Created by Evelyn Hudson
Essential Question: How does the cycle of poverty affect Black Americans?
Purpose: Students will review several types of texts to gain an understanding of how and why so many Black Americans are trapped in the cycle of poverty. They will review evidence of the cycle of poverty and see examples of possible solutions. After exploring all the materials, students will understand that the American ideal of “pulling yourself up by your bootstraps” is not a possibility for many Black Americans. They will also be able to present possible solutions using evidence from the materials as well as outside research.
Grade Levels: 11-12, on grade level
Note: This text set uses the term “Black Americans” to encompass people with ancestry in Africa, the Caribbean, and other locations. Teachers may use the term “African-American” as a substitute if they feel more comfortable doing so.
Essential Question: How does the cycle of poverty affect Black Americans?
Purpose: Students will review several types of texts to gain an understanding of how and why so many Black Americans are trapped in the cycle of poverty. They will review evidence of the cycle of poverty and see examples of possible solutions. After exploring all the materials, students will understand that the American ideal of “pulling yourself up by your bootstraps” is not a possibility for many Black Americans. They will also be able to present possible solutions using evidence from the materials as well as outside research.
Grade Levels: 11-12, on grade level
Note: This text set uses the term “Black Americans” to encompass people with ancestry in Africa, the Caribbean, and other locations. Teachers may use the term “African-American” as a substitute if they feel more comfortable doing so.
Anchor Text
Thomas, A. (2017). The hate u give. New York, NY: Balzer + Bray. Amazon.com link: https://www.amazon.com/Hate-U-Give-Angie-Thomas/dp/0062498533 On grade level; teacher-led discussion About the Material This young adult novel centers on Starr, a young Black woman who witnesses her friend being shot and killed by a White police officer. Starr has to decide whether to stay silent or speak up about the death of her friend. Throughout the story, Starr deals with heavy topics such as domestic violence, class divides, gangs, and racism, on top of everyday teenage frustrations. Starr is a relatable character and her story is both inspiring and thought-provoking. Students who read this novel will either relate to Starr’s experiences or get a fresh perspective on what life is like for many Black Americans. They will gain a new understanding of the cycle of poverty through the characters who are stuck in Garden Heights and turn to drugs or violence because it seems like the only option. This novel serves as the ideal anchor text because the story is extremely timely but told in a way that engages and challenges young adult readers. They will finish the story with more questions than when they started, which will be expanded and developed as they move through the supporting texts. In the Classroom The teacher could hook the students by stating that this book is currently being made into a film and showing students the theatrical trailer. This text would be best for a teacher-led discussion of the themes and plot of the story. The teacher might assist the students in mapping the themes in the novel as well as character timelines. Large graphics such as posters could be created as a class to show how themes and characters connect to add to the meaning of the story. This use of the text supports the literary analysis standards in CCSS.ELA-LITERACY.RL.11-12.2 and CCSS.ELA-LITERACY.RL.11-12.3. |
Supporting Material #1
Lee, T. (n.d.). The city: Prison’s grip on the Black family. Retrieved from https://www.nbcnews.com/specials/geographyofpoverty-big-city
Above grade level; teacher-led discussion
About the Material
This long-form article centers on the city of Philadelphia, which has a high population of people in poverty and a very high number of people incarcerated, most of whom are Black Americans. The author interviews many families and individuals trapped in the cycle of poverty. Students will read about one man who began selling drugs to make money but changed his life after time in prison. His prison record keeps him from a steady job, so despite living lawfully, he struggles to survive every day with no end in sight.
In the Classroom
Teachers could hook students by sharing some of the photographs and accompanying quotes from the article, which are striking on their own. This could be done by sharing the images like in a gallery so students can take time to experience each photo posted around the classroom. The teacher could work with the students to unpack the many stories and facts in the text. The teacher could ask the students to highlight facts or terms from the article that require more information, such as an explanation of the Violent Crime Control Act or the War on Poverty. The teacher could write these on the board and subsequently break up the class into groups to locate additional reliable information about their assigned term(s), with the guidance of the teacher. The students could be asked to create a short presentation about their term(s) to share with the class. This use of the text supports analysis aspects of CCSS.ELA-LITERACY.RI.11-12.7 and the presentation aspects of CCSS.ELA-LITERACY.SL.11-12.5.
