POVERTY
SECONDARY LEVEL - LESSON PLAN AND ACTIVITIES
Educating and Inspiring a Generation of Youth to Change the World
HERE’S WHAT’S INSIDE
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A New Face on Poverty—Lesson Plan on Poverty
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Handout/worksheet G1: Effects of Poverty
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Handout/worksheet G2: Poverty Statistics
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Handout/worksheet G3: The Beauty of Smiles in the Face of Despair
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Handout/worksheet G4: Surviving Poverty, Surviving War
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Handout/worksheet G5: Namaste: My Journey to India
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Handout/worksheet G6: Stories About Poverty – Questions
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Activity #S1: Solutions to World Hunger
Handout/worksheet S7: Philosophy Handouts
Activity #S2: Global Strategies for Vaccinations
Handout/worksheet S8: The Global Polio Eradication Initiative – Student Case Study
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Culminating Activity Suggestions
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World Map
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About Free The Children
Catherine McCauley, M.Ed., Director, Teacher Development
Sapna Goel, Director, Creative and Communications
Cait McKinney, Writer and Researcher
POVERTY
A NEW FACE ON POVERTY
Lesson plan on Poverty
Grade Level: Secondary and Elementary
Time: Three 60-minute periods with possible extensions
Materials: Handouts/worksheets (G1: Effects of Poverty; G2: Poverty Statistics; G3: The Beauty of Smiles
in the Face of Despair; G4: Surviving Poverty, Surviving War; G5: Sharing Small Gifts of Big Change; G6:
Stories about Poverty – Questions) notebooks or loose paper (for reflection), world map
Curriculum Connections: Secondary: Civics, History, English
Elementary: Language Arts
Rationale:
Poverty is one issue about which some North American students may have personal knowledge. Domestic
disasters like Hurricane Katrina demonstrated how quickly conditions of poverty can escalate due to lack
of food, poor sanitation and other losses of services.
This lesson develops the concept from an individual understanding within local context to a global
perspective examining the extent of poverty in developing countries. Given the local statistics, some
students will conclude that we should help our own citizens living in poverty. This is a valid statement and
a necessary building block for nurturing empathy in young people. Students can integrate local aid when
they plan their own actions later in the program. The focus of this lesson is to develop an understanding
that the scope of poverty in the developing world is dramatically different than in North America.
Objectives:
• Through discussions, brainstorming activities and research, students will:
• explore conceptual understanding of poverty as it is experienced locally and in developing
countries
• understand the effects of poverty on a family’s ability to function
• make the connections between the issue of poverty and a role for youth to help in solving the
problem
Steps:
Introduction: What is Poverty?
1. Have students write “Poverty” in the middle of a blank page. Ask them to think of the images that come
to mind when they think about poverty and make a web chart of descriptive words to describe it (e.g.,
homeless, hungry, shelters, etc.). If students need additional direction, ask them to think about the
images shown on television after a natural disaster like the 2004 tsunami, Hurricane Katrina or the
earthquake in Haiti. Discuss ideas and then share the formal definition below.
Poverty can be described as a person’s inability to access the basic needs for survival.
2. In a discussion, ask students the following questions:
• Think about poverty in your immediate community and within your town/city. Do we have people
living in poverty? How do we know?
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• What have been your direct experiences with poverty?
• How do the media portray the conditions of poverty?
• What assumptions do we often make about people living in poverty? Why do we make these
assumptions? (i.e., consider stereotypes, biases, prejudices, discriminating actions against
people living in poverty)
• Challenge your students to find alternative definitions of poverty by checking with municipal,
provincial or federal levels of governments or non-governmental agencies (NGOs) that tackle
poverty issues. As students present definitions, compare them and discuss differences.
3. Discuss the difference between the terms “needs” and “wants.” Ask your students to provide examples
that students their age would consider common “wants.” Have students pair up or form small groups
to make a list of the top five “needs” for their survival and the top five things they “want” in their life,
ranking both lists in order of importance. Have the pairs or groups complete a chart like this:
Needs
Wants
1.
2.
3.
4.
5.
4. Share results with the large group.
5. In small groups ask students to complete handout/worksheet G1: Effects of Poverty. Then discuss the
following:
• Describe the long-term effects of poverty (e.g., what might happen to a family if they lived in
conditions of poverty for years? Even generations?).
