investigating poverty - tc2

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Investigating povertyObjectives: • sensitize students to issues concerning and consequences of poverty;

• increaseunderstandingofandempathyforpeoplelivinginpoverty; • introduceandapplytheconceptandliteracystrategiesfeaturedinthisresource.

Use the following activities selectively to investigate poverty

Introduce the topic ➤ Printthefollowingquoteontheboardandinvitestudentstodiscussitsmeaningandimplications.

Tothosewhohavehunger,givebread;Tothosewhohavebread,giveahungerforjustice.

Latin American table prayer

➤ Withoutexplainingwhy,invitestudentstoselectapieceofpaperfromajar(80%ofthepapersshouldsay“poor”and20%shouldsay“rich”).

➤ Askstudentswhoarenow“poor”tostandatthebackoftheroom.Designateasmallsectionoftheclassroomforthe“poor.”Therichstudentscanoccupytherestoftheclassroom.Explaintostudentsthattheymustremainintheirdesignatedspace.

➤ Givethe“rich”groupalargebowlofjellybeans(atleast3jellybeansperstudent).Givethe“poor”groupasmallbowlofjellybeans(notenoughforoneperstudent).

➤ Explainthatstudent’staskistosharethejellybeansintheirbowlamongthestudentsintheirdesignatedspace.Allowstudentstimetosolvethisproblemandeatthejellybeans.

➤ Invitestudentstosharehowtheyfeltduringthisactivityandthendiscusstheirexperiencebyposingquestionssuchas:

• Howdidyoufeelabouttheunequaldistributionofspace?Whywasthispartoftheactivity?Howdidthepoorfeel?Howdidtherichfeel?Didtherichthinkaboutthepoor?

• Whatchallengesdidyourgroupfacewhendistributingthejellybeans?Whatdidthejellybeansrepresent(forexample,money,worldfood)?

• Didtherichgroupsharewiththepoor?Ifso,howdidyoudecidehowmuchtoshare?Ifnot,whynot?

• Whatdidyoulearnfromthisactivity?

• Whatquestionshavebeenraised?

➤ WithELEMENTARYstudents,youmywanttoprovideadditionaljellybeanstostudentsinthe“poor”groupbeforetheendoftheclass.

➤ Explaintostudentsthattheywillinvestigatethetopicof“poverty”andpointoutthatthewaytheyapproachaninvestigationinfluenceswhattheylearn.Basedontheattributesofinquiry-mindedness,

Understandingapathy

Two lessons from the Tools for Thought collection provide extra support for this Critical Challenge: Persuasive writing, and Inquiry-minded.


invitestudentstoassesstheextenttowhichtheydemonstratedthishabitofmindduringtheprevioussimulation.Providestu-dentswithacopyofHow curious am I? and ask students to ratetheirgenerallevelofcuriosityandsetareasonablegoalforbeingmoreinquiry-mindedduringthisinvestigation.

➤ Askstudentstowritedownwordsthatcometomindwhenthey thinkof the term“poverty.”Record thewordsontheboardasstudentssharetheirthoughtswiththeclass.Discussthesimilaritiesamongthesuggestedwords.

➤ Printthefollowingwordsontheboard.Explaintostudentsthatsomeofthesewordsareconnectedtopovertyandsomemaynotbe.

Poverty

spiritual situational cultural intellectual generational emotional opportunity global financial social physical hunger power/voice resources space

➤ Organizestudentsinpairs.Invitestudentstodecidehowpovertymightbeconnectedtoeachoftheseterms.Invitestudentstoexplorewhateachconnectionmightlooklikeandwhatdifferenttypesofpovertymightlooklike.Encouragestudentstolookupanyunfamiliarwords.

➤ Afterstudentshavesharedtheirideas,posethequestion:Whatispoverty?Challengestudentstoconstructadefinitionofpovertythroughthefollowingactivities:

• Instructstudentstorecordtheirownthinkingaboutpovertybycreatingaweborcompletingthesentencestem“Povertyis…”inavarietyofways.

• Invitestudentstoidentifytheirownperspectivesbytakingandmarkingthe“povertyquiz”foundatthefollowingBBCwebsitethatexplorespoverty:http://www.bbc.co.uk/scotland/education/int/ms/health/wealth/def_of_poverty/index.shtml.PointoutthatthequizreferstopovertyinScotland,butcouldeasilyrefertopovertyinCanada.

