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Serving from Scratch: Developing a Global Education Course for Good
- 1. + Serving from Scratch Developinga Global Education Course for Good
- 2. + @StephWuj45 swujcik@baldwinschool.org Stephanie Wujcik MS Teacher |Service- Learning Coordinator The Baldwin School
- 3. + Workshop Overview Developinga Framework for a Global Education Course Content & Skills Understanding the Impact of Service-Learning/Social Action on Students & Communities Identifying Opportunities for Service in Curricula Successfully Implementing the Service-Learning Cycle Skills Development
- 4. + Starting from Scratch Assets Departmental support Autonomy (independent school model) Good bones Challenges Outdated data and resources Underdeveloped skills-scaffolding Vision To inspire & train students to engage in their world as informed, empathetic global citizens. The Challenge and the Vision
- 5. + Developing a Framework Universal Declaration of Human Rights Global Citizenship & the United Nations General Assembly Security Council Millennium Development Goals
- 6. + Global Issues & Ideas 1 - Understanding Citizenship 2 - Global Citizenship & the United Nations 3 - Education 4 - What the World Eats 5 - Hunger & Malnutrition 6 - Global Health 7 - Refugee Conflicts 8 - Environmental Issues 9 – Global Issues Research Project Structure
- 7. + Global Issues & Ideas 1 - Understanding Citizenship 2 - Global Citizenship & the United Nations 3 - Education 4 - What the World Eats 5 - Hunger & Malnutrition 6 - Global Health 7 - Refugee Conflicts 8 - Environmental Issues 9 – Global Issues Research Project Structure
- 8. + Global Issues & Ideas 1 - Understanding Citizenship 2 - Global Citizenship & the United Nations 3 - Education 4 - What the World Eats 5 - Hunger & Malnutrition 6 - Global Health 7 - Refugee Conflicts 8 - Environmental Issues 9 – Global Issues Research Project Structure
- 9. + Content Resources Global Issues &Ideas Foundational Resources to Read the World Expository texts Articles Images/Film Infographics Websites Primary Sources Infusion of Contemporary Resources News/Media Outlets CIA Factbook data Original Repurposed Independent Media Sources NGOs/CBOs
- 10. + Content Resources Global Issues &Ideas Foundational Resources to Read the World Expository texts Articles Images/Film Infographics Websites Primary Sources Infusion of Contemporary Resources News/Media Outlets CIA Factbook data Original Repurposed Independent Media Sources NGOs/CBOs
- 11. + Content Resources Global Issues &Ideas Foundational Resources to Read the World Expository texts Articles Images/Film Infographics Websites Primary Sources Infusion of Contemporary Resources News/Media Outlets CIA Factbook data Original Repurposed Independent Media Sources NGOs/CBOs
- 12. + Global Issues & Ideas Reading Writing Digital Literacy & Citizenship Oral presentations Skills & Assessments
- 13. + Global Issues & Ideas Reading Understanding the world through a variety of sources Close reading Writing Reflective Writing Research-based argument development Supported by clear, specific evidence Digital Literacy & Citizenship Google Apps Digital Narratives Websites Social Media Oral presentations Formal & informal Simulations/Role Plays Skills & Assessments
- 14. + Classroom Space Visual Cuesto Enhance Global Education
- 15. + FreeDay Friday Opportunities forSelf-Directed Global Learning
- 16. + How can helpmy students develop mindsets for tackling global issues? Practical Skills and Social/Emotional Learning
- 17. + National Survey onService-Learning & Transitioning to Adulthood (NYLC 2006) Why Service-Learning? … highly value their positions as community leaders. … acknowledge that service-learning positively influences their ability to lead. … experience greater academic success. … are better able to apply academic learning to situations outside of the classroom. … have a greater ability to relate to culturally diverse groups. … hone interpersonal and practical skills necessary for success.