• Do you think we, as a society, are doing enough to help people living in poverty?
• Who should help (i.e., how many different groups have a responsibility to help)?
• How many people do you think live in conditions of poverty in your country?
NOTE TO EDUCATORS
Possible extension for elementary/middle school classrooms: Depending on your students’ experiences,
you may want to share the following picture books—which describe children’s experiences as they witness
poverty in their community—with them:
Fly Away Home by Eve Bunting, 1991. Houghton Mifflin Company, New York
Sam and the Lucky Money by Karen Chinn, 1995. Lee & Low Books inc. New York
The Lady in the Box by Ann McGovern, 1997 Turtle Books, New York
6. Distribute copies of the world map. Ask students: ”What parts of the world do you think have the
greatest problems with poverty?” Students can quickly color the world map to show their guesses. They
can use a basic legend of highest and lowest numbers indicating incidences of people living in poverty.
(Note: The actual answers can be found during a short research activity described in the extension section
at the end of the lesson)
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7. Distribute handout/worksheet G2: Poverty Statistics. Read the statistics together as a group and discuss
responses (e.g., ask students, “What are the greatest surprises?). Make a list of the questions that arise
from these numbers.
Transition—Stories about Poverty
8. Distribute handouts G3: The Beauty of Smiles in the Face of Despair; G4: Surviving Poverty, Surviving
War; G5: Sharing Small Gifts of Big Change. Depending on the reading levels and needs of your class,
read these stories about poverty aloud with the large group or ask students to read independently. Both
of the authors were fairly young when they wrote these stories. Ask your students, “How would you
expect Jason, Hellen and Charlotte’s lives to have changed after their experiences?”
9. In small groups, students will discuss and answer questions related to the stories on handout/
worksheet G6: Stories about Poverty – Questions. Discuss answers in a large group. Alternatively, these
questions can be answered independently. Following this discussion, ask students to list questions
they have about poverty on a piece of chart paper.
Closure
10.Return to handout/worksheet G1: Effects of Poverty. Using a different colour, students can fill in the
chart based on poverty as experienced in developing countries like Kenya. Discuss the differences.
Written assignment:
Ask students to write a personal reflection that addresses the following questions:
• Looking at the statistics, what surprised you the most?
• What was your initial reaction to Jason, Hellen and Charlotte’s stories?
• What questions or comments do you have about the children in the stories compared to children
your age?
• Given Jason, Hellen and Charlotte’s age when they wrote their stories, what do you think the role
of youth can be to help children in developing countries? How do you see yourself fitting in?
• Have the statistics and stories changed the way you think about poverty? If yes, how?
Assessment:
Based on your district expectations and grading rubrics, consider the following assessment strategies to
evaluate depth of understanding:
1. participation during discussions
2. comprehension of stories as indicated through small group discussions
3. writing skills as demonstrated in the individual reflection including the extent of connections made
between the statistics and stories and their own lives
4. mapping skills
Extension Activities:
• Research the statistics on poverty around the world in greater depth. Compare the results with
the maps the students created in this lesson. Discuss the differences.
• As an enrichment activity, have students create a class video of their opinions on poverty. They
can set up a student panel discussion on how they think students their age can help. This can be
presented in a documentary style to another class within the same grade or during an assembly.
• Challenge your students to find local statistics on poverty for your community including the
number of people living below the poverty line, number of people living in shelters and using
food banks. These local statistics could be incorporated into a poverty documentary they may
want to create.
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Handout/worksheet G1
EFFECTS OF POVERTY
Poverty can be described as a person’s inability to access the basic needs for survival.
With a partner or in a small group, fill out the following chart.
Needs
Consequences for a family if
lacking the need
How does society help?
(individuals and/or government
agencies)
Food
Kids go to school hungry and are
unable to concentrate
Food banks
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Handout/worksheet G2
POVERTY STATISTICS
United States:
• Nationwide, 17 per cent of children live in poverty.
• The highest rates of extreme poverty are concentrated in the south and poverty is especially
prevalent among black and Latino children.
• Food insecurity, lack of affordable housing and other economic hardships affect millions of
American children.
• Canada:
• Across the country, about 15 per cent of children live under the poverty line (1.2 million, or
almost 1 in every 6 children).