• ProvidepairsofstudentswithacopyDefinitions of poverty.Invitestudentstohighlightkeywordsandtodiscussthemeaningofthedefinitions.

• Finally,instructstudentstoconstructadefinitionofpov-ertythatisclear,meaningful,andwidelyapplicabletothevarioustypesofpoverty.

➤ Invitestudentstosharetheirdefinitions.Lookforsimilari-tiesanddifferencesamongthedefinitions.Postthemintheroomforfuturereference.

➤ Resources for this activity have been adapted fromthewebsitehttp://homepages.wmich.edu/~ljohnson/Payne.pdfentitledUnderstanding and Working with Students and Adults from Poverty.Thiswebsiteprovides

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© The Critical Thinking Consortium

How curious am I?

Inquiry-minded attributes How often do

Example

I do this?

I am sincerely interested ❏ often

in learning more about ❏ sometimes

things and people. ❏ not very often

❏ never

I pose questions that ❏ often

seek more information ❏ sometimes

or look for explanations ❏ not very often

in order to better ❏ never

understand a topic.

When presented with a ❏ often

problem, I persist in ❏ sometimes

looking deeply to seek ❏ not very often

imaginative and non- ❏ never

obvious solutions.

Reasonable goal for demonstrating a more inquiry-minded attitude.

Define poverty

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Defi nitions of poverty

“Poverty: a human condition characterized by the ongoing lack of the resources, capabilities,

choices, security, and power necessary for the enjoyment of an adequate standard of living and

other civil, cultural, economic, political and social rights.”—United Nations Committee on Economic, Social, and Cultural Rights

“The most standard feature of most defi nitions of poverty is economic deprivation—lack of

income. But this does not consider the many social, cultural, and political aspects of poverty.

Poverty is not only the lack of economic or material resources but is also a violation of human

dignity.”

—The United Nations High Commission on Human Rights

“The lack of basic security leads to ongoing poverty when it affects several aspects of people’s

lives at the same time, when it goes on for a long time, and when it severely affects people’s

chances of getting back their rights and of taking on their responsibilities in the near future.”

—The United Nations High Commission on Human Rights

“Poverty is a denial of choices and opportunities and a violation of human dignity. It means lack

of basic ability to participate effectively in society. It means not having enough to feed and clothe

a family, not having a school or clinic to go to, not having the land on which to grow one’s food

or a job to earn one’s living, not having access to credit. It means insecurity, powerlessness,

and exclusion of individuals, households, and communities. It means more risk of violence, and

it often implies living on marginal or fragile environments, without access to clean water or

sanitation.”

—UN Statement, June 1998, signed by the heads of all UN agencies

“Poverty is defi ned in relation to the standards of living in a society at a specifi c time. People live

in poverty when they don’t have enough money for their material needs and when this prevents

them from taking part in activities which are an accepted part of daily life in that society.”—Scottish Poverty Information Unit

“The most common way to measure poverty is based on incomes. A person is considered poor

if his or her income level falls below some minimum level necessary to meet basic needs. This

minimum level is usually called the ‘poverty line.’ What is necessary to satisfy basic needs varies

across time and societies. Therefore, poverty lines vary in time and place, and each country uses

lines which are appropriate to its level of development, societal norms and values.”—The World Bank Organization

Defi nitions are adapted from the following websites:

http://www.bbc.co.uk/scotland/education/int/ms/health/wealth/def_of_poverty/defi nitions.shtml

http://www.un.org/esa/socdev/unyin/documents/ydiDavidGordon_poverty.pdf


backgroundinformationaboutpovertyandreflectstheworkofDr.RubyPayne,teacher,principal,consultant,administrator,andauthorofA Framework for Understanding Poverty.

➤ ProvidestudentswithcopiesofthePoverty: Key points.As-signeachpairofstudentsonekeypointtorespondtointhefollowingmanner:

• Whatsurprisedyou?

• Whatmadesense?

• Whatdidn’tyouunderstand?

• Whatdidyouwonderabout?

➤ Dividestudentsintogroupsaccordingtothekeypointtheywereassigned.Invitestudentstosharetheirresponses,clarifytogetherthesignificanceofthestatement,andcreateanexamplethatwouldillustratethekeypoint.