- 18. + National Survey onService-Learning & Transitioning to Adulthood (NYLC 2006) Why Service-Learning? … highly value their positions as community leaders. … acknowledge that service-learning positively influences their ability to lead. … experience greater academic success. … are better able to apply academic learning to situations outside of the classroom. … have a greater ability to relate to culturally diverse groups. … hone interpersonal and practical skills necessary for success.
- 19. + National Survey onService-Learning & Transitioning to Adulthood (NYLC 2006) Why Service-Learning? … highly value their positions as community leaders. … acknowledge that service-learning positively influences their ability to lead. … experience greater academic success. … are better able to apply academic learning to situations outside of the classroom. … have a greater ability to relate to culturally diverse groups. … hone interpersonal and practical skills necessary for success.
- 20. + National Survey onService-Learning & Transitioning to Adulthood (NYLC 2006) Why Service-Learning? … highly value their positions as community leaders. … acknowledge that service-learning positively influences their ability to lead. … experience greater academic success. … are better able to apply academic learning to situations outside of the classroom. … have a greater ability to relate to culturally diverse groups. … hone interpersonal and practical skills necessary for success.
- 21. + National Survey onService-Learning & Transitioning to Adulthood (NYLC 2006) Why Service-Learning? … highly value their positions as community leaders. … acknowledge that service-learning positively influences their ability to lead. … experience greater academic success. … are better able to apply academic learning to situations outside of the classroom. … have a greater ability to relate to culturally diverse groups. … hone interpersonal and practical skills necessary for success.
- 22.
- 23. + Identifying AcademicGoals Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Implementing Service
- 24. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Implementing Service
- 25. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles
- 26. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles
- 27. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Average annual household income: $200 Daily household income:$1.00 Rampant unemployment: 75% Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles
- 28. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Average annual household income: $200 Daily household income:$1.00 Rampant unemployment: 75% Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles
- 29. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Average annual household income: $200 Daily household income:$1.00 Rampant unemployment: 75% Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles
- 30. + Identifying AcademicGoals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under flickering fluorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their moth- ers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish com- munity-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed thera- peutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute mal- nutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition Developing Ownership Identifying Genuine Needs Average annual household income: $200 Daily household income:$1.00 Rampant unemployment: 75% Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles
- 31. + Service-Learning Committees Designed tofoster practical skill- building
- 32. + Service-Learning Committees Designed tofoster practical skill- building Advocacy/Public Relations
- 33. + Service-Learning Committees Designed tofoster practical skill- building Advocacy/Public Relations
- 34. + Service-Learning Committees Designed tofoster practical skill- building Community Education Advocacy/Public Relations
- 35. + Service-Learning Committees Designed tofoster practical skill- building Community Education Advocacy/Public Relations
- 36. + Service-Learning Committees Designed tofoster practical skill- building Community Education Advocacy/Public Relations Event Planning
- 37. + Service-Learning Committees Designed tofoster practical skill- building Community Education Advocacy/Public Relations Event Planning
- 38. + Outcomes Developing globalunderstanding, motivation, & tools with which to solve community issues.
- 39. + Outcomes “My goalis to better understand what I can do to help our world.” “My goal is to look at both sides of global issues and to be more thoughtful about how to improve them and why they happen.” “One goal is to have a better, more open mind about other cultures, and how we differ and relate.” “My goal is to be able to utilize what I learn in this course in real life.” “I would like to learn ways to help people who are suffering from global issues.” Developing global understanding, motivation, & tools with which to solve community issues.
