Fernando M. Reimers et a].

3. Students will examine the complexities of poverty and understand it as
an evolving concept over time that can disproportionately affect differ—
ent groups of people for reasons that may not even be in their control.
Students will draw clear links between the SDGs and the UDHR.

5. Students will differentiate between hunger, starvation, malnutri—
tion, and overeating.

6. Students will understand that statistics concerning the poor and
hunger are based upon measurements that are variable, and see the
links between poverty and hunger

7. Students will increase awareness of the different stakeholders in—
volved in addressing SDG 1 and SDG 2.

8. Students will understand the stereotypes associated with poverty
and also the importance of treating everyone equally with dignity
and respect, even if they’re poor.

Overview

The following unit takes the principles of the revolutions, human rights,
freedom, and the social movement around human rights and applies them
to the modern global compacts of the SDGs and the UDHR. It begins with
concrete explorations and then links to the document of the UDHR. It ap—
plies the principles to poverty, and although there may not be any (or many)
students in the school living in poverty, the students will be well aware of the
realities of poverty that it addresses. The capstone at the end of this year al—
lows the students to raise awareness about an SDG that they care about. The
ability to raise awareness provides students with a sense of agency, which is
fundamental to the World Course.

ACEiVity 5.5.1

What do I need to function?

In this activity, students are divided into groups and provided with large
poster—size paper on which the shape and form of an individual has been