➤ Reorganizetheclassingroupsofsix,withonerepresentativeforeachkeypoint.Inviteeachpersontoexplaintheirstatementtotherestofthegroup.

➤ ExplaintostudentsthatthekeypointsdiscussedabovecamefromtheresearchofDr.RubyPayne.Dr.Paynehaswrittenmanybookstohelppeopleunderstandtheimpactofpoverty.Herresearchhasbeenfocussedonlargegroupsofpeoplewholivedinpoverty,peoplewhowere“middleclass,”andpeoplewhowerewealthy.Fromherresearch,sheidentifiedcommonbehaviours,beliefs,andattitudesshecallsthe“rules”ofeachgroup.Thesearegeneralizationssothestatementsdonotapplytoallindividualsbuttheydohelpusbetterunderstandtherealityofpoverty.

➤ ProvideeachpairofstudentswithasetofcardscreatedfromHidden rules of poverty.ForELEMENTARYstudents,selectthemostappropriaterulecardsforuseasawholeclassoragroupactivity.Instructstudentstoreadeachrulecardanddeterminewhethereachrulewouldapplytopeoplelivingingenerationalpoverty,middleclass,orwealth.Remindstudents that these are generalizations basedon largepopulations,sotheywillnotapplytoallindividuals.

➤ Discuss student responses. Invite SECONDARYstudentstospeculateontheimpactoftheserulesineachcategory.

➤ Invitestudentstotalkaboutorwriteareflectionaboutwhattheyhavelearnedaboutpoverty.

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Poverty: key points

1. Poverty is relative. If everyone around you lives the same way you do, it is hard to understand the notion of

poverty and wealth.2. Poverty occurs in all races and in all countries.

There has not always been a middle class. Poverty can be defi ned in relation to the standard

of living in a specifi c society. Poverty looks different in different environments.

3. Generational poverty and situational poverty are different.

Generational poverty is defi ned as being in poverty for two generations or longer. A

generation is the age difference between parents and children, about 30 years. Situational

poverty is defi ned as being in poverty for a shorter time and is caused because something

happened like an illness, divorce, or death.4. Everyone has certain rules, beliefs, or attitudes

that come from how/where they grew up.

Even when people make more money, they may not change their social behaviour, their

values, or the way they think, solve problems, and make decisions.

5. Schools and businesses operate from middle-class beliefs, values, and rules.

The commonly held beliefs of schools and businesses are never directly taught in school. To

change their way of life, people must understand these rules.

6. There may be a cost to moving from poverty.

Sometimes people must give up relationships or friends when they move out of poverty

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Hidden rules of poverty

Generational poverty

Middle class

Wealthy

Adapted from the work of Ruby Payne: http://homepages.wmich.edu/-ljohnson/payne.pdf

Decisions are based on survival, relationships, and

entertainment.

The “world” is the local neighbourhood or

community.

Physical fi ghting is how confl ict is often resolved.

People who can physically

defend themselves are respected.

How much food you have is

important.

Choices are not part of life.

Too much education is feared because the person

might leave.

Decisions are based on work

and achievement.

The “world” is national. Travel is within the country.

Fighting is done verbally.

Physical fi ghting is viewed

with distaste.

The quality of the food you

have is important.

Choice is a key concept in

the lifestyle. Sometimes choices need to be

considered.

Formal education is seen as

key to future success.

Decisions are based on social, fi nancial, and

political connections.

The “world” is international.

Confl icts are solved through

lawyers and including or excluding people socially.

How the food you have looks (presentation) is

important.

Choice is always a part of

lifestyle. Generally nothing

interferes with choices.

Education is for the purpose

of social, political, and fi nancial connections and

to enhance artistic and aesthetic appreciation.


Explore poverty further using some or all of the following critical challenges

Critical challenge #1

Create an accurate, sensitive, and revealing representation that illustrates “the face of poverty” in the community.

➤ Discusswhetherornothomelessnessmightexistinyourstudents’owncommunity.Discussotherindicatorsofpovertyandwhetherornottheymaybepresentinthelocalcommunity.Introducethequestion:Whatdoespovertylooklikeinourcommunity?Explaintostudentsthattheirtaskistocreateanaccurate,sensitive,andrevealingrepresentationthatillustrates“thefaceofpoverty”inthecommunity.Pointoutthatpovertyisoftenhiddeninacommunityanddiscusswhythismightbethecase.Clarifythat“face”doesnotmeanidentifyingspecificpeoplewhoarepoorbutratheritmeansmakingtheissueofpovertymorepublic(forexample,showinghomesthatareindisrepair).