• In 2005, 40.7 per cent of food bank clients were under 18 years. Among food bank clients,
families with children make up more than 50 per cent of recipients. The number of people using
a food bank in one month in 2005: 823,856.
Note:
Population of the United States: roughly 300 million
Population of Canada: roughly 32 million
The Global Picture:
• One-third of deaths—some 18 million people a year or 50, 000 a day—are due to poverty-related
causes.
• 600 million of the world’s children live in absolute poverty.
• 800 million people go to bed hungry every day.
• Every year, almost 11 million children die before their fifth birthday. That’s 30,000 children a day.
Most of these children live in developing countries and die from a disease or a combination of
diseases that could be prevented or treated if the means were there. Sometimes, the cause is
as simple as the lack of antibiotics for treating pneumonia or oral rehydration salts for diarrhea.
Malnutrition contributes to over half of these deaths.
• According to the Worldwatch Institute the annual expenditure of pet food in Europe and the
United States is $17 billion. With an annual investment of $19 billion, we can eliminate global
hunger and malnutrition.
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Handout/worksheet G3
THE BEAUTY OF SMILES IN THE FACE OF
DESPAIR
By Jason Apostolopoulos, Volunteer Trip Participant
I was only 12 when I first visited Kenya on an international volunteer trip.
I discovered the magnificent beauty of the country on the first day during a hike in the Kenyan
rainforest. A line of trees stood like majestic gates to the rainforest. This was just the beginning.
The first part of the hike went by slowly as the beauty of the rainforest stopped us in our tracks at
every turn. In one place, rays of sun peeked through mile-high trees, reflecting off small ponds bordered by
colourful plants and vegetation. In another place, rivers wound through vast tunnels of lush trees.
After three hours of hiking, we came to a place where all of the rivers of the rainforest converged into
one giant waterfall that cascaded for hundreds of meters. To the sides stood cliffs covered in green vines,
and before us stretched the savannah where we could see elephants, lions and gazelle roaming the plains.
That night, during dinner at the centre where we were staying, a fellow group member gave a
presentation about global hunger. As I listened to the talk and reflected on my day, one question came to
mind: In a place with so much poverty, disease and hunger, how can such beauty and magnificence exist?
My answer would soon come.
Our first day had been an introduction to the nature of Kenya, so it was fitting that the second day
would introduce us to the country’s people.
We awoke early the next morning and left for the village of Ol Moran, where a market and goat auction
would give us our first taste of Kenyan life in action. The village had no running water and no electricity,
the small homes and shops were all that made it distinct as a village.
Shortly after arriving at the village, the over 40-degree Celsius weather started making me sweaty and
thirsty. I set my sights on a drink vendor a few feet away and headed in that direction.
Suddenly, I heard laughter. There, on my left, stood two small kids, their smiles covered by their hands.
I turned toward them and waved, belting out a loud “hello.” But my boisterous greeting only silenced their
laughter. Their smiles turned into screams and they ran away, disappearing behind one of the vendor’s
wooden signs.
For a short 12-year-old kid who had never scared anyone in his life (although I had tried), I was
completely taken aback by such a strong reaction. But it was sweltering, and my thirst made me forget
about the kids and instead refocus on making it to the drink vendor.
Then there was that laughter again. Was I hearing things? Sure enough, there in the same spot stood
the same two kids.
My previous attempt at an introduction had completely failed, so this time I simply knelt down and
whispered the only word I knew in the local language. “Jambo,” I said, which means “hello” in Swahili.
The kids’ once-smiling faces now looked perplexed but curious—an expression that remained as
they tentatively approached me. Very carefully they touched my hand and pointed at my face, their smiles
returning. Although there were no words, this was their own version of hello. I didn’t realise it then, but to
these kids, I represented the outside world with which they rarely came into contact.
Within minutes we were playing games together. I picked them up and spun them around, and in
return they taught me their versions of tag and hopscotch.
Before long, my thirst had returned. I desperately looked around and found a small water cooler that
had been set up for the occasion of the market. I stumbled toward it, cupped my hands under the tap, and
took a big gulp of cool water.
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As I went for a second sip, I noticed four small hands had also taken their place under the tap. I looked
and found that the same little kids had followed me.
