Global School Project
The University of South Florida
Social Studies Education Program
www.coedu.usf.edu/GlobalSchoolsProject/index.html
Title: One Person Makes a Difference
Author: Melissa Mousseau
Abstract: Ghettos, shanty towns, and favelas --- all specific names to describe the
same horrific urban plight of disease, poverty, crime, and death occurring in most
major countries today. In 2009, a reported 50 million people lived in the desperate
conditions of the favelas of Brazil. Many of the worst favelas are outside Rio de
Janeiro, the second largest city of Brazil. In the favelas, children turn to gangs
instead of school. Murders go unsolved. Yet hope still remains for some, among
the filthy despair. Anderson Sa is just one of many examples of this hope. Sa uses
music to inspire the masses in the favelas. This lesson will give students
background about the political, economic, and social decay in the favelas. More
importantly this lesson will highlight the positive changes occurring in the favelas,
proving one person can make a difference.
Intended Grade Level: 10 - 12
Infusion/Subject Area(s): World History
Human Geography
Cultural Geography
Class Periods: Five Days
National Curriculum Standards:
This lesson meets the following standards adopted by The National Council for
Social Studies.
Standard 1: Culture
Standard 3: People, Places and Environments
Standard 5: Individuals, Groups, and Institutions
Instructional Objective: The Student will be able to:
 identify the conditions of the Favelas in Brazil;
 identify the location of Brazil and Rio De Janeiro;
 identify and explain poverty indicators;
 calculate the percentage of people living in the favelas in Brazil against the
total population;
 identify and explain the vocabulary words associated with the Anderson Sa
article;
 identify Anderson Sa;
 evaluate the impact of Anderson Sa’s music and cultural center in the favela;
 create their own poem and collage detailing the despair or hope of the
favela;
 analyze the problems of the favelas and provide potential solutions to these
problems
Learning Activities Sequence: Five Day Lesson Plan
DAY ONE:
Step 1: (Set Induction) Show the clip in Fast and Furious Five of the favelas
where The Rock is chasing Vin Diesel. Ask students to note the socioeconomic
status of the neighborhood and what indicators they used to decide their answer.
Step 2: Pass out the Geography and Brazil worksheet. Have students complete the
worksheet and then compare the results with a partner. Discuss the results in class.
Closing: Write the word poverty on the board. Have students, without talking,
write responses to the word poverty on the board for five minutes. After they are
done writing their thoughts, discuss their responses as a whole class.
Questions to guide discussion:
 What characteristics determine poverty?
 Was the depiction of the favelas in the movie really comparable to real life?
 Compare and contrast the favelas in Rio de Janeiro to inner cities in the
United States.
 Will the 2016 Olympics help the poor of Rio de Janeiro? Is so how can the
Olympics make a difference to the poor in Rio de Janeiro?
DAY TWO:
BEFORE CLASS: Use the following website
(http://www.washingtonpost.com/wp-srv/world/specials/favelas/handholding.html)
to print the pictures taken by the Washington Post of the Favelas. Make placards of
the pictures, which correspond with the Understanding Favelas Through Pictures
worksheet. Before class, divide your class into groups of three. You may need to
double up on the placards.
Step One: (Set Induction) Have students, first look at the picture and determine