Lee, T. (n.d.). The city: Prison’s grip on the Black family. Retrieved from https://www.nbcnews.com/specials/geographyofpoverty-big-city
Above grade level; teacher-led discussion
About the Material
This long-form article centers on the city of Philadelphia, which has a high population of people in poverty and a very high number of people incarcerated, most of whom are Black Americans. The author interviews many families and individuals trapped in the cycle of poverty. Students will read about one man who began selling drugs to make money but changed his life after time in prison. His prison record keeps him from a steady job, so despite living lawfully, he struggles to survive every day with no end in sight.
In the Classroom
Teachers could hook students by sharing some of the photographs and accompanying quotes from the article, which are striking on their own. This could be done by sharing the images like in a gallery so students can take time to experience each photo posted around the classroom. The teacher could work with the students to unpack the many stories and facts in the text. The teacher could ask the students to highlight facts or terms from the article that require more information, such as an explanation of the Violent Crime Control Act or the War on Poverty. The teacher could write these on the board and subsequently break up the class into groups to locate additional reliable information about their assigned term(s), with the guidance of the teacher. The students could be asked to create a short presentation about their term(s) to share with the class. This use of the text supports analysis aspects of CCSS.ELA-LITERACY.RI.11-12.7 and the presentation aspects of CCSS.ELA-LITERACY.SL.11-12.5.
Supporting Material #2
TEDx Talks. (2015, July 14). My path out of poverty| Lashon Amado | TEDxPennsylvaniaAvenue [Video file]. Retrieved from https://www.youtube.com/watch?v=CpaFX6Ei0nU
Below grade level; individual reflection
About the Material
This material is a TEDx Talk in which a graduate of a program called YouthBuild named Lashon Amado describes his experiences as a poor Black American growing up in a big city. He explains that he did not see the value of school as a child and turned to drugs to make money. His experience in YouthBuild taught him that education was a way out of poverty and now he is pursuing a master’s degree. Amado finishes his story by sharing his recommendations for helping minorities break out of the cycle of poverty. Students will relate to Amado’s straightforward story and realistic attitude.
In the Classroom
The teacher could hook the students by starting class with a discussion about Khalil, a character from The Hate U Give (Thomas, 2017). The teacher could ask the students to think about the character as they watch the video and to compare Amado with Khalil (Thomas, 2017) and the people profiled in the article by Lee (n.d.). The students could reflect on the parallels between the stories in the three texts and why life turned out differently for Amado. This use of the material incorporates the listening standards in CCSS.ELA-LITERACY.SL.11-12.3 and the reflection standards in CCSS.ELA-LITERACY.W.11-12.9.
TEDx Talks. (2015, July 14). My path out of poverty| Lashon Amado | TEDxPennsylvaniaAvenue [Video file]. Retrieved from https://www.youtube.com/watch?v=CpaFX6Ei0nU
Below grade level; individual reflection
About the Material
This material is a TEDx Talk in which a graduate of a program called YouthBuild named Lashon Amado describes his experiences as a poor Black American growing up in a big city. He explains that he did not see the value of school as a child and turned to drugs to make money. His experience in YouthBuild taught him that education was a way out of poverty and now he is pursuing a master’s degree. Amado finishes his story by sharing his recommendations for helping minorities break out of the cycle of poverty. Students will relate to Amado’s straightforward story and realistic attitude.