Smiles once again lit up their faces, this time not because they were looking at me or playing a fun
game, but because they had found clean water to drink. Because of something I always had at home—
because of something they rarely had here.
In the face of so much despair, these kids looked at life with such a fresh and bright perspective that in
that one moment they taught me more than I had ever learned back home.
It was here I found the answer to the question I had asked myself only the day before: The beauty of
Kenya exists despite the hunger and the poverty, because the beauty exists not only in the landscape, but
also in the smiles and the hearts of the people, and in the laughter and hope of the children.
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Handout/worksheet G4
SURVIVING POVERTY, SURVIVING WAR
By Hellen Kamara (as told to Lloyd Hanoman, South Asia Projects Director, Free The Children)
Hellen Kamara is 17 years old. She lives in Moyamba, Sierra Leone. During the country’s 11-year civil war,
Hellen lost her school, her home and many of her friends. The poverty already so prevalent in her country
became even more widespread—the rebels looted, burned and destroyed, leaving communities like
Hellen’s with nothing.
“My family and I were living here since the start of the war,” Helen says today. “We later had to leave
for the capital city Freetown because of the bad things we faced from the rebels in the township.”
There were many bad things. Hellen’s family home was burned to the ground and the only secondary
school in the area was destroyed, the structure was burned and the furniture was stolen for firewood. She
watched as rebels tortured her parents. Boys were forced to become soldiers and girls were assaulted and
terrorized. Hellen was one of these girls.
To escape the violence, Hellen and her family fled and hid in the nearby bush. Poverty here took an
even greater hold: without a home to live in or proper food to eat, Hellen and her family were always on
the move and were forced to eat whatever they could find. “We slept in the bush and [had to eat] all sorts
of food in the bush. We walked by foot . . . and I came across so many sick people.”
Hellen’s story is shared by thousands of children in her country. Today, they and their families are still
struggling to recover after the destruction of the war. Many schools, homes and health care facilities are
still unusable, thousands of children are unable to pursue their education, and poverty is widespread. In
fact, Sierra Leone is ranked among the poorest countries in the entire world.
With the help of friends around the world, things in Sierra Leone are improving. In Hellen’s
community, Free The Children recognized the need to rebuild the all-girls secondary school. St. Joseph’s
was constructed in partnership with the local community and with funds raised by youth. Today, it
provides a safe place for young women to develop new skills and become empowered to make a difference
in their communities.
Despite all that she has been through, Hellen is confident for her future and the future of her country.
“With all the experiences I have faced in life, from war to peace, after much struggle, I hope to see a
brighter future,” says Hellen. “My thinking is to become a professional lawyer, to help see that Sierra Leone
continues to be a peaceful and straight-forward country.”
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Handout/worksheet G5
NAMASTE: MY JOURNEY TO INDIA
By Katelyn Rothney, Volunteer Trip Participant
Going on a volunteer trip to India was like digging into my soul and rearranging everything I thought
I knew. In a short time, I discovered myself and the enormous world around me. Last summer I embarked
on a 33-day journey to India. It was my second volunteer trip; my incredible good fortune having taken me
first to Kenya in 2008.
Never in my dreams did I imagine I would undergo the transformation that I did on both trips, but
each time I’ve come back believing in my ability to create change.
From the day I arrived in India, the rest of the group and I were generously welcomed and immediately
treated like family. Never in my life had a greeting felt more genuine than the bow and very delicate
“Namaste,” which means “I bow to you.”
I underestimated how new it would all be. In addition to the usual cultural differences, my role on the
trip was also new. I was no longer a first-time tripper—I was a junior facilitator. With this responsibility in
mind, I made an effort to keep my eyes open. I noticed that each participant was unique, had a purpose, a
distinct goodness to them.
On a daily basis I observed, in all of them, the “spark” that Craig always talks about, and the intense
desire to be change makers. We quickly became a family, and India – beautiful, historic and colourful –
became our home.
There were days when I was faced with issues that broke my heart. I witnessed real child labour. A
mother with hungry children looked deep into my eyes and asked if I could spare even a little to help her
and her family. Children worked on construction sites, operating cement machines without protective gear.
They climbed up stairs constructed of basic cement and held together by tree branches.
I’m now, more than ever, determined to share my experiences with others and help change the reality
for these children.
