Language & Religion Unit

Lesson title: Causes of poverty

Summary & Background Information:

In this lesson students will be introduced to some of the many causes of poverty in Canada. They will begin the lesson by participating in an activity that helps students identify their personal thoughts on the causes of poverty. They will come to understand that poverty is associated with a plethora of causes, some of which oversimplify the plight of those living in poverty. Students will focus on point of view and perspective-taking as they use the close reading strategy to examine and compare and contrast two different takes on the causes of poverty in Canada. Finally, students will look at scripture and reconcile seemingly contradictory messages about poverty.  

Curriculum Links:

Language - Reading for Meaning

1.1 read a wide variety of texts from diverse cultures, including literary texts, graphic texts and informational texts.

1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes.

1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts.

1.5 develop interpretations about texts using stated and implied ideas to support their interpretations.

1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.

1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning.

1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views.

1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives.

Religious Education:

Grade 6:

LS2.3: Identify situations of injustice in society, our country and the world which oppose the principle of human dignity and fundamental human rights and use examples to describe social justice which reflect the teaching that “everyone should look upon his neighbour (without any exception) as another self.

Grade 7:

LS2.2: Describe the forms of solidarity which can effectively address socio-economic problems and explain through example, how these forms of solidarity can promote social change and respect for the common good. 

Grade 8: 

LS2.3: Define the Church’s social teaching with respect to personal responsibility and participation in public life and give examples of how each promotes the good of individuals and the common good of all. 

Catholic Graduate Expectations:

3. REFLECTIVE, CREATIVE AND HOLISTIC THINKER who solves problems and makes responsible decisions with an informed moral conscience for the common good.

6. A CARING FAMILY MEMBER who attends to family, school, parish and the wider community.

Guiding Questions:

1. What is poverty? How do different individuals and groups define it?

2. What are the causes of poverty?

3. What is the impact of poverty on marginalized people and children?  How are they affected differently?

4. As Catholic Christians, how can we make a positive contribution to society and the world?

5. How can we work for the common good of all people and be the change we want to see?

6. How do we ensure we are acting charitably and also seeking justice?

7. How can using a variety of reading comprehension strategies aid in understanding texts?

8. How can identifying and understanding an author's points of view help in understanding texts?

9. How can connecting, comparing, and contrasting the ideas in texts to our own knowledge, experience, and insights, to other familiar texts, and to the world around us, help to extend understanding?

Learning Goals:

By the end of this unit, students will be able to:

• understand the definition of poverty in relation to various perspectives.

• identify and understand the causes of poverty and assess our individual and societal responsibilities and how these impact our communities.

• use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate new learning to a variety of audiences and for a variety of purposes.

• employ a variety of comprehension strategies to make inferences and extend understanding on a variety of texts.

• identify and understand various points of views held by authors of the texts examined. 

• connect, compare, and contrast the ideas in texts to students' own knowledge, experience, and insights, to other familiar texts, and to the world around them to help extend understanding.

• develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good.

• become models of Christian living for all those we encounter in our daily lives.

• understand the difference between justice and charity and the need for both.

Success Criteria:

I can…

• understand what poverty means to different people/organizations.

• identify and understand the causes of poverty and how societal and individual actions affect my community.

• communicate my learning in a variety of ways (speaking, writing, drawing, recording).

• use comprehension strategies to make inferences and extend my understanding of texts.

• identify points of view in the texts I examine.

• connect, compare, and contrast the ideas in texts to my own knowledge, experience, and insights, to other familiar texts, and to the world around me to help extend understanding.

• better understand Catholic social teachings and act to promote responsibility and solidarity for the common good.

• become a model for Christian living for my school and local community.

• demonstrate I understand the difference between justice and charity.

Four Corners Activity - Causes of Poverty

In this activity students will be asked to reflect upon their own thoughts about the causes of poverty. 

1. Preparation:

• On chart paper or poster paper create signs with the headings "Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree.” Place these signs in four different areas of the classroom. These are the four possible answer choices to the statements students will be asked to respond to. 

2. Present the statement:

• Read the statement or problem to the class: 

"Poverty is the fault of the individual. The choices they make, the people they surround themselves with, and their work ethic."

• Before giving them the four choices, allow time for students to independently think about their opinion to the statement/question. You can ask them to write down their thoughts and reason for their opinion. 

• Provide the answer choices (i.e. strongly agree, agree, disagree, or strongly disagree). Ask students to choose the option that best aligns with their opinion. 

3. Commit to a Corner

• Ask students to gather in the corner of the room that corresponds with their choice. In each corner, students form groups of two or three to discuss the reasons for their choice (or whole group depending on numbers).

4. Discuss

• Call on a member of each group to present a very brief group summary of their opinions.

*Online Alternative: In an online platform a Google Jamboard (click to access ) could be used. Students add sticky notes under the statement they identify with and explain why. If your district allows, the groups could be put into breakout rooms in Zoom or Microsoft Teams to discuss.

1. Brainstorming - Individual & Societal Causes of Poverty

• Tell students: "As you can see from the activity we just did, people have differing opinions on what causes poverty. Because poverty is hard to measure and often poor people are not directly consulted about their lived experiences, people who have not lived in poverty are those writing and opining about what causes poverty. For many, many years there was the common belief that with will power and hard work anyone could lift themselves out of poverty. There are still many people who believe that "state of mind" is still the only determinant of poverty.  But this is starting to change, and people are starting to recognize that societal issues can cause persistent poverty (see definition above). There is plenty of evidence to support that there are both individual and societal factors causing poverty.