what “story” the picture is telling.
Step Two: After the students try and guess the story, have them read the
Washington Post version and fill in the graphic organizer with a summary of the
Washington Post version.
Step Three: Have groups present their picture and story. Have students fill in the
graphic organizer as the groups are presenting. Each student should leave with the
entire graphic organizer filled out.
Conclusion: Have students think of as many adjectives as they can to describe life
in the favelas.
DAY THREE:
Step One: (Set Induction) As students walk in the door, hand each one an index
card with one of the vocabulary words written on it from the Vocabulary
worksheet with the definition printed on the back. Have students come up with an
antonym and a synonym for their word. Have students find the other people with
their word and compare their antonyms and synonyms. Ask the newly formed
groups to share their word, definitions and their favorite group antonym and
synonym. Each student should have a graphic organizer of all the vocabulary
words filled out.
STEP TWO: Have students, in their newly formed groups, read the Anderson Sa
article reprinted from Source Watch. Next, in their groups students should answer
the two questions about the article at the bottom of the graphic organizer.
STEP THREE: Discuss the results as a whole group. Focus on the difference one
person can make and how the students can make a difference in their community.
DAY FOUR:
STEP ONE: Pass out the “I Am Poem” worksheet as students walk in the door.
Using their knowledge for the last three days, have them fill out the poem. Next
have them glue the poem to the middle of a poster board and surround the poem
with pictures representing the despair and hope about the life in the favelas.
STEP TWO: After students decorate their poster, ask each student to take a few
minutes and present their work to the class on why they chose those pictures and
words in their poem. End with the closing question: What can be done for those
living in the favelas?
DAY FIVE:
Step One: (Set Induction) As students enter the classroom, give them an index
card with one of the following roles:
 Rio de Janeiro Government official
 Official on the Olympic Committee
 Head of a drug cartel operating in a favela
 35-year-old mother with no job who lives with her two kids in a favela
 14-year-old male who lives in a favela
You will need to list each of the roles on the board so all students can see each
role.
One the back of the index card, have each student write a question to one of the
other roles assigned from their assigned perspective.
Step Two: Have the students get into groups based on their assigned role. All of
the Government officials should be in one group etc. Have each group pick two of
the best questions. Have each group pass their two questions to the group who can
answer their question. For example, the Government official may ask the 14-yearold boy if he will be willing to do temporary work for the Government while the
Olympics are in town. Have the groups answer their question together.
Step Three: Have each student write a paragraph on what would be most effective
in changing the lives of people who live in poverty.
Materials and Resources
Handout 1: Geography and Brazil
Handout 2: Understanding Favelas through Pictures
Handout 3: Vocabulary Worksheet
Handout 4: Anderson Sa article from Source Watch
Handout 5: I Am Poem worksheet
Placards of the Washington Post pictures
Index cards with the assigned roles for day 5
Magazines for picture
Poster boards
Resources:

“Anderson Sa.” 2008. http://www.sourcewatch.org/index.php?title=Anderson_Sa.

“Fight in the Favelas.” 2007. http://www.economist.com/node/9597408.

Community in Action. “Favelas.” 2011.
http://cia.communityinaction.org/?page_id=63.

Reel, Monte. “Life in Rio’s Favelas,” Washington Post. 2006.
http://www.washingtonpost.com/wp-srv/world/specials/favelas/handholding.html.

“2010 Census: Brazilian population amounts to 190,732,694 persons.” 2010.
http://www.ibge.gov.br/english/presidencia/noticias/noticia_visualiza.php?id_notic
ia=1766&id_pagina=1
Geography and Brazil
Using the following data calculate the percentage of people living in the favelas in Rio de Janeiro. Create a graph
in the box below showing the total population of Rio de Janeiro against the number of people living in the
favelas in Rio de Janeiro.
Total Population of Rio de Janeiro
Total Population living in the favelas
6,211,000
2,070,333
Use you textbook to locate Brazil on the map. Next put a dot to notate the city of Rio de Janeiro.
1. What is the official language of Brazil? How did this become the official language Brazil?
2. Rio de Janeiro won the bid to host the 2016 Olympics. Why do you think they were able to win
this prestigious event?
3. Favelas are slums. You have calculated how many people live in the favelas in Rio de Janeiro.
How will 2016 Olympics impact the favelas?
4. How will the favelas impact the 2016 Olympics?
Understanding Favelas Through Pictures
Picture:
Your Explanation:
Real Explanation:
Pictures taken by: Photos by Fred Alves for The Washington Post
Think of as many adjectives as you can describing the life in the favelas.
Vocabulary
Word
Favela
Anderson
Sa
Definition
a shantytown in or near
a city, especially in
Brazil; slum area.
Haunted by the murders of
his family and many of his
friends, Anderson Sá is a
former drug-trafficker who
turns social revolutionary in
Rio de Janeiro
Eradicate
to remove or destroy
utterly
Retaliate
to return like for like,
especially evil for evil
Cartel
Traditions
an international syndicate,
combine, or trust formed
especially to regulate
prices and output in some
field of business
the handing down of
statements, beliefs,
legends, customs,
information, etc., from
generation to generation,
especially by word of
mouth or by practice
What is the main idea of the article?
Synonym
Antonym
What examples can you think of locally, within the U.S. or world- wide of people
making a difference in their community? What methods do these people use
besides music to make a difference in their community?
Anderson Sa
From SourceWatch
Anderson Sa
"In 1993 Vigario Geral was one of Rio de Janiero’s most violent favelas (slums). It was also the home of
what is called the city’s most powerful drug cartel, the Red Command. For the thousands of poor youth
living in Vigaria Geral, a career in the cartel’s drug army was their only option.
"Like many before him, Anderson Sa hoped to join the army and at age 13 his indoctrination had begun.
Soon he found himself rolling marijuana cigarettes, embedding weapons and drugs, collecting money and
attacking other favelas and rival dealers. He also found his circle of friends quickly disappearing with 6
murdered and 7 arrested. The uncertainty of a drug dealer’s life and the struggle to survive was becoming
too much for him.
"In August of 1993, after four members of the military police were murdered the police retaliated by
targeting and massacring 21 individuals, not members of the Red Command’s cartel but innocent
residents of the favela. All of Rio, Brazil and the entire world were shocked by this blatant act of brutality
by the military police’s “death squad.” Anderson was affected deeply and instead of joining the drug
army’s retaliation against the police, he quit and vowed to change things, somehow. But how?
"At this same time, Jose Junior, a DJ in Rio’s funk scene, was forming the Afro Reggae Cultural Group, a
community-based organization dedicated to offering a cultural and artistic formation for the youth living
in the favelas as a means for them to create their own citizenship and have access to alternatives to narcotrafficking and menial jobs, and to transform themselves and empower other youths along the way.
"Anderson was initially drawn to the Afro Reggae Cultural Group and its capoeira workshop (capoeira is
a form of martial arts). He was also drawn to reggae music and soon was asked to join the Afro Reggae
band (Banda) as a founding member. Anderson chose to learn the basic instruments of the Jamaican
rhythm, the bass guitar and drums. He also found himself writing songs and singing. Anderson continued
writing songs and taught kids in the favela how to play instruments. His songs and music urged all favela
youth to shun the path of violence by offering them cultural alternatives. The messages were socially
mindful and politically charged and their performances not only entertained, but also informed others
about favela life – their experiences, frustrations, and outrage. It is Banda that is Afro Reggae’s most
public face and the group’s flagship music group.
"Today Afro Reggae has grown into the Community Culture Center with Anderson Sa as its president.
Anderson has devoted his musical talent, energy and faith in people and their potential to change. He feels
deeply that it is his duty to set an example and has worked in conjunction with various international
organizations and foundations spreading Afro Reggae’s message around the world. Both Anderson and
Banda Afro Reggae have inspired and formed eight other music groups in the favela.
"In 2006, Afro Reggae offered training and workshops to 2,000 youth in over 60 programs and began
touring internationally. Afro-Reggae has grown into a successful example of a community-based
organization dedicated to promoting Afro-Brazilian cultural traditions while working to develop the selfesteem, alternative life projects and sense of citizenship among youth." [1]
I AM POEM
Use this format to create a poem either from the perspective of Anderson Sa or from a person living in the Favelas.
I Am ______________________________________________________________
I Wonder___________________________________________________________
I Hear_____________________________________________________________
I See______________________________________________________________
I Want_____________________________________________________________
I Am______________________________________________________________
I Pretend___________________________________________________________
I Feel______________________________________________________________
I Touch____________________________________________________________
I Worry____________________________________________________________
I Cry______________________________________________________________
I Am______________________________________________________________
I Understand________________________________________________________
I Say______________________________________________________________
I Dream____________________________________________________________
I Try______________________________________________________________
I Hope_____________________________________________________________
I Am______________________________________________________________