Rising Out of Poverty
WebQuestPrint this Page
- Subject(s): Social Studies & Geography
- Grade Level(s): 6–8, 9–12
- Related Publication: Global Issues | Poverty
This interactive WebQuest is a component of Coverdell World Wise Schools' Global Issues module. Students focus on poverty as a critical global issue and explore the development of income-generating activities as an avenue for alleviating poverty at the community level. Students take the role of a Peace Corps Volunteer serving in a community with a high poverty rate and few economic opportunities. After analyzing data on domestic and international poverty, the effects of poverty on individuals and communities, and approaches to rising out of poverty through economic development, students present an idea for a culturally-appropriate product or service to generate income for their host community.
More about how Peace Corps Volunteers address global issues:
More about poverty in the world:
- United Nations Development Programme: Poverty Reduction
- United Nations Millennium Development Goals: Eradicate Extreme Poverty and Hunger
- U.S. Agency for International Development: Economic Growth and Trade
- The World Bank: Poverty Reduction and Equity
More about poverty in the U.S.:
- U.S. Census Bureau: Poverty
- U.S. Department of Health and Human Services: Poverty Guidelines, Research and Measurement
- Students will generate their own definitions of poverty
- Students will use data and maps to draw conclusions about the global impacts of poverty
- Students will discuss the role of economic opportunities close to home in alleviating poverty
- Students will develop and present a feasible idea for an income-generating activity within the context of a given community
- Copies of worksheets (1 per student or group)
- Student access to computers with Internet and audio
Teacher preparation: Preview Coverdell World Wise Schools' global issues page on poverty, including the introductory video to poverty as a global issue.
- Begin by discussing students' background knowledge related poverty in their own community, the U.S., and the world. What are the challenges for people who live in poverty? Why is it an urgent issue to address?
- Explain to students that they will be engaging in a WebQuest, in which they will take the role of a Peace Corps Volunteer working to alleviate poverty in their host community by developing a product or service to help generate income. If students are unfamiliar with Peace Corps, view the video A Legacy of Service.
- In the computer lab, direct students to the Rising Out of Poverty WebQuest. On the Student Page, read the Introduction and Task sections together, demonstrating how to navigate through the WebQuest and collect information requested on the data collection sheet.
- Allow time for students to work on the WebQuest independently, in pairs, or in small groups. Provide assistance to students as needed during their work time.
- Once all student groups have completed the Procedures section and previewed the Evaluation section, invite groups to present their income-generation ideas to the class. While presenters take the role of Peace Corps Volunteers, the audience can take the role of community members asking questions about the plan.
- Use the questions in the Conclusion section of the WebQuest to guide a class discussion, or ask for students' verbal or written reflections.
- To engage students in further interdisciplinary exploration, see the additional teaching suggestions.
Framework and Standards
- Poverty is a critical global issue requiring global collaboration to address.
- Living in poverty affects many facets of a person's well-being.
- Improving access to economic opportunities has the potential to help alleviate poverty.
- Poverty is not a permanent condition; individuals and communities can rise out of poverty.
- What is poverty?
- How does poverty impact individuals, families, and communities?
- How can economic opportunities close to home help alleviate poverty in communities?
- How can I help to alleviate poverty locally and globally?
National Curriculum Standards for Social Studies
Thematic Strand VII: Production, Distribution, and Consumption
- Ask and find answers to questions about the production and consumption of goods and services in the state and nation, and in a global context
- Gather and analyze data on economic issues, and use critical thinking in making recommendations
Thematic Strand IX: Global Connections
- Use maps, charts, and databases to explore patterns and predict trends regarding global connections at the community, state, or national level
- Explore the causes, consequences, and possible solutions related to persistent, current, and emerging global issues
Common Core State Standards for English Language Arts
Literacy in History/Social Studies
- Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Speaking and Listening
- Presentation of Knowledge and Ideas: Present claims and findings in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.