In the Classroom
The teacher could hook the students by starting class with a discussion about Khalil, a character from The Hate U Give (Thomas, 2017). The teacher could ask the students to think about the character as they watch the video and to compare Amado with Khalil (Thomas, 2017) and the people profiled in the article by Lee (n.d.). The students could reflect on the parallels between the stories in the three texts and why life turned out differently for Amado. This use of the material incorporates the listening standards in CCSS.ELA-LITERACY.SL.11-12.3 and the reflection standards in CCSS.ELA-LITERACY.W.11-12.9.
Supporting Material #3
Santiago, G. B. (2017, January 24). Education: Key to breaking cycle of poverty. Retrieved from https://www.huffingtonpost.com/gloria-bonilla-santiago/education-key-to-breaking_b_14369716.html
Below grade level; peer-led discussion
About the Material
This article describes the programs offered at LEAP Academy University Charter School in Camden, NJ, which the author helped to found. The author explains how LEAP helps to close the achievement gap and prepare Black American and Latino children for collegiate success. This article illuminates the positive effect a good primary education can have on Black Americans stuck in the poverty cycle. The author explains that 100% of students who attend the school go to college, giving those students a chance to break out of the poverty cycle.
In the Classroom
The teacher could hook the students by sharing graduation rates from a nearby inner-city high school or even the high school where the lesson is taking place. After reading the article, students could break up into groups to discuss how LEAP is similar or different to the fictional school Starr Carter attends in The Hate U Give (Thomas, 2017) and the program mentioned in the TEDx Talks (2015) video, YouthBuild. They might consider the facts and evidence presented in all of these sources relating to education helping Black Americans out of poverty. Discussions could center on similarities and differences between the arguments as well as missing information or problems present. This use of the text supports the discussion standards present in CCSS.ELA-LITERACY.SL.11-12.1.A and CCSS.ELA-LITERACY.SL.11-12.1.C.
Santiago, G. B. (2017, January 24). Education: Key to breaking cycle of poverty. Retrieved from https://www.huffingtonpost.com/gloria-bonilla-santiago/education-key-to-breaking_b_14369716.html
Below grade level; peer-led discussion
About the Material
This article describes the programs offered at LEAP Academy University Charter School in Camden, NJ, which the author helped to found. The author explains how LEAP helps to close the achievement gap and prepare Black American and Latino children for collegiate success. This article illuminates the positive effect a good primary education can have on Black Americans stuck in the poverty cycle. The author explains that 100% of students who attend the school go to college, giving those students a chance to break out of the poverty cycle.
In the Classroom
The teacher could hook the students by sharing graduation rates from a nearby inner-city high school or even the high school where the lesson is taking place. After reading the article, students could break up into groups to discuss how LEAP is similar or different to the fictional school Starr Carter attends in The Hate U Give (Thomas, 2017) and the program mentioned in the TEDx Talks (2015) video, YouthBuild. They might consider the facts and evidence presented in all of these sources relating to education helping Black Americans out of poverty. Discussions could center on similarities and differences between the arguments as well as missing information or problems present. This use of the text supports the discussion standards present in CCSS.ELA-LITERACY.SL.11-12.1.A and CCSS.ELA-LITERACY.SL.11-12.1.C.
Supporting Material #4
Johnston, K. (2016, July 12). Can poverty be passed down? A nonprofit tries to break the cycle. The Boston Globe. Retrieved from https://www.bostonglobe.com/business/2016/07/11/breaking-cycle-poverty-with-science/Adwm72nwaw34F4jt1nEJZJ/story.html
Below grade level; individual reflection
About the Material
This text discusses the work of Economic Mobility Pathways (EMPath), a nonprofit organization located in Boston. EMPath works with low-income children and their families to develop skills related to planning, multitasking, and solving problems. The article explains that being poor as a child can have a negative long-term effect on the brain. EMPath works to reverse this process in children and help adults who are already suffering from the after-effects.
