password. The materials needed are a computer with a camera and mkrophone, and a friend who also has access.

T eachers will ask students to remember to address Mrs. Walker politely, to talk one at a time and to lake turns with their questions, and to thank her at the end of her conference before they begin their conference. (Earlier in the week we wifl demonstrate for the students how to use a digital camera to record images for the final product as they inte"";ewJ.

Teachers will remind students to take photos of each other. Campers will take turns taking pictures as others interview.

We wil.1 demonstrate the need to have the camera

stationary and to speak clearly and one at a time while talking with Mrs_ Walker. (We will call Mrs. Walker through www.Skype_com video caU.)

We will introduce the campers and students' will interview Martha Walker, videographer and advocate for education in Haiti.

We will encourage the campers to record answers on their tickets, while others ask questions or take pictures of each other for the project.

Using students' impromptu and pre-composed questions, we will ask Mrs. Walker about her nonprofit organization and how it is changing lives in Haiti.

Following her input, concerning the limitations found in the education of Haiti children, we will have students give follow up comments or questions and verbally thank Mrs Walker and end the conference. Teachers will demonstrate how to exit Skype by signing off.

Student "pairs" will share responses to the interviews.

The logo of.tha "Rainbow" showing the structure of the 21si. Century Framework has been added to the leacher generated PowerPoint (that includes wifh an embedded video clip of 1 Laptop per child): (6-8 minutes total)

Using the original instf1JCtor-created PowerPoint we will give campers a preliminary summary of The 21st Century Framework. Teachers will point out the partnership and Ihe 3 groups that have come together to form the partnership (education leader, business leaders and policy makers) and ask "Why do you think this may be a more rounded way to make our education system work better?"

As teachers, as we observe, ff we see that our campers do have 8 great deal of background knowledge, we will include a slide that offers more detail about 2181 Century Sid/Is, such as higher leve/leaming, global Citizenship, communjcation skills, creativity, problem solving, job ready,

, problem sofving, and teohno/ogy skills.).

During the presentation, teachers will also share an imbedded video clip (1-2 min.) from the -1 Laptop per Child" internet site, featuring a related federal program as an example of educating the world's children--and making a positive difference til rough use of technology. We will end the slide presentations by again asking for introspection and

reflection of questions such as:
• How do you compare the education of the orphaned
Haitian children to N.C. kids?
• What is different Isame?
• What do you think you have in common with a Haitian
child?
• What programs do we have here in N.C. that may
help kid succeed in school?
• Do you think education levels make a difference in
poverty levels? Why? Why not?
(Answers will be noted and serve as an informal
assessment)
To conclude, the final 10-15 minutes, students will
rotate to stations to continue their Mdesign time' product,
photograph one another and download them, compose
drafts of thank you notes, write in COW/PJ's
(professional journals), play MAiyti: Cost of Life" make
-Awesome Exit" Haiti poster comments. (Their notes will
be used to develop the final product asking for help with
a relief project for Haiti.)
They will make -Awesome Exit" sticky note
illustrations or statements), and will be encouraged to be
considering an appropriate design or logo for the thank
you notes to include in their final product on Thursday.
Also. an evaluation will be designed and compiled using
the questions the students developed 10 use when
interviewing Nurse Kristi, and Mrs. Walker during their
live guest and video conferences_ Power Point Presentation

P. Carlson and N. Wiggs, AIG Camp 2010

A Qu ick Look at Edu cation in North Ca rolina

Helping Ourselves and Others Grow, Day 1 {arid as needed)

A Quick Look at Education in North Carolina Helping Ourselves and Others Grow

The following PowerPoint presentation will be shown to the campers as a quick

introduction and overview of education in North Carolina. This will be part of our opening activities on day -=. As camp progresses, we may revisit portions of this

PowerPoint, as we look closer at education as a contributing factor for ending poverty.

• •

Heiplng Ourselves and Others Grow

.- _.fll!1

,

l~

[L~1t0~ ~rmn[ft)1ks (ID[b)@(!JJ~ WA'U[h)(IDit WJJ® ~CIDW® OIIT! @(1!Hf ~~rm@@~~ ~rfi) ~o~o Do you have any 0 these in VOLar school?

What are some things that help you learn in N.C.?

FocI> • OIJ ; eve 0: hllp:! /www.go,i>enefit s, gcv!govb.".fits_en.po"al1_nfp b -tru~!I. _po •• Labeleg bee __p.g "_I "".t@_.ute&_nfl,=f.I.e& _tede ~NC

• e 0 g
• 0 ve
4;) oZI
• 0 v r I
• OW 0 e
5 re I ~ 8 • • So, what more is there? -Where do we go from here?

There ls an awesome framework in place in N.C. schools to help move kids, just like YOU, into the 21st Century!

hat

©

Here is what the ~[f@)ffi®~@IJ~ is called I

o ~dJ@~®IlRD@J]~ AJJ[fi)~lliJ®J) ~ ~~

- .. _./, :,~ , -

_' ..:

©

Who came up with this new ~(f@Jfrm)®\'&IJ©(ffk\?

C-<ili.?

'I: /o

W[}U@ ~®ITU1.l® (!JJ~ Gtl'ltf'fi

WYlo1£~ fb[Fu@ [p ITiJO®~@[f~~

What do you think it will mean for you as a student in a North Carolina school?

©

What are some ideas that make up the [F If@)M@WiI@[F[k?

The elements described below are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for tcdav's students.

~,~ ---_

-_

~--..._--..

-'''~''''''''--- ---~--- .--- ...... ~~-.__....-

-,

While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.

Information & Image from: http://www.p21.org!lndex.php?option=colTI_content&task=view&id=254&ltemid=120

What's out there?

21st Century Learning means global citizenship!

Now here's an idea ... one laptop per child!

http://laptop.org/en/vision/index.shtml

Some ending questions to ponder ~~~

Sites referenced:

bJ!hrf! 21 stce ntu ry is now. w j ki 5 pa ce 5 .co m/

http://iaptop.org/en/vision/index.shtrni

http://www.21stcenturyskills.org!route21/

http://www.govbenefits.gov/govbenefits en. portal? nfpb:::true& pageLabel:::gbcc pa ge locate state& nfls;;;;false& code:::NC

http:// www. nc pu b I icsc hoo 15.0 rg/gra d u at ion p roject/overview/

http :!(www.slidesha re. netlcliotech/learni ng-in-the-21st-centu ry-341213

http://www.state.gov(secretary/rm/2010!03!1 37832.htm