➤ Asanexampleofoneaspectofpovertyshowstudentsthestoriesoftwoyoungpeoplelivinginpovertyfromthefollowingwebsite.TheUNWorksforPeopleandthePlanetwebsiteishostedbyactorTimRobbinsandfocusesontheplightofhomelessnessinAmerica.Clickonthefacesofthetwoyoungpeopleinthesmallersquaresinthecentreofthepagetoheartheirstories:http://www.un.org/works/sub3.asp?lang=en&id=111.

➤ Brainstormwithstudentspossiblesourcesofinformationaboutlocalpoverty.Suggestionscouldincludethefoodbank,anti-povertygroups,StatisticsCanada,cityhall,churchorganizations(suchastheSalvationArmy),homelessshelters,localpolice,newspaper,library,schoolboard.Includeotheragenciesinthecommunitythatsupportthoselivinginpoverty.

➤ IntroducethestrategyfoundinCredibility of sources(partoftheToolsforThoughtcollection).Invitestudentstoidentifythemostcrediblesourcesforfindinginformationaboutpovertyintheircommunity.

➤ Dividestudents intogroups toconduct their researchandcreate their representation.Suggesttostudentsthatinterviewingisonewaytocollectinformation.IntroducethestrategyfoundinResponsive questioning(partoftheToolsforThoughtcollection).Supportstudentsindevelopinginitialinterviewquestionsandencouragethemtouseresponsivequestionsduringtheirinterview.

➤ Discusswithstudentsvariouswaystoorganizetheirresearchinformation.Developanappropriatechartorgraphicorganizer.

➤ Remindstudentsofthecriteriafortheirrepresentation:accurate,sensitive,andrevealing.Brain-stormvariousformsofrepresentation(examplesincludeposters,songs,collages,videos,computerpresentations).

➤ Invite students to share their representations.Encourage students to ask responsivequestionsfollowingeachpresentation.


Redesign “Hungry Decisions” to reflects the decisions, options, and consequences that a person living in poverty might confront in your community.

➤ Askstudentstoimaginewhatitwouldbeliketoliveinpoverty.Whatwouldtheyhavetogiveup?Suggestionsmightincludeahome,newclothes,cellphone,MP3player,bankaccount,job,money,organizedsports,movies,food,warmclothes,education,movies,goingtorestaurants.


➤ Suggesttostudentstheideathatmakingdecisionsmaylookdifferenttopeoplewhoarepoorandpeoplewhoarenotpoor.Referbacktotheinitialactivitieswiththejellybeans.Decidinghowtodividethebeanswasdifferentfortherichandpoorgroups.

➤ Explaintostudentsthattheyaregoingtoparticipateinanactivitythatputsthemintheroleofapersoninpovertywhomustmakedecisionsthataffecttheirfamily’slife.Theywillbeeitheramanorawomanfromadevelopingcountry.Havestudentsworkwithapartnerandinstructonememberofeachpairtotaketheroleofthemanandtheother,thewoman.

➤ Show the students the Hungry Decisions activity on the following website: http://www.churchworldservice.org/decisions/index.htm.Explainthatforeachdecisiontheymake,therewillbeaconsequencewill(forexample,whethertohaveachildortosellgrain).

➤ ForELEMENTARYstudents, read thefirstpage togetherand thenallowstudents toproceedindependentlywiththeactivity.Encouragestudentstocreateastoryboardthatrecordstheeventsandconsequencestheyexperience.

➤ Followingtheactivity,discusswithstudentsthedecisionstheyhadtomake.Whatwerethemostdifficultdecisions?Whatinfluencedthelimitedchoicestheyhad?

➤ Brainstormwithstudentsthekindsofdecisionspeoplelivinginpovertyintheirlocalcommunitymighthavetomake.Guidestudentsindevelopingalistofdecisionsthatmightfaceapersonlivinginpovertyintheircommunity.

➤ ProvidepairsofstudentswithacopyHungry decisions in our communityandinstructthemtoidentifytwodecisionsandtherespectiveoptionsandconsequencesforalocalpersoninpoverty.Remindstudentsthattheirchoiceofoptionsandconsequencesmustbe realisticand respectful.Developoneexamplewiththeclass.