- 40. + Enhanced Partnerships Co-Curricular Connections Rift Valley Children's’ Village Girls Learn International More Than Me Academy Earth Matters Kiva Developing a cohesive global education curriculum
- 41. + Enhanced Partnerships Co-Curricular Connections Rift Valley Children's’ Village Girls Learn International More Than Me Academy Earth Matters Kiva Developing a cohesive global education curriculum
- 42. + Enhanced Partnerships Co-Curricular Connections Rift Valley Children's’ Village Girls Learn International More Than Me Academy Earth Matters Kiva Peer-to-Peer Education Hunger Relief: Grade 7/Lower School Girls’ Education: Grade 8 to Grades 6/7 Climate Change: Grade 12/7 Developing a cohesive global education curriculum
- 43. + Resources Global Issues:An Introduction (Seitz and Hite) Global Issues, Edition No. 4 (Payne) Educating for Global Competence (Mansilla & Jackson) A Path Appears (Kristoff & WuDunn) High Noon: 20 Global Issues, 20 Years to Solve Them (Rischard) UN Cyberschoolbus Teach UNICEF Girl Rising (curricular accompaniment) Kiva U (curricular resources) Global Education
- 44. + Resources Global Issues:An Introduction (Seitz and Hite) Global Issues, Edition No. 4 (Payne) Educating for Global Competence (Mansilla & Jackson) A Path Appears (Kristoff & WuDunn) High Noon: 20 Global Issues, 20 Years to Solve Them (Rischard) UN Cyberschoolbus Teach UNICEF Girl Rising (curricular accompaniment) Kiva U (curricular resources) The Complete Guide to Service- Learning (Kaye) Service Learning: A Guide to Planning, Implementing, & Assessing Student Projects (Berman) Service Learning in Grade K-8: Experiential Learning That Builds Character & Motivation (Thomsen) The Teen Guide to Global Action (Lewis) The National Youth Leadership Council Service-Learning Clearinghouse Global Education Service-Learning
- 45. + Questions &Comments swujcik@baldwinschool.org | @StephWuj45
Editor's Notes
- #5 Remember to be patient! Took three years for me to re-design, Still making changes
- #7 Grade VII as perfect moment for this type of learning developmentally: at a point where they can tackle these issues service perspective: at an age when outside organizations allow them to serve Service Day Theme: food access & hunger relief - focus on local issue by serving at SHARE, Stop Hunger Now EQ/Civic Engagement/Global Citizenship World-mindedness, empathy, cultural difference - how to engage in world, problem-solve First two units as foundation, lens through which to analyze the remaining units on global issues Unit 1 - Citizenship, Rights and Responsibilities Unit 2 - Global Citizenship, UN, globalization MDGs - Eradicate Extreme Poverty & Hunger is Goal #1
- #8 Grade VII as perfect moment for this type of learning developmentally: at a point where they can tackle these issues service perspective: at an age when outside organizations allow them to serve Service Day Theme: food access & hunger relief - focus on local issue by serving at SHARE, Stop Hunger Now EQ/Civic Engagement/Global Citizenship World-mindedness, empathy, cultural difference - how to engage in world, problem-solve First two units as foundation, lens through which to analyze the remaining units on global issues Unit 1 - Citizenship, Rights and Responsibilities Unit 2 - Global Citizenship, UN, globalization MDGs - Eradicate Extreme Poverty & Hunger is Goal #1
- #9 Grade VII as perfect moment for this type of learning developmentally: at a point where they can tackle these issues service perspective: at an age when outside organizations allow them to serve Service Day Theme: food access & hunger relief - focus on local issue by serving at SHARE, Stop Hunger Now EQ/Civic Engagement/Global Citizenship World-mindedness, empathy, cultural difference - how to engage in world, problem-solve First two units as foundation, lens through which to analyze the remaining units on global issues Unit 1 - Citizenship, Rights and Responsibilities Unit 2 - Global Citizenship, UN, globalization MDGs - Eradicate Extreme Poverty & Hunger is Goal #1
- #10 Paperless!
- #11 Paperless!
- #12 Paperless!