In Lai, a community in Northern India, we were told a story I won’t forget for the rest of my life. Eight
young children travelled hours each day to school to sit inside a makeshift classroom. Resting on mud
floors, it was dark, crowded and covered by a small tin roof that provided no shelter.
Every monsoon season the rain would pour through the roof and into the classroom. The eight
children would grab their pencils and erasers and evacuate the classroom for fear of drowning. They would
sit in the mud in the very schoolyard where we were being told this story, waiting for the storm to cease.
That was two years ago.
When we looked around the schoolyard, we now saw four classrooms, a tree nursery, a well and a
medicinal herb garden. Over the past two years the Lai community partnership with Free The Children
has grown into something that now affects the lives of every person living there—young and old. The
construction of the Free The Children school has brought new possibility and has put a proper roof over
the heads of the children whose minds are ripe for knowledge.
Seeing this community with its new school, smiling students and happy parents gave us hope. We
knew we had accomplished what we came to do. We started a cycle of change that will affect not only the
people of Lai, but will ultimately affect us, our future choices and decisions.
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Handout/worksheet G6
STORIES ABOUT POVERTY – QUESTIONS
1. Using specific examples, describe how these stories helped you understand poverty in Kenya, India and
Sierra Leone.
2. How are these stories different than the ones we see in the media (e.g., textbooks, newspapers,
magazines)? Do the ages of the writers make a difference to you?
3. Whose voices are heard through these stories? Are there any voices not heard?
4. How might these stories be different if told through other voices?
5. What struck you as similar about children in all three stories?
6. What “needs” were not being met in these stories? If we had the chance to ask them, what do you think
these children would “want?”
7. What questions would you like to ask about the children Jason and Katelyn talk about in their stories?
8. What do you still want to know about poverty?
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Activity#S1:
SOLUTIONS TO WORLD HUNGER
Poverty (
Secondary)
MILLENNIUM DEVELOPMENT GOAL #1: Eradicate extreme poverty and hunger
Activity snapshot:
In small groups, students will be assigned a specific strategy for solving world hunger—distribution,
education, technology or debt cancellation. Each group will receive a brief explanation of their solution
and a potential problem with that solution. As part of a structured, round-table discussion, all four groups
will envision a plan to address world hunger that solves each identified strategy problem by combining
aspects of all four solutions. While the objectvvvve is to create one plan comprised of opinions from
all groups, consensus will be a challenge. This mirrors the reality of creating plans in global issues. Any
difficulties are to be expected and should be discussed during the closure debriefing.
Rationale:
In the most extreme cases of poverty, people live on less than $1 a day. Almost half the world—that’s three
billion people—lives on less than $2 a day. It is difficult and often impossible to meet nutritional needs
on this kind of a daily budget. Hunger is a major barrier to breaking the cycle of poverty; when people,
especially children, are hungry, they are unable to learn, grow, fight disease or play. There are many
schools of thought when it comes to finding solutions to world hunger. Though there is value in each of
these philosophies, they all fall short of being a complete solution on their own.
Objectives:
• By creating their own development strategy that holistically approaches a problem, students will
gain an understanding of the complexities of world hunger and development strategy.
• Students will explore diplomacy by working together to build a consensus.
Time: Two 60-minute periods
Materials: Handout/worksheet S7: Philosophy Handouts
Steps:
1. In a large group discussion, briefly review the issue of world hunger.
2. Divide the class into four groups. Explain that there are many differing schools of thought when
it comes to solving world hunger. For the purpose of this exercise, we will focus on four different
approaches. Each group will represent one philosophy.
3. Hand out one philosophy to each group from the paragraphs on S7: Philosophy Handouts. Each group
will represent their philosophy in a round-table discussion that will combine all four philosophies into
one solution framework.
4. Groups will split up and spend the remainder of the period creating a list of five benefits of their
philosophy and five challenges or potential reasons why it cannot be a long-term solution to world
hunger on its own.
5. Possible extension: teacher may assign at-home research in preparation for the round-table to take
place next class.
6. At the beginning of the next class period, each group will choose one student to represent their
philosophy at the round-table.
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7. Remind students that though they may not personally agree entirely with their philosophy, their goal
in this exercise is to negotiate so that is as much a part of the unilateral solution as possible while
coming to a consensus with the other three groups.
