TGC Fellow Unit Template *

Prepared by: Yvette Walker

School/Location: West Charlotte High School/Charlotte, NC
Subject: English
Grade: 10
Unit Title: How We See and Feel Poverty Time Needed: Four to Six Weeks
Unit Summary: Students will research the culture of poverty and its impact on different aspects of life in selected
countries as well as the impact of poverty on their schools community. Students will explore perceptions of
poverty, their own and others, and the influence of perceptions on providing solutions to eradicating poverty.
Students will develop an action plan that offer solutions for eradicating poverty.

Stage 1 Desired Results

ESTABLISHED GOALS:
G1. Draw evidence from primary sources,
literary or informational texts to support
analysis, reflection and research.
G2. Use technology to produce and
publish writing and data and to interact
and collaborate with others.
G3. Conduct research projects to solve a
problem and demonstrate understanding.
G4. Examine national and international
economic policies.
GLOBAL COMPETENCY:
Investigate the World
Communicate Ideas
Take Action
RESOURCES:
Speakers (In Person, Skype)/Videos
Websites (i.e., http://www.pbs.org/now/
printable/classroom_women_print.html)

Transfer
Students will be able to independently use their learning to(real world
purpose)
T1. Recognize and understand the impact of perspectives
T2. Communicate ideas in a variety of formats
T3. Develop effective methods for researching topics
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
E1.How do perceptions of poverty affect
U1. They have the ability to create viable its eradication?
solutions to global problems.
E2. What are perceptions locally,
U2. It is important to examine the
nationally and globally about poverty
significance of perspectives.
and its causes? How are these
U3. Certain conditions of poverty are
perceptions similar and different?
affected by perspectives of its causes.
E3. What is the culture of poverty?
Acquisition
Students will know (Content)
K1. How to use research sources to
provide evidence for analysis of issue.
K2. How to use technology to
collaborate and communicate with
persons in another country.
K3. How to conduct research to provide
understanding or answer a question,
K4. The relationship between the
economic policies of countries and the
conditions of poverty.

Students will be able to (Skills)

S1. Conduct research by gathering,
analyzing and synthesizing information
and write a 3-5 page paper.
S2. Present comprehensive research in a
digital format locally and globally
promoting an action plan to eradicate
global poverty.
S3. Look at poverty from an
interdisciplinary lens (history,
economics, literature, etc.)