Rosa, a young Mayan woman, sits alone. She stares into the camera and for the first time shares her story. She has wrestled with rejection, forgiveness and the fight to keep her child alive. Now 27, she must overcome her past to follow the dreams she once thought impossible.

health

Good health and well-being

education

Quality education

poverty

No poverty

gender equality

Gender equality

Analyze the role of government and public policy on social concerns in Arkansas over time (e.g., unemployment, education, poverty, immigration, culture)

SOC.CG.6.AH.7-8.1

Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

SOC.11.US.11.11.6

Identify and discuss significant individuals/heroes and events in the target culture(s). (e.g., Rigoberta Menchu from Guatemala, four historical events in Spain the year of 1492).

FL.5-6.4.5-6.12

Create a health message that targets a specific audience using a common communication technique, such as promoting Internet safety, disease prevention, reduction of poverty, and disaster relief.

HE.9-12.HE.912.P.2.In.d

Create a health message for a selected audience using a selected communication technique, such as promoting Internet safety, disease prevention, reduction of poverty, and disaster relief.

HE.9-12.HE.912.P.2.Su.d

Examine changing points of view of social issues, such as poverty, crime and discrimination.

SS.912.S.1.4

Understand the economic, environmental, and social impact of the Great Depression on American society (e.g., food lines, the Dust Bowl, and the western migration of farmers; how art, literature, and music were influenced by the Depression; extent and depth of business failures, unemployment, and poverty during the Depression; the human toll of the Depression, natural disasters, unwise agricultural practices, and their impacts on the depopulation of rural regions; political movements of the left and right).

SOC.11.16.11.39

Understand major contemporaneous social issues and the groups involved (e.g., the role of feminist movements; the persistence of poverty, welfare, crime and other social issues; the response of federal, state, and local governments toward such social issues; changing roles of women in society and changing family structures; impact of controversies associated with environmental conservation, the expansion of National Park system, and the development of environmental protection laws; the interaction between environmental protection agencies and property rights advocates).

SOC.11.18.11.08

Evaluate how attitudes toward a situation or problem (e.g., attitudes concerning environment, immigrants, poverty, parent-child relationships) change in different periods of history or in different cultures.

LA.8-10.2B.5

Describe how legacies of the past have affected past and present human characteristics of places (e.g., wealth and poverty, exploitation, colonialism and independence).

SOC.7-9.17D.1

Assess how economic growth is a factor in alleviating poverty and raising standards of living.

SOC.11-12.15D.5

SOC.9-12.S.1.4

Analyze and reflect, in the target language, on factors that influence practices and products, such as politics, gender equality, environmental issues, etc.

FL.6-12.4.4.3.a

Analyze wealth, poverty, resource distribution, and other economic factors of diverse cultures, including Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and various world cultures.

SOC.9-12.C2.c

Evaluate the effectiveness of the various policies of governments in addressing issues, such as health, poverty, crime, security, and environmental concerns

SOC.7.1.A.3.a

Justify the responsibilities associated with certain human rights in a global society such as a commitment to world peace and the elimination of poverty.

SOC.7.1.C.1.a

Distinguish between the concepts of genocide and mass atrocity and analyze the causes of genocide and mass atrocities in the modern world (e.g., conflicts over political power, historical grievances, manipulation of ideas about difference and fear by political forces). Students may use one the following events to address this standard: mass atrocities in Guatemala and Syria

SOC.9-12.WHII.T7.1.h

Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

SOC.6.6 - G3.1.1

ideological and military competition in THREE of the following areas: Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and Berlin

SOC.9-12.8.1.2.b

Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources (human and natural).

SOC.9-12.8.2.1

indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala)

SOC.9-12.8.1.2.e

Describe the characteristics of economic growth in the long and short term. Trace and illustrate how economic growth has been a vehicle for alleviating poverty and raising standards of living.

SOC.11-12.E.7.1

Identify and evaluate major contemporary African American issues confronting society, including affirmative action, the educational achievement gap, the wealth gap, poverty, AIDS, and crime.

SOC.9-12.AAS.9.4

Explain the historical and modern development of urban spaces and the challenges posed by those spaces including environmental concerns, crime, poverty, and social justice issues.

SOC.9-12.SOC.10.2

Describe the extent and depth of business and farm failures, unemployment, and poverty.

SOC.5-8.8.1.8.4

Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.

SOC.5-8.6.3.8.A.3

SOC.6.3.8.A.3

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

SOC.9-12.7.H.5

Population pressures and poverty (China, India, Africa, and Latin America) One-child policy—China

SOC.9-12.8.A.2.a

Population pressures and poverty (China, India, Africa, and Latin America) Family planning—India

SOC.9-12.8.A.2.b

Population pressures and poverty (China, India, Africa, and Latin America) Mother Theresa

SOC.9-12.8.A.2.c

Population pressures and poverty (China, India, Africa, and Latin America) Cycles of poverty and disease

SOC.9-12.8.A.2.d

Pressures for reform Increasing inequities between wealth and poverty

SOC.9-12.4.I.A.4

New approaches to old problems The problems of poverty in an affluent society - "the underclass"

SOC.9-12.7.V.D.2

Explain the causes, actions, and implications of various Latin American conflicts during the Cold War, including but not limited to those conflicts in Cuba, Guatemala, and Chile.

SOC.NCES.CW.H.3.4

Evaluate the extent to which poverty, affluence and the American dream have affected literature, philosophy, and the arts.