In the Classroom
The teacher could hook the students by asking them how stress negatively affects their lives and then asking them to imagine the stress of living in poverty. Students could review the text individually and compare this program with those mentioned in other readings within the text set. For example, expanding on the group discussion activity completed after reading the Santiago (2017) article, students could find similarities in all the programs covered in the text set so far and write a proposal for a fictional program of their own that contains what they feel would be ideal based on their readings. This written assignment supports the standards in CCSS.ELA-LITERACY.W.11-12.1 and CCSS.ELA-LITERACY.W.11-12.2.
Johnston, K. (2016, July 12). Can poverty be passed down? A nonprofit tries to break the cycle. The Boston Globe. Retrieved from https://www.bostonglobe.com/business/2016/07/11/breaking-cycle-poverty-with-science/Adwm72nwaw34F4jt1nEJZJ/story.html
Below grade level; individual reflection
About the Material
This text discusses the work of Economic Mobility Pathways (EMPath), a nonprofit organization located in Boston. EMPath works with low-income children and their families to develop skills related to planning, multitasking, and solving problems. The article explains that being poor as a child can have a negative long-term effect on the brain. EMPath works to reverse this process in children and help adults who are already suffering from the after-effects.
In the Classroom
The teacher could hook the students by asking them how stress negatively affects their lives and then asking them to imagine the stress of living in poverty. Students could review the text individually and compare this program with those mentioned in other readings within the text set. For example, expanding on the group discussion activity completed after reading the Santiago (2017) article, students could find similarities in all the programs covered in the text set so far and write a proposal for a fictional program of their own that contains what they feel would be ideal based on their readings. This written assignment supports the standards in CCSS.ELA-LITERACY.W.11-12.1 and CCSS.ELA-LITERACY.W.11-12.2.
Supporting Material #5
DeSilver, D. (2014, January 13). Who’s poor in America? 50 years into the ‘War on Poverty,’ a data portrait. Retrieved from http://www.pewresearch.org/fact-tank/2014/01/13/whos-poor-in-america-50-years-into-the-war-on-poverty-a-data-portrait/
On grade level; individual reflection
About the Material
This report from the Pew Research Center provides poverty statistics from the start of the War on Poverty through 2012. Statistics are divided by race, age, and geographic location. Students will read both textual information as well as graphs. Students will learn that while poverty among Black Americans has decreased since the 1960s, the rate today is still much higher than for White Americans.
In the Classroom
The teacher could hook the students by playing a recording of the speech by President Lyndon Johnson referenced in the article. Using what they learned from reading the article by Lee (n.d.) and the presentations by their peers about topics in that article, students can apply the data in this text to determine whether the War on Poverty and other programs were successful. Students might also reflect on why the data shows high poverty rates among children and the elderly and why the rates are highest in the southern United States. This use of the text supports the multi-format analysis aspects of CCSS.ELA-LITERACY.RH.11-12.7 and the information integration aspects of CCSS.ELA-LITERACY.RH.11-12.9.
DeSilver, D. (2014, January 13). Who’s poor in America? 50 years into the ‘War on Poverty,’ a data portrait. Retrieved from http://www.pewresearch.org/fact-tank/2014/01/13/whos-poor-in-america-50-years-into-the-war-on-poverty-a-data-portrait/
On grade level; individual reflection
About the Material
This report from the Pew Research Center provides poverty statistics from the start of the War on Poverty through 2012. Statistics are divided by race, age, and geographic location. Students will read both textual information as well as graphs. Students will learn that while poverty among Black Americans has decreased since the 1960s, the rate today is still much higher than for White Americans.
In the Classroom
The teacher could hook the students by playing a recording of the speech by President Lyndon Johnson referenced in the article. Using what they learned from reading the article by Lee (n.d.) and the presentations by their peers about topics in that article, students can apply the data in this text to determine whether the War on Poverty and other programs were successful. Students might also reflect on why the data shows high poverty rates among children and the elderly and why the rates are highest in the southern United States. This use of the text supports the multi-format analysis aspects of CCSS.ELA-LITERACY.RH.11-12.7 and the information integration aspects of CCSS.ELA-LITERACY.RH.11-12.9.