8. The exercise will begin with one representative from each small group meeting at the round-table to
present their groups’ philosophy in two minutes. After all presentations are made, students will return
to their small group and create a strategy which combines all four philosophies to their liking. They will
have 30 minutes to draft this strategy.
9. Representatives will then return to the round-table for the first round of negotiation. Each will share
the new strategy and attempt to generate one strategy acceptable to all.
10.The activity is complete when the round-table group produces a written resolution which the teacher
approves as a plan that effectively combines all four philosophies.
Written reflection:
Ask students to respond to the following questions:
• What do you see as the most difficult challenges to resolving a health crisis?
• Why is it so difficult for different groups of people to agree?
• Is consensus necessary? Why/why not?
Closure:
Come together in a large class discussion to assess the negotiations. Ask students to share their
experience. What worked well? What did not work well? How do they feel about the plan they have
developed?
Assessment Suggestions:
• Student participation during large and small group activities.
• Written reflection to gauge the depth of understanding.
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Handout/worksheet S7
PHILOSOPHY HANDOUTS
Distribution:
The problem of world hunger is a problem of distribution. The amount of food produced by the entire
world could feed seven billion people. The world population is estimated to be about six billion. There
should be enough food for everyone, and yet many people are malnourished while food goes to waste
in many developed countries. By redistributing the world’s food resources through aid programs, we can
ensure that everyone is properly fed.
Problem: How does better distribution ensure that developing regions are empowered to eventually solve
their own hunger problems? What other development measures are necessary to strengthen a society? Is
there a place for food distribution, perhaps early on in a development strategy?
Education:
Education is the solution to world hunger. By teaching people how to grow food more efficiently, they will
be better able to meet their own food needs. Even a basic primary education—which is not directly related
to agricultural training—will better prepare people to meet their own needs because they will be able to
earn a better income and provide for their family.
Problem: How can education be a priority when children are too hungry to learn and families cannot
afford to send their children to school? What other development measures are necessary to strengthen a
society so that education can be effective?
Technology:
World hunger can be solved by technology. Many countries do not have enough land that is good for
farming. People are unable to grow enough food and/or a variety of food to make up a nutritionallybalanced diet. In addition, droughts and floods can jeopardize a whole season of crops, placing a
community at great risk for starvation. Technology can help to solve these problems in many ways.
Mechanization of farming implements, artificial fertilizers and genetically modified crops that resist hard
weather fluctuations are three technological solutions to hunger in the developing world.
Problem: How will these technological advancements affect the environment, considering that they are
genetically modified and/or not native to the area? What happens when the fertilizer or special seeds run
out, or the machinery breaks? What other development measures are necessary to strengthen a society so
that technology can be effective?
Debt cancellation:
The crushing effect of world debt in developing countries is responsible for the world hunger problem.
Governments in developing countries are unable to spend needed funds on relieving hunger because so
much of their budget goes towards repaying debt, and the restrictions on their loans prevent them from
needed social spending. By eliminating debt, we give developing countries the freedom to solve their
hunger problems for themselves.
Problem: In cases where government is corrupt or under-developed, how does the cancellation of debt
guarantee effective social spending? What other development measures are necessary to strengthen a
society so that debt cancellation can be effective?
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Activity #S2:
GLOBAL STRATEGIES FOR VACCINATIONS
Poverty (
Secondary)
MILLENNIUM DEVELOPMENT GOAL #4: Reduce child mortality
Activity Snapshot:
Students will analyze a case study of a successful World Health Organization vaccination campaign.
They will develop an understanding of why this campaign was effective and discuss reasons why it is still
incomplete.
Rationale:
Child mortality in the developing world is a big concern. Every year, more than 10 million children die
before the age of five from causes that are easily prevented in the developed world.
Of the 130 million children born in a year, two to three million will die from diseases that could have
been prevented with a simple vaccine. These children lack access to vaccinations against the preventable
diseases and illnesses that are killing children by the millions.
Objectives:
• Students will understand the importance of vaccinations as a way to prevent disease.
• Students will explore a vaccination case study to understand global vaccination as a form of
development
• Students will apply their new understanding of vaccination programs to a current child health
issue affecting the developing world.