- #13 Skills necessary for global competence
- #14 Skills necessary for global competence
- #15 What’s Trending in Social Studies Current Events Board Postcrossing All stuff also on haiku
- #16 Newseum – comparing and contrasting front pages Gallery Walk Anchor Projects – Exploring global issues at their own pace
- #18 Articles linked In an effort to build energy behind program, conducted this inservice - share with community the tremendous benefits of service-learning Bolsters ideas of active citizenship, problem-solving and practical skill building, social and emotional learning - EMPATHY According to the National Survey on Service-Learning and Transitioning to Adulthood (conducted on behalf of the National Youth Leadership Council) Research also shows that now’s the time to strike while the iron’s hot Huffington Post - social activism, cause-oriented Millennial Impact Research 2013 Millennials view volunteer opportunities as a way to socially connect, facilitate networking Don’t give a lot but want to give what they can Philanthropy Journal - service impacts the likelihood of kids pursuing a career in public service Allowed them to explore values and passions, influences career focus USA Today CityYear Founder Michael Brown argues that “Community service is part of their DNA” Generation of “activist doers” - volunteer rates for millennials have doubled in last 25 years Philanthropy Daily In 2012, 73% Millennials volunteered at a non profit, 83% donated Value causes over organizations This information is particularly relevant to the Social Studies classroom, which focuses on student engagement with the world and civic involvement. SERVES COMMUNITY NEEDS
- #19 Articles linked In an effort to build energy behind program, conducted this inservice - share with community the tremendous benefits of service-learning Bolsters ideas of active citizenship, problem-solving and practical skill building, social and emotional learning - EMPATHY According to the National Survey on Service-Learning and Transitioning to Adulthood (conducted on behalf of the National Youth Leadership Council) Research also shows that now’s the time to strike while the iron’s hot Huffington Post - social activism, cause-oriented Millennial Impact Research 2013 Millennials view volunteer opportunities as a way to socially connect, facilitate networking Don’t give a lot but want to give what they can Philanthropy Journal - service impacts the likelihood of kids pursuing a career in public service Allowed them to explore values and passions, influences career focus USA Today CityYear Founder Michael Brown argues that “Community service is part of their DNA” Generation of “activist doers” - volunteer rates for millennials have doubled in last 25 years Philanthropy Daily In 2012, 73% Millennials volunteered at a non profit, 83% donated Value causes over organizations This information is particularly relevant to the Social Studies classroom, which focuses on student engagement with the world and civic involvement. SERVES COMMUNITY NEEDS
- #20 Articles linked In an effort to build energy behind program, conducted this inservice - share with community the tremendous benefits of service-learning Bolsters ideas of active citizenship, problem-solving and practical skill building, social and emotional learning - EMPATHY According to the National Survey on Service-Learning and Transitioning to Adulthood (conducted on behalf of the National Youth Leadership Council) Research also shows that now’s the time to strike while the iron’s hot Huffington Post - social activism, cause-oriented Millennial Impact Research 2013 Millennials view volunteer opportunities as a way to socially connect, facilitate networking Don’t give a lot but want to give what they can Philanthropy Journal - service impacts the likelihood of kids pursuing a career in public service Allowed them to explore values and passions, influences career focus USA Today CityYear Founder Michael Brown argues that “Community service is part of their DNA” Generation of “activist doers” - volunteer rates for millennials have doubled in last 25 years Philanthropy Daily In 2012, 73% Millennials volunteered at a non profit, 83% donated Value causes over organizations This information is particularly relevant to the Social Studies classroom, which focuses on student engagement with the world and civic involvement. SERVES COMMUNITY NEEDS
- #21 Articles linked In an effort to build energy behind program, conducted this inservice - share with community the tremendous benefits of service-learning Bolsters ideas of active citizenship, problem-solving and practical skill building, social and emotional learning - EMPATHY According to the National Survey on Service-Learning and Transitioning to Adulthood (conducted on behalf of the National Youth Leadership Council) Research also shows that now’s the time to strike while the iron’s hot Huffington Post - social activism, cause-oriented Millennial Impact Research 2013 Millennials view volunteer opportunities as a way to socially connect, facilitate networking Don’t give a lot but want to give what they can Philanthropy Journal - service impacts the likelihood of kids pursuing a career in public service Allowed them to explore values and passions, influences career focus USA Today CityYear Founder Michael Brown argues that “Community service is part of their DNA” Generation of “activist doers” - volunteer rates for millennials have doubled in last 25 years Philanthropy Daily In 2012, 73% Millennials volunteered at a non profit, 83% donated Value causes over organizations This information is particularly relevant to the Social Studies classroom, which focuses on student engagement with the world and civic involvement. SERVES COMMUNITY NEEDS