➤ Invitestudents toshare theircompletedactivitywithanother group of students.Have the groups discusswhetherthechoicesarerealisticandrespectful,andwhat itmightfeel like tohavetoface theseharshrealities.


Develop the criteria or core features of those actions that can break the cycle of poverty.

➤ Introducetheterm“cycleofpoverty”andbrainstormpossiblemeaningswithstudents.Explainthatthecycleofpovertygenerallyreferstorecurringfactorsthatkeepfamiliesinpovertyfortwogenerationsormore.

➤ Showthestudentsarepresentationofthecycleofpovertyinadevelopingcountryfromthefol-lowingwebsite:http://www.crcna.org/pages/sea_cycleofpoverty.cfm.

➤ Suggesttostudentsthatmanyindividualsandorganizationsworktohelppeoplebreakthecycleofpoverty.Invitestudentstobrainstormingroupsthechallengesofbreakingthecycle.Pointoutthatbreakingthecycleofpovertydoesnotsuggestthateveryoneshouldbewealthy,butthateveryonehasarighttobasicneedsandhumandignity.

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Hungry decisions in our community

Options

Consequences

Dilemma/decision

Options

Consequences

Dilemma/decision


➤ Posethequestion:Whatwouldbethecriteriaorcorefeaturesforanactionthatcouldbreakthecycleofpoverty?Invitestudentstoconductaninternetsearchforinformationaboutwhatothershavedonetobreakthecycle.Keywordsforthesearchmightbe:breakingthecycleofpoverty,OneHen,Ryan’sWell,GregMortenson,PenniesforPeace,UNICEF,InternationalRedCross.

➤ IntroducethestrategyfoundinPreviewing(partoftheToolsforThoughtcollection)andinvitestudentstopreviewthewebsitespriortoexploringthedetails.

➤ Encouragestudentstoresearchatleastoneprojectthatsuccessfullycontributedtobreakingthecycleofpovertyandtousethe5Wstorecordtheirfindings.Invitestudentstosharetheirfindingsingroupsoffour,andtodiscussthecommonqualitiesofeachsuccessfulaction.Instructstudentstoidentifythecriteriaforidentifyinganactionthatcanbreakthecycleofpovertyandtolistthreeactionsthatwouldmeetthesecriteriaandthreeactionsthatwouldnot.


Write a persuasive letter to the editor of your local paper raising the issue of poverty in your community.

➤ Askstudentswhattheyhavelearnedaboutpovertyintheircommunity.Brainstormtheissuesthatexistinthecommunity.Askstudentstoselectaviewpointonsomeaspectoflocalpovertythattheythinkisnotadequatelyaddressedorunderstood(suchasattitudestowardshomelesspeople,willingnesstohelpthoseinneed,discriminationagainstpoorpeople).

➤ Invitestudentstowritealettertothelocalpaper,theschoolboard,or theschoolnewsletterarguingonbehalfof theirselectedviewpointonpovertyinthecommunity.IntroducethestrategyfoundinPersuasive writing(partoftheToolsforThoughtcollection).EncouragestudentstousePlan-ning for persuasive writingtoplantheirwriting.

➤ Directstudentstoself-andpeer-assesstheirworkbeforesubmittingittotheirintendedaudience.

➤ FINALREFLECTION:Askstudentstotakeamo-menttoconsiderhowinquiry-mindedtheyweredur-ingtheirinvestigationofpoverty?Invitestudentstorevisittheirinitialanswerstotheself-assessmenton How curious am I?.Werestudentsmoreawareofthevalueofbeinginquiry-mindedastheyexploredthetopicofpoverty?Whatbenefitsdidormightarisefromgreatercurosity?

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Planning for persuasive writing

Overall planningPurpose: What am I trying to convince readers of?

What action would I like the reader to take as a

result of reading this piece?Audience: Who am I trying to convince?

Device

What words or phrases

Deciding whether to use it

could I use?