Materials:
Handout/worksheet S8: The Global Polio Eradication Initiative – Student Case Study
Steps:
1. As part of a large group discussion, assess student knowledge about vaccinations. Begin by asking
students to share their own experience of immunization as young children. Do they know what they
were vaccinated for and why?
2. Introduce polio. Describe the disease and discuss the North American polio epidemic of the midtwentieth century. Ask students if any of their grandparents or older relatives suffered from polio, or
knew anyone who did.
3. Draw the link between the eradication of polio in North America and the immunization which children
still undergo in North America today (i.e., is this disease no longer a threat as a result of vaccinations?)
4. Discuss the availability of vaccinations in other parts of the worlds. Share the stats in the “Rationale”
section of this lesson plan. Introduce the role of the World Health Organization’s vaccination
campaigns.
5. Distribute the handout/worksheet S8: The Global Polio Eradication Initiative – Student Case Study.
6. Students will work individually with the handout to answer the two “Analysis Questions” at the bottom
of the document. Allow students 30 minutes to complete this part of the activity.
7. When students have completed the handout questions, come together as a large group. Through a
group discussion, record answers on the board or chart paper.
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Transition:
8. Divide the class into small group of three to four. Each group will identify two changes to the polio
campaign that would make it more effective. They will write their changes in the form of a resolution
and present it to the class.
Example resolution: The WHO will add an education component to the campaign to help dispel
rumours of vaccination contamination.
9. Each group will present their resolutions to the class.
Closure:
Facilitate a group discussion that addresses common themes which arose during the resolution
presentations.
Assessment suggestions:
• Student participation during discussions and small group work
• Worksheets can be collected and assess analysis questions
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POVERTY
Handout/worksheet S8
THE GLOBAL POLIO ERADICATION INITIATIVE
– STUDENT CASE STUDY
In 1988, the World Health Organization (WHO) announced a plan to eradicate polio by 2005 through a
widespread international vaccination program. The $4.6 billion program was extremely successful, with
polio cases reduced by 99.8 per cent by the 2005 target.
How did/does it work?
The WHO initiative functioned in four main ways:
1. National Immunization Days in countries where the disease is a major problem. WHO workers set up a
series of days when a given nation’s children were vaccinated.
2. Routine immunization of young children: all children are vaccinated when they reach a certain age.
3. Surveillance of new cases: new cases are investigated and/or identified when acute flaccid paralysis—
the major symptom of polio—is reported.
4. “Mop-up” campaigns: the WHO enters areas where the disease continues to spread and conducts
vaccinations.
Current Program Status:
In order for a disease to be completely eradicated, it must be 100 per cent eliminated, which means
that the polio initiative is still incomplete. Polio remains a problem in a few select countries because of
resistance to vaccinations:
• Nigeria, 2003. The State of Kano suspends the campaign to investigate allegations that the
vaccination needles were infected with HIV and anti-fertility drugs; part of a western plot to
control the West African population.
• Pakistan, 2007. Clerics use loudspeakers, radio stations and word of mouth to spread a rumour
that the WHO polio vaccine sterilizes children. An estimated 24,000 children do not receive the
vaccine because their parents refuse. WHO health workers are targeted with violence.
• In addition to Nigeria and Pakistan, polio is still a problem in India and Afghanistan.
Projections:
When a disease is not entirely eradicated, those who are infected with it can continue to spread the
disease to others. The rate of infection will grow, rather than decrease. The WHO must find a way to gain
the confidence of parents in these regions in order to complete the campaign.
Despite this roadblock, the polio vaccination program has been extremely successful and is likely to
eventually eradicate the disease entirely.
For more information:
The Global Polio Eradication Initiative: http://www.polio.info/polio-eradication/front/index.jsp?&siteCode=
POLIO&lang=EN&codeRubrique=9
Analysis Questions:
1. Identify three reasons why the campaign was effective
2. Identify three reasons why the campaign is still incomplete
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CULMINATING ACTIVITY SUGGESTIONS
After completing the lesson plans and learning activities in the Millennium Development Goals—Teaching
Tools section, students can apply their new knowledge and understanding in engaging and fun ways.
Try these activities with your students.
1. Present school-wide assemblies. Students can write and act out plays, perform songs or write short
speeches to inform their peers on what they are learning.
2. Film social issue documentaries. Students can use video cameras to create a documentary television
show. It could be done in a newscast format or with skits written by students to depict the social issue
conditions in developing countries.
