Living on One Dollar is an award-winning film and journey that follows our own experience living on $1 a day for two months in rural Guatemala.

We battle intense hunger, parasites and the realization that there are no easy answers, but find hope in the inspiring lives of our neighbors Rosa, a 20-year-old woman, and Chino, a 12-year-old boy.

hunger

Zero hunger

poverty

No poverty

health

Good health and well-being

Cities

Sustainable cities and communities

Economic growth

Decent work and economic growth

SOC.9-12.7.H.5

SOC.9-12.WG.4.D 1.a.3

SOC.5-8.WG.6a.1.a.2.1

Chino

Differentiate the body’s ability to consume calories and burn fat during periods of inactivity and during long periods of moderate physical activity.

PE.3.4.16

Explain the effect of regular, sustained physical activity on the body’s ability to consume calories and burn fat for energy.

PE.4.4.17

Explain why body weight is maintained when calorie intake is equal to the calories expended.

PE.5.4.15

Compile and analyze a log noting the food intake/calories consumed and energy expended through physical activity.

PE.6.4.7

Reduce the number of calories he or she eats.

SCI.6.S.1.GLE.4.IQ.1.a

If two foods have the same amount of calories, are they equally healthy for you? Why or why not?

HE.4.S.2.GLE.1.IQ.2

If an energy bar and a candy bar have the same number of calories, why is the energy bar considered to be healthier?

PE.4.S.2.GLE.2.IQ.2

Set a goal to improve food choices based on appropriate nutritional content, value, and calories.

CH.4.2.1.a

Set a goal to improve food choices based on appropriate nutritional content, value, and calories

HE.4.2.1.a

Energy in foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person.

SCI.5-8.4.L5.2d

describe the relationship between food intake and physical activity such as calories consumed and calories expended;

PE.4.4.4.E

explain the link between physical activity/inactivity and health such as reduce stress and burn calories;

PE.4.4.4.F

analyse foods to identify their macronutrient content (i.e., the percentage of calories from various types of nutrients)

Grade 12 Energy Balance  B3.2

analyse foods to determine their macronutrient content (i.e., the percentage of calories from protein, fat, and carbohydrates)

Grade 12 Energy Balance B3.2

  Managing Money & Hunger

education

Quality education

Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers’ compensation laws

SOC.6.2.2

Understand the causes and impact of urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform).

SOC.8.16.8.29

Explain how policymakers influence social and economic statuses (e.g., tax policy, child labor laws, suffrage).

SOC.8-10.18B.7

SOC.4.7.4

Status of women and children Economic issues, e.g., child labor

SOC.9-12.8.A.7.a

SOC.9-12.3.III.A.3.e1

International labor issues—child labor, worker exploitation, and sweatshops

ECO.12.IV.D.6

Students will investigate factory conditions experienced by immigrants by examining sweatshops, the Triangle Shirtwaist Fire, the use child labor, and the formation of labor unions.

SOC.4.7a.3

Students will explore the growth and effects of child labor and sweatshops.

SOC.8.2c.2

Students will examine state and federal government responses to reform efforts, including the passage of the 17th amendment, child labor and minimum wage laws, antitrust legislation, and food and drug regulations.

SOC.8.2e.5

Explain the effects of industrialization in the United States in the 19th century including: Immigration and child labor and their impact on the labor force

SOC.10.1.B.1.b

Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and Progressivism with emphasis on: The regulation of child labor

SOC.10.1.B.4.e

  Back To School

Analyze the geographic, political, social, economic and religious structure and contributions of ancient civilizations, including: Mesopotamia, Egypt, India, and China.

SOC.8.16.8.43

Identify the contributions of the following ancient civilizations: Babylonians (e.g., first written code of law), Hebrews (e.g., monotheism), Phoenicians (e.g., development of simple alphabet), India (tradition of great literature), and China (accomplishments in art and architecture, and innovations in science and technology).

SOC.8.16.8.45

Understand environmental, social, political, and cultural factors that shaped the development of Mesopotamia, Egypt, and the Indus Valley (e.g., religious traditions and how they shaped culture; urban development, social hierarchy, religion, and government; the significance of Hammurabi’s Code; the importance of river systems and physical settings in the development of early civilizations; cultural and scientific contributions including calendars and architecture; the role of social class and gender in Ancient civilizations).

SOC.11.16.11.51

Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations.

SOC.4-5.16.B.2a W

Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans.

SOC.6-8.16.C.3b W

Describe the factors that shape identity - including institutions, religion, language, social class, geography, culture, and society in ancient civilizations.

H.SS.6-8.EWC.14

Analyze the intellectual, cultural, religious, and artistic contributions of ancient civilizations to our modern world of racially and ethnically diverse people.

MC.SS.6-8.EWC.22

Assess the economies of ancient civilizations based on trade, resources, labor, monetary systems, and other factors.