Appeal to emotions

This device is:

– provoke empathy

❏ very appropriate for my purpose & audience

– use storytelling to “paint a visual picture

❏ somewhat appropriate

– for readers”

❏ not appropriate

– suggest that if readers follow the course

Rationale: ❏

– of action you suggest, they will belong to

– or be part of a group

Comparisons

This device is:

– use similes, metaphors, or analogies to


– help readers understand what some-


– thing is like or to connect an abstract

❏ not appropriate

– concept to their personal experiences

Rationale:

Authority/social proof

This device is:

– convince readers by providing proof


– of your own authority on the issue


– convince readers by providing facts,

❏ not appropriate

– statistics, and quotations from experts, or

Rationale:

– testimonials and referrals from others

–

Prediction

This device is:

– provide readers with a glimpse into


– the future


– convince readers what the future will

❏ not appropriate

– look like if they follow the course of

Rationale:

– action you suggest (or if they don’t)Repetition

This device is:

– drive your point home by repeating


– important terms or a particular


– metaphor or vivid image

❏ not appropriate

Rationale:

Sentence structure

This device is:

– deliberately use a particular sentence


– structure at various points of the text


– (for example, imperative, interrogative,

❏ not appropriate

– exclamatory) or use short, simple sen-

Rationale:

– tences rather than long, complex ones


How curious am I?

Inquiry-minded attributes How often do Example I do this?

I am sincerely interested o oftenin learning more about o sometimesthings and people. o not very often o never

I pose questions that o oftenseek more information o sometimesor look for explanations o not very oftenin order to better o neverunderstand a topic.

When presented with a o oftenproblem, I persist in o sometimeslooking deeply to seek o not very oftenimaginative and non- o neverobvious solutions.

Reasonable goal for demonstrating a more inquiry-minded attitude.


Definitions of poverty

“Poverty:ahumanconditioncharacterizedbytheongoinglackoftheresources,capabilities,choices,security,andpowernecessaryfortheenjoymentofanadequatestandardoflivingandothercivil,cultural,economic,politicalandsocialrights.”

—UnitedNationsCommitteeonEconomic,Social,andCulturalRights

“Themoststandardfeatureofmostdefinitionsofpovertyiseconomicdeprivation—lackofincome.Butthisdoesnotconsiderthemanysocial,cultural,andpoliticalaspectsofpoverty.Povertyisnotonlythelackofeconomicormaterialresourcesbutisalsoaviolationofhumandignity.”

—TheUnitedNationsHighCommissiononHumanRights

“Thelackofbasicsecurityleadstoongoingpovertywhenitaffectsseveralaspectsofpeople’slivesatthesametime,whenitgoesonforalongtime,andwhenitseverelyaffectspeople’schancesofgettingbacktheirrightsandoftakingontheirresponsibilitiesinthenearfuture.”

—TheUnitedNationsHighCommissiononHumanRights

“Povertyisadenialofchoicesandopportunitiesandaviolationofhumandignity.Itmeanslackofbasicabilitytoparticipateeffectivelyinsociety.Itmeansnothavingenoughtofeedandclotheafamily,nothavingaschoolorclinictogoto,nothavingthelandonwhichtogrowone’sfoodorajobtoearnone’sliving,nothavingaccesstocredit.Itmeansinsecurity,powerlessness,andexclusionofindividuals,households,andcommunities.Itmeansmoreriskofviolence,anditoftenimplieslivingonmarginalorfragileenvironments,withoutaccesstocleanwaterorsanitation.”

—UNStatement,June1998,signedbytheheadsofallUNagencies

“Povertyisdefinedinrelationtothestandardsoflivinginasocietyataspecifictime.Peopleliveinpovertywhentheydon’thaveenoughmoneyfortheirmaterialneedsandwhenthispreventsthemfromtakingpartinactivitieswhichareanacceptedpartofdailylifeinthatsociety.”

—ScottishPovertyInformationUnit

“Themostcommonwaytomeasurepovertyisbasedonincomes.Apersonisconsideredpoorifhisorherincomelevelfallsbelowsomeminimumlevelnecessarytomeetbasicneeds.Thisminimumlevelisusuallycalledthe‘povertyline.’Whatisnecessarytosatisfybasicneedsvariesacrosstimeandsocieties.Therefore,povertylinesvaryintimeandplace,andeachcountryuseslineswhichareappropriatetoitslevelofdevelopment,societalnormsandvalues.”

