My Initial Thoughts

I have been all over this country, working with American families that cannot seem to make ends meet.  They have very little hope, to them it's like trying to keep their heads above the rapidly rising water.  Some nights they have to choose between heat or food, or whether their children will have enough to eat until the next check comes.  These families, unfortunately, are the lucky ones.  In countries such as Brazil, dozens of families live in the garbage dumps, building their houses out of the refuse they are forced to live in.  To them it's not a question of food or heat, it's more of a question as to if their children will be alive at the end of the month.  They have no medical care, no dental care, they don't even have proper bathrooms or showers.  The children in these situations, appear to have gotten the short end of some cosmic stick.  It doesn't seem fair that they should live in filth and starve, while other children have everything they could ever ask for.  What can we do about this? This is the topic of my research, and what I hope to discover by the end of this project.

Poverty Cirriculum Objectives

First-Year Curriculum Objectives 

The above goals have been further delineated through the program’s foundation objectives.  These 

objectives, in turn, drive curricular planning and development for the first year of the M.S.W. 

program.  They include: 

1. Practice within the values and ethics of the social work profession including: 

A. Identifying and articulating one’s own personal values, prejudices, and biases; 

B. Recognizing how one’s own values impact on assessment and intervention; 

C. Employing the NASW Code of Ethics in social work practice; 

D. Identifying ethical dilemmas affecting practice and services to clients; 

E. Resolving ethical dilemmas using appropriate decision-making processes; 

F. Practicing without discrimination on the basis of age, culture, class, ethnicity, 

disability, gender, national origin, race, religion, or sexual orientation; 

G. Engaging in continued professional growth and development. 

2. Demonstrate culturally competent practice for work in diverse political and cultural contexts 

including: 

A. Recognizing diversity within and between groups; 

B. Recognizing one’s own reactions to clients who are different from oneself; 

C. Using interpersonal skills to support understanding and tolerance for human 

diversity. 

D. Working to ensure social services are culturally relevant and appropriate; 

D. Working to ensure social services are culturally relevant and appropriate; 

E. Recognizing the forms and mechanisms of racism, oppression, and discrimination 

and their impact on client systems; 

F. Critically analyzing and applying culturally appropriate theories and knowledge about 

client system functioning within environmental contexts; 

G. Employ an ecological perspective when engaging in assessment, planning, and 

intervention. 

3. Use practice knowledge and skill to promote alleviation of poverty, oppression, and other 

forms of social and economic injustice including: 

A. Analyzing historic and current trends in social welfare policy and service delivery; 

B. Analyzing policy research relevant to service delivery; 

C. Using knowledge of economic, political, and organizational systems to pursue 

policies consistent with social work values; 

D. Recognizing financial, organizational, administrative and planning processes needed 

for social service delivery; 

E. Formulate, analyze, interpret, and influence social policy and service delivery issues. 

F. Using interpersonal skills to affect social change in systems of various sizes. 

4. Function effectively within the structure of organizations and across service delivery systems 

including: 

A. Using appropriate practice-relevant technologies within the context of organizational 

resources and facilities;

B. Using supervision and consultation appropriately to improve practice and enhance 

services to clients; 

C. Promoting nondiscriminatory social and/or agency policies that enhance social 

functioning and interactions of individuals, families, groups, organization, 

communities, and society, alleviate poverty and oppression, promote social and 

economic justice, and ensure culturally competent practice; 

D. Employing/participating in efforts to evaluate program effectiveness. 

5. Use the generalist practice model and advanced practice knowledge and skills with client 

systems of all sizes including individuals, couples, families, groups, organizations, and 

communities including: 

A. Using knowledge and theories of individual, family, group, organizational, and 

community development to assess interactions among individuals and other social 

systems; 

B. Appropriately applying relevant research findings to social work practice; B. Using supervision and consultation appropriately to improve practice and enhance 

services to clients; 

C. Promoting nondiscriminatory social and/or agency policies that enhance social 

functioning and interactions of individuals, families, groups, organization, 

communities, and society, alleviate poverty and oppression, promote social and 

economic justice, and ensure culturally competent practice; 

D. Employing/participating in efforts to evaluate program effectiveness. 

5. Use the generalist practice model and advanced practice knowledge and skills with client 

systems of all sizes including individuals, couples, families, groups, organizations, and 

communities including: 