• Ask students to brainstorm a list of individual factors that may contribute to poverty in Canada. It is important to remind students that they are focusing on poverty in Canada or industrialized nations, as causes of poverty in developing nations includes different issues (i.e., war, conflict, food scarcity, lack of services). Possible responses may include: 

• drug and alcohol abuse

• not finishing high school (Note: there are many societal issues that could affect this)

• having children once in a committed relationship and later in life 

Ask students to now brainstorm a list of possible societal factors (the way our society is built or organized) that may cause poverty. Possible responses may include:

• • lack of quality employment with benefits

  • lack of access to transportation

  • lack of affordable housing

  • poor mental health (and lack of supports)

  • lack of affordable child care

  • racial discrimination 

  • discrimination based on age, ability, gender, sexual orientation

  • income gap or inequality

3. Articles on Poverty - Identifying Points of View 

In this activity students will read two recent articles written about poverty. They will see the very different perspectives each author has and will then learn a little about each author's background and the organization for which each writer works.

• Working in pairs, assign each pair of students the two articles: "Child poverty linked to discrimination and systematic inequality, study suggests" from the Toronto Star and "The Causes of Poverty" from the Fraser Institute.

• Students are to read the articles and discuss the differing points of view.

• Remind students to use the close reading strategies learned in the previous lesson.

• Students are to complete the "Identifying Points of View" graphic organizer.

• Take up the "Identifying Points of View" graphic organizer paying particular attention to the section: "What information am I missing."

• Share the information below about the organizations responsible for these articles and ask the class how it affects their understanding of what they have read. Explain the importance of critical literacy.

• Ask students what they believe the authors' purposes were in writing these articles.

The Fraser Institute 

(*Teacher Note: This article oversimplifies the issues and does not give enough importance to discrimination and structural barriers.)

• Explain to students that the Fraser Institute is a Canadian "think tank" that operates out of British Columbia. It claims that its reports are independent and objective, but it has been frequently accused of pushing the agenda of big corporations and right wing ideologists.

• The Fraser Institute is self-proclaimed conservative and has historically not supported raising the minimum wage, yet supports the reduction of taxes for corporations and the richest 1% of the population. In fact, the Institute has contests for students with right wing topics to support their ideology.

• The Fraser Institute has reportedly accepted money from foreign funding and oil corporations while being a leading Canadian voice in the denial of climate change.

• Author C. Sarlo has been on the receiving end of many upset Canadians regarding policy issues on child care, climate change, and poverty.

The Toronto Star

• The Star is generally centrist and centre-left, and is more socially liberal than The Globe and Mail. The paper has aligned itself over the years with progressive ideals.

• The author, L. Monsebraaten is a social justice reporter who has very liberal views of policy issues.

• Ask students what the following proverbs say about the causes of poverty. (You can use all or select those you prefer):

"Anyone who tills the land will have plenty of bread, but one who follows worthless 

pursuits will have plenty of poverty." Proverbs 28:19

"Do not love sleep, or else you will come to poverty; open your eyes, 

and you will have plenty of bread." Proverbs 20:13

"How long will you lie there, O lazybones? When will you rise from your sleep? 

 A little sleep, a little slumber, a little folding of the hands to rest, 

and poverty will come upon you like a robber, and want, like an 

armed warrior." Proverbs 6: 9-11

• Compare the message of the scripture passages above to the message from the scripture passages below:

"Speak out for those who cannot speak, for the rights of all the destitute. 

Speak out, judge righteously, defend the rights of the poor and needy." Proverbs 31:8-9

Since there will never cease to be some in need on the earth, I therefore command

you, “Open your hand to the poor and needy neighbor in your land.” Deuteronomy 15:11

• Tell students: 

  • "It is no wonder that many people associate poverty with laziness and poor decisions; we have been getting these messages for thousands of years."

  • "However, the Bible attests to the fact that there has always been injustice in the world and that those who are treated unjustly need to be defended. There are oppressors who need to be shown that they are wrong, especially when societal organizations causing discrimination becomes the oppressor."

  • "Intense laziness (sloth) is considered a deadly sin. God wants us all to work and contribute to our communities. While our free will allows us to make decisions that distance us from God and the Church, Catholic teachings and scripture tells us to care for the plight of others regardless of why they are in the situation they are in. We do not turn our backs on our brothers and sisters, nor do we blame the victim. 

  • Jesus often shared God's message with the poor and "marginalized" people in society. In fact, when the angels appeared to announce Jesus' birth, they did not appear to the high priests or the rich and powerful.  They appeared to lowly shepherds in their fields. In the Gospels, the point is made that sometimes what the world sees as unimportant, God honours. The poor hold a special place in the heart of God. 

  • We also need to think about our own "spiritual laziness."

  • It is important to read everything with a critical eye in order to gain better understanding.

  • Ask students to think back to the four corners activity from the beginning of class. Has their understanding of poverty changed at all?

Using what they have learned in the lesson, students can write a series of paragraphs in which they have to argue against the statement "Poverty is the fault of the individual.”