—TheWorldBankOrganization

Definitionsareadaptedfromthefollowingwebsites:

http://www.bbc.co.uk/scotland/education/int/ms/health/wealth/def_of_poverty/definitions.shtml

http://www.un.org/esa/socdev/unyin/documents/ydiDavidGordon_poverty.pdf


Poverty: key points

1. Poverty is relative. Ifeveryonearoundyoulivesthesamewayyoudo,itishardtounderstandthenotionof

povertyandwealth.

2. Poverty occurs in all races and in all countries. Therehasnotalwaysbeenamiddleclass.Povertycanbedefinedinrelationtothestandard

oflivinginaspecificsociety.Povertylooksdifferentindifferentenvironments.

3. Generational poverty and situational poverty are different. Generationalpovertyisdefinedasbeinginpovertyfortwogenerationsorlonger.A

generationistheagedifferencebetweenparentsandchildren,about30years.Situationalpovertyisdefinedasbeinginpovertyforashortertimeandiscausedbecausesomethinghappenedlikeanillness,divorce,ordeath.

4. Everyone has certain rules, beliefs, or attitudes that come from how/where they grew up. Evenwhenpeoplemakemoremoney,theymaynotchangetheirsocialbehaviour,their

values,orthewaytheythink,solveproblems,andmakedecisions.

5. Schools and businesses operate from middle-class beliefs, values, and rules. Thecommonlyheldbeliefsofschoolsandbusinessesareneverdirectlytaughtinschool.To

changetheirwayoflife,peoplemustunderstandtheserules.

6. There may be a cost to moving from poverty. Sometimespeoplemustgiveuprelationshipsorfriendswhentheymoveoutofpoverty


Hidden rules of poverty

Generational poverty Middle class Wealthy

Adapted from the work of Ruby Payne: http://homepages.wmich.edu/-ljohnson/payne.pdf

Decisions are based on survival, relationships, and entertainment.

The “world” is the local neighbourhood or community.

Physical fighting is how conflict is often resolved. People who can physically defend themselves are respected.

How much food you have is important.

Choices are not part of life.

Too much education is feared because the person might leave.

Decisions are based on work and achievement.

The “world” is national. Travel is within the country.

Fighting is done verbally. Physical fighting is viewed with distaste.

The quality of the food you have is important.

Choice is a key concept in the lifestyle. Sometimes choices need to be considered.

Formal education is seen as key to future success.

Decisions are based on social, financial, and political connections.

The “world” is international.

Conflicts are solved through lawyers and including or excluding people socially.

How the food you have looks (presentation) is important.

Choice is always a part of lifestyle. Generally nothing interferes with choices.

Education is for the purpose of social, political, and financial connections and to enhance artistic and aesthetic appreciation.


Hungry decisions in our community

Options Consequences

Dilemma/decision

Options Consequences

Dilemma/decision


Planning for persuasive writingOverall planning

Purpose: What am I trying to convince readers of?

What action would I like the reader to take as aresult of reading this piece?

Audience: Who am I trying to convince?

Device What words or phrases Deciding whether to use it could I use?

Appeal to emotions This device is:– provoke empathy o very appropriate for my purpose & audience– use storytelling to “paint a visual picture o somewhat appropriate– for readers” o not appropriate– suggest that if readers follow the course Rationale: o– of action you suggest, they will belong to – or be part of a group

Comparisons This device is: – use similes, metaphors, or analogies to o very appropriate for my purpose & audience– help readers understand what some- o somewhat appropriate– thing is like or to connect an abstract o not appropriate– concept to their personal experiences Rationale:

Authority/social proof This device is: – convince readers by providing proof o very appropriate for my purpose & audience – of your own authority on the issue o somewhat appropriate – convince readers by providing facts, o not appropriate– statistics, and quotations from experts, or Rationale: – testimonials and referrals from others –

Prediction This device is: – provide readers with a glimpse into o very appropriate for my purpose & audience – the future o somewhat appropriate – convince readers what the future will o not appropriate– look like if they follow the course of Rationale: – action you suggest (or if they don’t)

Repetition This device is: – drive your point home by repeating o very appropriate for my purpose & audience – important terms or a particular o somewhat appropriate – metaphor or vivid image o not appropriate Rationale:

Sentence structure This device is: – deliberately use a particular sentence o very appropriate for my purpose & audience – structure at various points of the text o somewhat appropriate – (for example, imperative, interrogative, o not appropriate – exclamatory) or use short, simple sen- Rationale: – tences rather than long, complex ones

investigating poverty - tc2

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