Supporting Material #6
Macartney, S., Bishaw, A., & Fontenot, K. (2013, February). Poverty rates for selected detailed race and Hispanic groups by state and place: 2007–2011 (ACSBR/11-17). Retrieved from the U.S. Census Bureau website: https://www.census.gov/prod/2013pubs/acsbr11-17.pdf
Above grade level; peer-led discussion
About the Material
This text provides detailed data regarding poverty rates. Data is broken up by U.S. state and race in multiple combinations. The cities with the largest rates of poverty by race are also highlighted. Students will learn that while the cycle of poverty is certainly a problem in the Black American community, many other minorities also experience the same struggles. This text could be used to help students understand the poverty rates in their state.
In the Classroom
The teacher could hook the students by sharing one of the figures in the report with the class. After reading the article, students could be asked to work in groups to interpret the data and collect information from it that pertains to their state. Students will be able to find the rates of poverty for their state for American Indian and Alaska Native, Native Hawaiian and Pacific Islander, and Asian in the text. Since the rate of poverty for Black Americans is missing, students could be asked to locate a reputable source of this information for their particular state. Afterward, the student groups could write a reflection on the similarities and differences in the rates of poverty in their state among the differences races. This use of the text supports the research standards in CCSS.ELA-LITERACY.W.11-12.7 and CCSS.ELA-LITERACY.W.11-12.8.
Macartney, S., Bishaw, A., & Fontenot, K. (2013, February). Poverty rates for selected detailed race and Hispanic groups by state and place: 2007–2011 (ACSBR/11-17). Retrieved from the U.S. Census Bureau website: https://www.census.gov/prod/2013pubs/acsbr11-17.pdf
Above grade level; peer-led discussion
About the Material
This text provides detailed data regarding poverty rates. Data is broken up by U.S. state and race in multiple combinations. The cities with the largest rates of poverty by race are also highlighted. Students will learn that while the cycle of poverty is certainly a problem in the Black American community, many other minorities also experience the same struggles. This text could be used to help students understand the poverty rates in their state.
In the Classroom
The teacher could hook the students by sharing one of the figures in the report with the class. After reading the article, students could be asked to work in groups to interpret the data and collect information from it that pertains to their state. Students will be able to find the rates of poverty for their state for American Indian and Alaska Native, Native Hawaiian and Pacific Islander, and Asian in the text. Since the rate of poverty for Black Americans is missing, students could be asked to locate a reputable source of this information for their particular state. Afterward, the student groups could write a reflection on the similarities and differences in the rates of poverty in their state among the differences races. This use of the text supports the research standards in CCSS.ELA-LITERACY.W.11-12.7 and CCSS.ELA-LITERACY.W.11-12.8.
Supporting Material #7
York, C. E. (2016). Poverty in orange. In Burden of the Black man: Poems [Google Books version] (p. 18). Retrieved from https://books.google.com/books?id=OBYgDQAAQBAJ&lpg=PP1&dq=burden%20of%20the%20black%20man%3A%20poems&pg=PP18#v=onepage&q=burden%20of%20the%20black%20man:%20poems&f=false
On grade level; peer-supported discussion
About the Material
In this poem, the author describes the bleak life of poverty using literary metaphors paired with concrete realities of life. The juxtaposition of the fantastic with drugs and violence is jarring and will help students understand that life in poverty is not something to be romanticized or normalized. Students will be intrigued to read poetry that is atypical of what they normally read in school and something more relatable to them.
In the Classroom
The teacher could hook the students by working with the class to create a list of literary devices (metaphor, allusion, etc.) that are frequently used in poetry. After reading the poem, students could discuss the many devices used in the poem and how they affect the meaning. For example, how the reference to Shakespeare changes the tone of the work. Students might complete a graphic organizer to show their work. This supports the literary analysis standards in CCSS.ELA-LITERACY.RL.11-12.4 and the language standards in CCSS.ELA-LITERACY.L.11-12.3.