3. Create board games. Using the facts they have learned about social issues, students can design
games for other students to play. If needed, students can use popular board games or television game
shows as models, but should generate their own ideas for visuals, props and challenging questions.
4. Publish a newspaper on social issues. Assign various roles—editor, reporter, photographer, etc.—to
your students and have them create a newspaper they can share with others.
5. Design a poster campaign. This information campaign can provide information on social issues that
will be displayed in the hallways and classrooms or in the community.
6. Plan a social issues information fair. Students can work in teams and concentrate on one of the
four key themes of the Millennium Development Goals—poverty, education, health or sustainable
development. They can set up information stations in a school gymnasium and invite students to visit.
As an option, students can design an information scavenger hunt sheet that visitors could use as a
guide for the event. Don’t forget to invite parents and visitors.
7. Create picture books. Encourage students to create picture books, on their own or in groups. One
approach could be through making caricatures of themselves as world-changing superheroes and
visiting developing countries to help.
8. Invite guest speakers. Based on the local experience with social issues, students can research
leaders from their community to come in and talk about their programs (e.g., food bank director or
environmental scientist).
9. Construct a “before” and “after” village. Ask students to create a three-dimensional model based on
what they have learned about the conditions of schools, access to water, sanitation or medical services.
The scale of the project can reflect the materials available and amount of space for a display.
10.Create a large mural about active global citizens. The mural can incorporate pictures, letters to the
earth, poems or songs and suggestions for how kids can change the world. This can be done as puzzle
pieces where each student has his or her own “piece of the puzzle” or as pieces of a quilt where each
student does needlepoint or uses fabric paint to create their message.
Ideas can also be generated by your students—encourage them to be creative!
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WORLD MAP
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CHILDREN HELPING CHILDREN
THROUGH EDUCATION
About Free The Children
Free The Children is the world’s largest network of children helping children through education, with more
than one million youth involved in our innovative education and development programs in 45 countries.
Our Mission
Free The Children was founded in 1995 by a group of 12-year-olds, led by international child rights activist
Craig Kielburger, who dreamed of changing the world. Since then, it has grown into a youth movement that
spans the globe. The primary goals of the organization are to free children from poverty and exploitation
and free young people from the notion that they are powerless to affect positive change in the world.
Youth Empowerment and International Development Programs
Through youth empowerment programs, Free The Children educates, engages and empowers young
people to develop as socially conscious global citizens and become agents of change for their peers
around the world. The immediate impact of our programs is significant. We can tally the hours youth
log as volunteers, and count the dollars they fundraise to support overseas development. But the longterm impact is immeasurable: lifelong global citizens who put their global family at the forefront of their
choices.
Our international development model, called Adopt a Village, is designed to meet the basic needs of
developing communities and eliminates the obstacles preventing children from accessing education. Both
holistic and sustainable, Adopt a Village is made up of four pillars crucial to lifting communities from
poverty: education, alternative income, health care, and water and sanitation.
Educational Partners
Free The Children works closely with a broad network of educators and school boards around the world as
partners in education on global citizenship, character education and service learning. Our programming
provides educators and students with lesson plans, learning tools, innovative engagement opportunities
and fundraising and awareness campaigns that create tangible connections for students with the world
around them.
Our programs:
• Improve student engagement and success
• Increase levels of student achievement
• Close the achievement gap
• Improve school visibility and reputation
Partner with
Free The Children
Our goal and passion is to create a generation of active global
citizens, students who are:
• Educated about the world and inspired to care about the issues
• Engaged in action to create positive social change
• Empowered to lead social action
Track Record of Success
Free The Children has a proven track record of success. The
organization has received the World’s Children’s Prize for the Rights
of the child (also known as the Children’s Nobel Prize), the Human
Rights Award from the World Association of Non-Governmental
Organizations, and has formed successful partnerships on youth
empowerment programs with leading school boards, Oprah’s Angel
Network and Virgin Atlantic.
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If you are interested in engaging
your school or classroom in our
educational and empowerment
programs, please call
1.416.925.5894 to speak
with a youth programming
coordinator, e-mail
youth@freethechildren.com or
visit us online at
www.freethechildren.com to
learn more about our programs,
resources and youth-driven
campaigns.
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