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Stop Poverty - We Have What it Takes


Students will research poverty in India and compare it to poverty in Canada. Students will watch a video, Born into Brothels, to get a deeper understanding of Indian poverty. Students will use photography to capture images related to poverty that complete the statement: “we’re hungry for change because…”, which will be published online.
Curriculum Link:,7219,546,541,442,365,Documents&MediaID=1998&Filename=stop-poverty-unit-plan.pdf&l=English Author: Julie Paiva, for Ontario Secondary School Teachers’ Federation

Expected Student Outcomes/Objectives

What is poverty;
How to summarize articles;
How to analyse visual literacy;
How to illustrate concepts through visual literacy;
How to evaluate the effectiveness of solutions proposed by various perspective

Description of Activities

Poverty. Does it exist in Canada and if so, how does it compare to poverty experienced in developing nations? After examining definitions of poverty, students will explore what poverty means in a variety of places, with a focus on Canada and India. India’s poverty, as experienced by children born into brothels, will be examined in detail through a documentary, Born Into Brothels. From this case study students will gain a deeper understanding of how poverty may look and how a small organization struggled to make a difference. Students will then explore and evaluate international organizations and other grassroots projects and their attempts to fight poverty.

Culminating Activity and/or Assessment

Students will work in pairs to accomplish the World Vision photo challenge; where they are to design, take and produce a digital photograph that finishes the statement, “we’re hungry for change because…”. The photograph allows students to showcase issues related to poverty in their local community and/or create a visual image that illustrates universal poverty. Photographs will be submitted online and selected students photographs may be published on the World Vision website

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Additional criteria

Cost: Free

Curriculum type: Multi-disciplinary project

Academic subject areas: Visual and Performing Arts; Interdisciplinary; History/Social Sciences

States' Career Clusters: Law, Public Safety, Corrections & Secruity; Government & Public Administration; Education & Training

California Industry sector(s): Public Services; Education, Child Development, and Family Services

Duration: 4 days

Grade Targets: 9, 10

Levels of Expertise for CTE: Concentration/Skill building, Introductory

Standards Addressed: Alignment with Common Core, NGSS, C3 or CTE Standards evident

Source: Organization/Publisher-developed

Curriculum Link:,7219,546,541,442,365,Documents&MediaID=1998&Filename=stop-poverty-unit-plan.pdf&l=English

Reviewer Comments

Should be adapted to compare US and India, but great foundation provided for an integrated project between art and social studies in a public service or social service -focused academy

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