York, C. E. (2016). Poverty in orange. In Burden of the Black man: Poems [Google Books version] (p. 18). Retrieved from https://books.google.com/books?id=OBYgDQAAQBAJ&lpg=PP1&dq=burden%20of%20the%20black%20man%3A%20poems&pg=PP18#v=onepage&q=burden%20of%20the%20black%20man:%20poems&f=false
On grade level; peer-supported discussion
About the Material
In this poem, the author describes the bleak life of poverty using literary metaphors paired with concrete realities of life. The juxtaposition of the fantastic with drugs and violence is jarring and will help students understand that life in poverty is not something to be romanticized or normalized. Students will be intrigued to read poetry that is atypical of what they normally read in school and something more relatable to them.
In the Classroom
The teacher could hook the students by working with the class to create a list of literary devices (metaphor, allusion, etc.) that are frequently used in poetry. After reading the poem, students could discuss the many devices used in the poem and how they affect the meaning. For example, how the reference to Shakespeare changes the tone of the work. Students might complete a graphic organizer to show their work. This supports the literary analysis standards in CCSS.ELA-LITERACY.RL.11-12.4 and the language standards in CCSS.ELA-LITERACY.L.11-12.3.
Supporting Material #8
National Conference of State Legislatures. (2014, February 2). Affirmative action | Overview. Retrieved from http://www.ncsl.org/research/education/affirmative-action-overview.aspx
Above grade level; teacher-led discussion
About the Material
This text gives an overview of affirmative action and provides arguments to both support and criticize the policy. After reading the text, students will have a background on the reasoning behind affirmative action and understand why it is a divisive issue today. They will understand that the government has tried to address the cycle of poverty in the past, but these actions have been, and are, controversial.
In the Classroom
The teacher could hook the students by directing a discussion about the various stereotypes that exist about affirmative action. After sharing the text, the teacher could review the material with the students to ensure understanding and then guide them through researching additional arguments both for and against affirmative action. The penultimate project would be to use the rest of the materials in the text set along with additional research in a Socratic seminar-style class discussion with the teacher at the head. Students would discuss whether affirmative action is a solution to the poverty cycle or if a change is needed. If it is not the answer, students can suggest other solutions during the seminar, such as those mentioned in other materials in the text set. For example, students might reference the fictional program they created after reading the Johnston (2016) article or the research completed on historical topics after reading the Lee (n.d.) article. This use of the text supports the discussion standards in CCSS.ELA-LITERACY.SL.11-12.1 and presentation standards in CCSS.ELA-LITERACY.SL.11-12.4.
National Conference of State Legislatures. (2014, February 2). Affirmative action | Overview. Retrieved from http://www.ncsl.org/research/education/affirmative-action-overview.aspx
Above grade level; teacher-led discussion
About the Material
This text gives an overview of affirmative action and provides arguments to both support and criticize the policy. After reading the text, students will have a background on the reasoning behind affirmative action and understand why it is a divisive issue today. They will understand that the government has tried to address the cycle of poverty in the past, but these actions have been, and are, controversial.
In the Classroom
The teacher could hook the students by directing a discussion about the various stereotypes that exist about affirmative action. After sharing the text, the teacher could review the material with the students to ensure understanding and then guide them through researching additional arguments both for and against affirmative action. The penultimate project would be to use the rest of the materials in the text set along with additional research in a Socratic seminar-style class discussion with the teacher at the head. Students would discuss whether affirmative action is a solution to the poverty cycle or if a change is needed. If it is not the answer, students can suggest other solutions during the seminar, such as those mentioned in other materials in the text set. For example, students might reference the fictional program they created after reading the Johnston (2016) article or the research completed on historical topics after reading the Lee (n.d.) article. This use of the text supports the discussion standards in CCSS.ELA-LITERACY.SL.11-12.1 and presentation standards in CCSS.ELA-LITERACY.SL.11-12.4.