E.SS.6-8.EWC.31

Explain how trade impacted economic growth, labor markets, rights of citizens, the environment, resources, and income distribution in different ancient civilizations.

E.SS.6-8.EWC.32

Identify the characteristics of various political systems of ancient civilizations.

SOC.6-8.H2.[6-8].25

Explain the influence of ancient civilizations of the roles, rights, and responsibilities of citizens.

SOC.6-8.C13.[6-8].5

Rise of agrarian civilizations in Mesoamerica—Mayan (200 BC - 900 AD) Human and physical geography

SOC.9-12.1.C.5.a

Rise of agrarian civilizations in Mesoamerica—Mayan (200 BC - 900 AD) Contributions (mathematics, astronomy, science, arts, architecture, and technology)

SOC.9-12.1.C.5.b

Rise of agrarian civilizations in Mesoamerica—Mayan (200 BC - 900 AD) Role of maize

SOC.9-12.1.C.5.c

Rise of agrarian civilizations in Mesoamerica—Mayan (200 BC - 900 AD) Religion

SOC.9-12.1.C.5.d

Political climate of the Cold War Surrogate superpower rivalries Case studies: (Egypt, Congo, Angola, Chile, Iran, Iraq, Vietnam, Guatemala)

SOC.9-12.7.A.5.h

Students will compare and contrast political states of the Maya and the Aztec, noting the territories that they controlled, the type of rule each had, and how the ruler attempted to unify the people.

SOC.5.2c.1

The Western Hemisphere can be divided into regions. Regions are areas that share common, identifiable characteristics such as physical, political, economic, or cultural features. Regions within the Western Hemisphere include: Mesoamerica (Mexico and Central America)

SOC.5.4b.2

Students will examine the location and relative sizes of classical political entities (Greece, Gupta, Han, Maurya, Maya, Qin, Rome) noting the location and size of each in relation to the amount of power held within a region.

SOC.9.3a.1

Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations experienced a Golden Age.

SOC.9.3c.1

Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including: Location

SOC.6.1.D.5.a

Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including: Government

SOC.6.1.D.5.b

Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including: Religion

SOC.6.1.D.5.c

Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including: Agriculture

SOC.6.1.D.5.d

Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including: Cultural and scientific contributions

SOC.6.1.D.5.e

explaining their role in navigation, beginning with ancient civilizations, advancing through 19th century mathematical celestial navigation, to current Global Positioning Systems.

SCI.9-11.ESS2 (Ext.)-Xaa

research and describe the use of astronomy in ancient civilizations such as the Egyptians, Mayans, Aztecs, Europeans, and the native Americans;

SCI.11-12.ASTR.4.A

compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and

SOC.9-12.WH.6.A

summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;

SOC.9-12.WH.26.B

explain the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya and Aztec civilizations; and

SOC.10-12.MAS.11.A

SOC.9-12.1.6.A

SOC.9-12.5.27.B

describe impacts of travel and tourism on the cultural sustainability of indigenous communities (e.g., Haida in the Queen Charlotte Islands, Maya in southern Mexico, Maoris in New Zealand, Masai in Kenya)

C3.2 Stewardship and the Sustainability of Societies

analyse the impact that American arts and popular culture have had during this period, both in the United States and internationally (e.g., with reference to literature, theatre, dance, painting, architecture, music, professional sports, movies, television shows, video games; individuals such as Woody Guthrie, James Brown, Walt Disney, Jackson Pollock, Martha Graham, Jackie Robinson, Tennessee Williams, Toni Morrison, Andy Warhol, Maya Lin, Steven Spielberg)

E3.5 Identity, Citizenship, and Heritage

identify some ancient civilizations/empires (e.g., Egypt, Assyria, Greece, Indus Valley civilization, Macedonia, the Roman Empire, or the Qin/Han Empire), and explain some of the reasons for their decline

B2.2 Politics and Conflict

describe some key developments in science and/or technology during this period (e.g., the domestication of fire; the invention of the wheel; stone and iron tools; irrigation systems in Egypt or Mesopotamia; urban sanitation systems in the Indus Valley; developments in mathematics or astronomy in Greece, Mesoamerica, or India; Mayan or Roman calendars; development in military technology), and assess their impact (e.g., on agriculture, warfare, transportation, cultural production, trade)

B4.4 Culture and Heritage

explain the purpose and the social and/or architectural significance of some structures built during this period (e.g., Neolithic monuments such as Stonehenge, pyramids in Mesoamerica or Egypt or Sumerian ziggurats, aqueducts, arenas, theatres, temples, the Great Wall of China, Machu Picchu, Hopewell mounds, the Seven Wonders of the Ancient World, walled cities such as Jericho or Uruk, the homes of people of different social status)

B4.5 Culture and Heritage

describe some significant conflicts, both within and between countries, during this period, and analyse their impact (e.g., the Thirty Years’ War; Spanish conquests in Mesoamerica and South America; civil wars in England; conflicts between imperial powers in North America, including the role of their Native allies; the Great Turkish War; the American, French, or Haitian Revolution)

C2.3 Politics and Conflict

 A Family Experience

Fluency with computation and estimation allows individuals to analyze aspects of personal finance, such as calculating a monthly budget, estimating the amount left in a checking account, making informed purchase decisions, and computing a probable paycheck given a wage (or salary), tax tables, and other deduction schedules.