A. Using knowledge and theories of individual, family, group, organizational, and 

community development to assess interactions among individuals and other social 

systems; 

B. Appropriately applying relevant research findings to social work practice; 

C. Employing evidenced-based best practices when using professional knowledge and 

skills; 

D. Using communication skills appropriate to client systems, colleagues, and 

community members; 

E. Applying critical thinking skills to social work practice; 

F. Working collaboratively with professionals from other disciplines; 

G. Evaluating one’s own practice effectiveness and sharing findings appropriately; 

H. Demonstrating professional (conscious) use of self in social work practice; 

C. Employing evidenced-based best practices when using professional knowledge and 

skills; 

D. Using communication skills appropriate to client systems, colleagues, and 

community members; 

E. Applying critical thinking skills to social work practice; 

F. Working collaboratively with professionals from other disciplines; 

G. Evaluating one’s own practice effectiveness and sharing findings appropriately; 

H. Demonstrating professional (conscious) use of self in social work practice; 

Lesson Plans and Classroom activities

Understandings:

Poverty is a common reason for the failure of children to develop to their full potential.
Impoverished children are more likely to be exposed to conditions that harm their health, safety and development.
Every child has the right to live a good life and be free from any exploitative or harmful activity.

 Essential Questions:


Identify how children whose families are struggling financially can be helped.

Discuss what local and national governments and civil society can provide to assist families struggling financially.

Examine international documents like the Convention on the Rights of the Child.

Demonstrate the extent of the problem of homelessness in different countries and communities.

Use interpersonal communication skills to raise awareness about poverty on local, national and international levels.

Review the success of international efforts to reduce poverty and homelessness. 

Enable students to synthesize the knowledge they have gained.

Students will know:

Human rights vocabulary

What is being done about this global problem

International documents and the issues they address

The names of international organizations and NGOs that are working to reduce poverty

How to get involved

Students will be able to:

Respect others through exposure to a way of life different from their own

Advocate for the rights of the poor and the homeless

Explore opportunities to bring about social change locally and nationally

List reasons why people become homeless

Activity 1:

1. Write the term 'home' on the board. Ask students to think about words, ideas and emotions they associate with the term. Write responses on the board, forming a word web around the term 'home.' Some answers might include: building, space, security, protection, privacy, warmth.

2. Next to the word chart ask students to list activities people do at 'home.' Answers might include: sleep, eat, read, play, watch TV, do work, and bathe.

Think about getting ready for school in the morning at your home: brushing your teeth, bathing, getting dressed, eating breakfast, etc. What might it be like to do all of these things in front of strangers at a homeless shelter? What is it like to get ready for school in the car that your family lives in? What is it like to try and do homework while caring for siblings or in a parents' car?

In a class discussion or written response ask students: How does it feel to get ready for school in these situations? Do you think it would be hard to concentrate?

3. Write "Poverty" on the board. Ask students to list words, emotions and ideas associated with this term. 
Ask students: What are the characteristics of poverty? Can you tell if someone is poor, if so, how do you?

Explain that sometimes poverty can be easily concealed. It might not be obvious that your peers and their families are struggling financially. It is important to keep an open mind and be empathetic about people's financial and housing circumstances.

Note: It is important to keep in mind that there might be children in the class who might live in a homeless shelter or consider themselves poor. These children might be embarrassed by the discussion. It is important to ensure that the classroom discussion is respectful and non-discriminatory.

Standards of Education

These are the standards of Education that I believe apply to my specific topic.

K-2

USHist K-3/I.A  Family life today and in the past: The student will understand how families live today, and in earlier times,  recognizing that some aspects change over time while others stay the same.

Econ. K-3/VI.A. Economic choices: The student will understand that economic choices are necessary for life.

Gov't. and Citizenship k-3/VII.A. Civic Values, skills, rights, and responsibilities: The student will describe civic values, rights, and responsibilities  in a republic.  The student will understand the importance of participation in civic life and demonstrate effective civic skills.

Grades 3-5

Gov't. and Citizenship 4-8/VII.A. Civic values, skills, rights, and responsibilities: The student will recognize the importance of individual action and character in shaping civic life.