- #22 Articles linked In an effort to build energy behind program, conducted this inservice - share with community the tremendous benefits of service-learning Bolsters ideas of active citizenship, problem-solving and practical skill building, social and emotional learning - EMPATHY According to the National Survey on Service-Learning and Transitioning to Adulthood (conducted on behalf of the National Youth Leadership Council) Research also shows that now’s the time to strike while the iron’s hot Huffington Post - social activism, cause-oriented Millennial Impact Research 2013 Millennials view volunteer opportunities as a way to socially connect, facilitate networking Don’t give a lot but want to give what they can Philanthropy Journal - service impacts the likelihood of kids pursuing a career in public service Allowed them to explore values and passions, influences career focus USA Today CityYear Founder Michael Brown argues that “Community service is part of their DNA” Generation of “activist doers” - volunteer rates for millennials have doubled in last 25 years Philanthropy Daily In 2012, 73% Millennials volunteered at a non profit, 83% donated Value causes over organizations This information is particularly relevant to the Social Studies classroom, which focuses on student engagement with the world and civic involvement. SERVES COMMUNITY NEEDS
- #23 Preservice lots of work
- #24 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #25 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #26 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #27 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #28 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #29 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #30 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #31 Unit 5 - Essential Questions • What causes poverty? How do hunger and malnutrition connect to poverty? • What are some ways in which people are working to combat hunger and malnutrition? • What is microfinance? How does it affect people in developing countries? First define hunger/malnutrition, then read about direct resolution for hunger in Plumpy Nut Then discuss micro finance as an indirect resolution to hunger as it helps to alleviate poverty by equipping individuals with economic resources necessary to start businesses Us - them dichotomy At this point, you might be thinking - why micro finance? 2.5Bn people without access to financial institutions - 80% live on under $2/day Economic empowerment and education as means to alleviate poverty Improving access to responsible financing leads to increased income, improved health and education, allows children to attend school at higher rates (pay dues) Especially powerful means for women Want to capitalize on our existing partnership, add a different layer/facet On the coffee plantations surrounding RVCV, the average household income is $200 a year. Daily income is $1 per day when there is work- usually picking coffee. Unemployment hovers around 75%, and the average lifespan is only 42 years. Developing Ownership Selecting their own Kiva loan in which to invest imaginary money Planning Project Generation of fliers Presentation at Middle School Assembly Coordination & execution of bake sale Securing Funding Bake sale Upper School Rift Valley Club Parent donor
- #32 Committees Rotate – experience doing all three things
- #33 Committees Rotate – experience doing all three things
- #34 Committees Rotate – experience doing all three things
- #35 Committees Rotate – experience doing all three things
- #36 Committees Rotate – experience doing all three things
- #37 Committees Rotate – experience doing all three things
- #38 Committees Rotate – experience doing all three things
- #41 Discussion of microfinance loan as model: Enhancing Partnerships: Rift Valley Children’s Village 2005 - Senior Externship 20 students, 8 faculty members - clothing, ties, etc. 2011 - Holiday Gift Drive gifts for all on-site children, advisory adopts 2 children 2013 - US student club community education, sponsor children
- #42 Discussion of microfinance loan as model: Enhancing Partnerships: Rift Valley Children’s Village 2005 - Senior Externship 20 students, 8 faculty members - clothing, ties, etc. 2011 - Holiday Gift Drive gifts for all on-site children, advisory adopts 2 children 2013 - US student club community education, sponsor children
- #43 Discussion of microfinance loan as model: Enhancing Partnerships: Rift Valley Children’s Village 2005 - Senior Externship 20 students, 8 faculty members - clothing, ties, etc. 2011 - Holiday Gift Drive gifts for all on-site children, advisory adopts 2 children 2013 - US student club community education, sponsor children
- #44 Be patient – baby steps! Be creative
- #45 Be patient – baby steps! Be creative