MA.9-12.S.1.GLE.2.RA.3

How can a checking account help to decide how to spend and save?

SOC.5.S.3.GLE.2.IQ.3

Use cognates and loan words to infer meaning of unfamiliar material.

FL.4-6.28C.3

investigate banks in the community and explain how they help people (e.g., loan money, save money)

SOC.K-3.SS-P-E-S-2

develop an understanding of the nature of limited resources and scarcity: investigate banks in Kentucky; explain and give examples of the roles banks play (e.g., loan money, save money) in helping people deal with scarcity

SOC.4.SS-4-E-S-1.c

demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts)

SOC.5.SS-5-E-S-2

explain how financial management is needed to meet goals of individuals and families by: describing various types of expenses (e.g., food, clothing, entertainment) and savings (e.g., piggy bank, bank account, savings bonds)

WORK.5.VS-5-FL-S-1.b

investigate savings plans and budgets in making financial decisions by: developing a simple savings plan that would achieve a specific goal

WORK.5.VS-5-FL-S-2.a

evaluate financial management resources and how they are needed to meet goals of individuals and families by: explaining various types of expenses (e.g., food, clothing, entertainment) and savings (e.g., piggy bank, bank account, savings bonds)

WORK.6.VS-6-FL-S-1.b

investigate savings plans and budgets in making financial decisions by: developing a savings plan that would achieve a specific goal

WORK.6.VS-6-FL-S-2.a

describe how basic services (e.g., deposits, checking account, savings account) are provided by financial institutions (e.g., banks, credit unions)

WORK.6.VS-6-FL-S-3

evaluate financial management practices including budgeting, savings, banking services (e.g., purpose of checking and savings accounts, debit/credit), and investing (e.g., general types and purpose of investing) and explain why these practices are important in achieving personal financial goals by: constructing and using a personal spending/savings plan and evaluate according to short- and long-term goals

WORK.7.VS-7-FL-S-1.a

explain how financial institutions (e.g., banks, brokerage firms, credit unions) provide consumer services that help in achieving financial goals by: analyzing the steps in opening and using a checking and savings account

WORK.7.VS-7-FL-S-3.a

investigate savings plans and budgets in making financial decisions by: constructing and using a personal spending/savings plan and evaluate according to short- and long-term goals

WORK.8.VS-8-FL-S-2.a

WORK.8.VS-8-FL-S-3.a

analyze financial management practice, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and explain their importance in achieving short and long-term financial goals by: describing the risks and responsibilities associated with using credit (e.g., use of debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy)

WORK.9-11.VS-H-FL-S-1.a

create and evaluate a personal spending/savings plan determined by an individual’s short- and long-term financial goals

WORK.9-11.VS-H-FL-S-2

Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today’s market economy.

SOC.K-3.SS-EP-3.2.1

Students will describe various types of expenses (e.g., food, clothing, entertainment) and savings (e.g., piggy bank, bank account, savings bonds) and develop a simple savings plan that would achieve a specific goal.

HE.5.PL-05-3.2.1

Students will identify and describe basic components of a budget (e.g., income, fixed and flexible expenses and savings) and develop a savings plan to achieve a specific goal.

HE.6.PL-06-3.2.1

Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy) and explain their importance in achieving short and long-term financial goals.

HE.9-12.PL-HS-3.2.1

Describe the services offered by various financial institutions, and government agencies, including but not limited to: Matching Grant Money for College, Prepaid College Tuition, and 529 College Savings Plan.

SS.6-8.FL.3

Develop and evaluate a personal financial plan - including a savings plan, utilizing a financial record keeping system for accounts.

SS.9-12.FL.4

Compare and contrast different types of loans with attention to: interest rates, terms of the loan, compounding frequency in relation to managing debt, and consequences of acquiring debt.

SS.9-12.FL.7

Practice completing important financial, academic, and career documents, including but not limited to: loan applications, scholarship applications, job applications, and resumes.

SS.9-12.FL.12

SOC.9-12.7.VI.A.2.c

teach a classmate how to reconcile a checking account or how to use telecommunications software

WORK.9-12.3b.6.F

Modeling savings account balance, bacterial colony growth, or investment growth.

NY.CCLS.Math.9-12.1.3.e

Financial responsibility includes the development of a spending and savings plan (personal budget).