SOC.NCES.AHUM.C.3.4

Analyze the major social issues and popular culture of contemporary US (e.g. ,immigration, environment, poverty, terrorism, and discrimination)

SOC.9-12.9-12.2.11

Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view the earth.

SCI.11.2.F.11

Explain push and pull factors that cause people to migrate from place to place including: Poverty/Economic opportunity

SOC.6.3.D.8.b

Analyze the struggle for racial and gender equality and its impact on the changing status of minorities since the late 19th century.

SOC.10.2.B.4

Explain the role that government has in dealing with issues such as poverty, pollution, and medical research.

SOC.9-12.9.1

Examine the pluralistic realities of society (such as ethnic and social groups, urban/rural, cultural, poverty, religion, and age) recognizing issues of equity, and evaluating the need for change. (Civics)

SOC.3.HS.11

Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change.

SOC.K-12.16

SOC.9-12.HS.35

analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns

SOC.9-12.HP 3 (9-12)-2.b

Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns

SOC.9-12.HP 3 (9-12) -2.b

Identify and evaluate major contemporary African American issues confronting society (e.g., affirmative action, educational achievement gap, wealth gap, poverty, AIDS, drug epidemic, crime).

SS.9-12.8.AAH.50

Explain how social problems can be a result of ineffective institutions (e.g., crime, poverty).

SS.9-12.3.S.16

Identify common patterns of social inequality (i.e., privilege, poverty, power, race, ethnicity, class, gender).

SS.9-12.5.S.29

Explain the effect of poverty on people's lives by examining multiple perspectives. Give general political responses to economic calamity.

SOC.9-12.8.1

Explain the struggle for economic autonomy, political sovereignty, and social justice that led to revolutions in Guatemala and Cuba, and armed insurgencies and civil war in many parts of Central America.

SOC.9-12.W.85

Compare the rise of military dictatorships in Argentina, Brazil, and Guatemala and the shift to democracy.

SOC.9-12.W.86

Describe the struggle for racial and gender equality.

SOC.5.5.5.12.c

explain the effect of poverty on people’s lives and attitudes regarding cultural events.

SOC.9-12.8.1.1.1.a

Students will describe the costs, benefits, and sustainability of development in terms of poverty rates, standards of living, the impact on indigenous people, environmental changes, gender equality, and access to education.

SOC.7-12.WG.5.5

Analyze and compare how economic systems, (i.e., mixed, command, market) have fostered or discouraged individual liberties and the common good (e.g. the environment, national defense, consumer rights, poverty, basic human needs).

SOC.9-12.6.16.h

Students examine how different societies address issues of human interdependence by Explaining conditions, actions, and motivations that contribute to tensions and/or conflict within and among individuals, communities, and nations (e.g., investigating the relationship between poverty and conflict)

SOC.7-8.H&SS7-8:16.9

SOC.9-12.WHII.16b.D.1

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

Great variation in standards of living, ranging from very high to poverty-stricken

SOC.9-12.WG.4.G 3.e

Geographic patterns of wealth and poverty (developed and developing nations)

SOC.9-12.WG.12b.A 2.e

SOC.9-12.VUS.7e.C.2

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

Compare and contrast standards of living in poverty-stricken areas with advanced societies (e.g., basic needs, education, economic opportunities and technological advances).

SOC.9-12.G.SS.G.21

Research theories and stereotypes of poverty, and trace its relationship to geography and opportunity (e.g., access to healthcare/education, unemployment, housing).

SOC.9-12.S.SS.S.13

Students will compare and contrast standards of living in poverty-stricken areas with advanced societies (e.g. basic needs, education, economic opportunities and technological advances)

SOC.12.SS.GE.15

Trace the economic growth and declining poverty.

SOC.5.13.3

Explain how gaps between rich and poor countries, and rich and poor people within countries, have grown, and describe the policies that are designed to alleviate poverty.

SOC.VIII.10.16.7

Trace the impact of economic growth, declining poverty, and an increase in education levels, with particular attention on the growth of the service sector, white-collar, and professional sector jobs in business and government.

SOC.11.10.1

define poverty and its components and analyze poverty's impact on the individual and society;

SOC.9-12.SOC.10.B

compare different standards of living in the United States, including poverty, minimum wage, living wage, and desired standards of living.

FIN.10-12.15.C

identify factors that contribute to poverty, and assess various programs and approaches for alleviating poverty, locally, nationally, and internationally (e.g., government policies and programs such as minimum-wage laws, incomebased housing, relief programs, and debt forgiveness; aid programs of intergovernmental organizations such as the United Nations and the World Bank; activities of non-governmental relief and development organizations such as Oxfam, the Bill and Melinda Gates Foundation, and local food banks)

E3.3 Human Rights and Quality of Life

analyse some of the causes and consequences of migration during this period (e.g., causes: natural disasters, political persecution, poverty, famine, war, slavery or other forms of forced migration; consequences: loss of traditional language, culture, and/or identity of migrating groups; new opportunities; cross-cultural influence)

B1.2 Society and Community

analyse from a legal perspective the influence of diverse psychological, socio-economic, and sociological factors on the administration of law (e.g., factors such as: limited access to legal services, poverty, mental illness, the quality of police-community relations, media publicity, advances in technology)

B3.2 Law and Diversity

explain the relationships among poverty, food insecurity, poor nutrition, and poor health

Food Security D1.3

describe the relationships between poverty, food insecurity, poor nutrition, and poor health

Grade 12 Food Security D1.3

describe threats to healthy development and their impact at various stages of life (e.g., poverty, discrimination, political unrest, environmental degradation, physical and mental illness, substance
abuse, physical/sexual abuse)