Gov't. and citizenship 4-8/VII.C.  Roots of the republic: The student will demonstrate knowledge of influential and fundamental documents of American constitutional government.

Grades 6-8

Whistory 4-8/III.F. World civilization toward a global culture: The student will examine changing forms of cross cultural contact, conflict, and cooperation that resulted from the interconnections between Eurasia, Africa, and the Americas.

Hist. Skills 4-8/IV.B. Historical resources: The student will begin to use historical resources.

Geography 4-8/V.E. Essential skills: The student will use maps, globes, geographic information systems and other sources of information to analyze the nature of places at a variety of scales.

Gov't and Citizenship 4-8/VII.A.   Civic values, skills, rights, and responsibilities: The student will recognize the importance of the individual action and character in shaping civic life.

Grades 9-12

Whist 9-12/III.F. Emergence of a Global Age: The student will demonstrate knowledge of economic and political interaction among peoples of Europe, Asia, Africa, and the Americas.

Whist. 9-12/III.H. Global Conflict: The student will demonstrate knowledge of status and impact of global trade on regional civilizations of the world after 1500 AD.

Whist. 9-12/III.H. Global conflict: The student will demonstrate knowledge of the world wide impact of World War I.

Hist Skills 9-12/IV.A.  Historical Inquiry: The student will apply research skills through an in-depth investigation of a historical topic.

Geography 9-12/V.B. Essential skills: The student will use maps, globes, geographic information systems, and other databases o answer geographic questions at a variety of scales from local to global.

Children around the world

One of the big questions in my mind is, how many children are in poverty and is there any significance between culture or race that makes children more susceptible to it.

As of 2006 approximately 13.3 million children were in poverty.  Children make up about 35 percent of the world's population and so many of them go without the necessities for life.  

As it stands right now....

26% are white children

60% are African American

61% are Latino 

30% are Asian

57% are Native American

These children are living in poor quality dwellings, who's families are living on about a dollar a day.  Sometimes having to choose which child gets to eat and which goes without.  

CHILDREN OF THE WORLD

Caucasian Children

Isn't it funny that in one of the most wealthy countries in the world, 25% of children under 18 live below the poverty line?  Welfare is a God send to these families, if they can take the time to fill out the paperwork, and the energy to keep the regulations maintained.  These are the children who can't afford school supplies, and lunch money for school, and yet for as poor as some of these kids are, they don't compare to some of the children in third world countries.

African American Children

The African American population was beaten down from the start.  Americans brought them over as slaves, than in 1863 the Emancipation Proclamation was signed, which set all of the slaves free.  Unfortunately, because of there skin color businesses would not hire them, children were not given equal schooling opportunities, which ultimately sent the population of African Americans into a poverty of which they have not been able to completely overcome.

Latino Children

Children of South American, or Latino decent are at a huge disadvantage, because they have been born into a culture and country that is extremely poor.  The government in their countries cannot control the economy enough to help their people get out of poverty.  The children in these cultures live in so many sad situations.  They either live in small two room huts with large families who don't have enough food to feed all of the members.  Many of these children, when they are old enough either run away, or are kicked out by their parents because they need to be able to provide for the younger children.  The older kids end up out on the street selling flowers, washing cars, helping tourists, or worse, selling drugs for gangs and dealers.  These kids seem to have no future because they can't afford to feed themselves, much less get an education and make enough money to support their families and themselves.

Asian Children

The majority of children in Asia are in poverty because the huge population problem going on in these countries.  Most families are only allowed to have one or two children, so rationally the parents want male heirs.  The little girls are not valued nearly as much as the boys, and therefore are sent to live in orphanages so that the parents may try again to have a boy. 

Native American Children

Native American children have much the same problems that the African American children have.  When Americans first came to America and started colonizing the Native Americans were pushed farther and farther off into the continent.  Eventually the government stuck the remaining tribes onto plots of unusable and degraded land.  The tribes have since stayed on these reservations and created their own communities.  Unfortunately, by driving these people from their home lands and changing their way of life so drastically that they were not able to support their families in our culture.  This is still a problem today, because the Native Americans live on their own communities, away from the rest of America, they don't have the same chances and opportunities that we, as white Americans have.