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Teaching with Microfinance for Financial Inclusion & Economic Literacy

Teaching with Microfinance for Financial Inclusion & Economic Literacy. Biba S. Kavass Southwind High School Memphis, TN. THOMAS BROWN. OBJECTIVES. Introduce concept of globalization, poverty and microfinance

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Teaching with Microfinance for Financial Inclusion & Economic Literacy

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  1. Teaching with Microfinance for Financial Inclusion & Economic Literacy Biba S. Kavass Southwind High School Memphis, TN

  2. THOMAS BROWN

  3. OBJECTIVES Introduce concept of globalization, poverty and microfinance Embed study of globalization, poverty and microfinance into current national/state standards and common core Relate concept of globalization, poverty and microfinance to students’ personal lives Engage students in active participation in eradicating poverty

  4. NUMBERS GAME 7 billion 1.3 billion340 million 1.2 billion842 million 101 million 45 million 1 in 4 2.5 million 768 million

  5. NUMBERS GAME 7 billion – world population 1.3 billion – China/India population 340 million – United States population 1.2 billion – live on less than $1.25/day – extreme poverty 842 million – chronic hunger 101 million – children under age 5 undernourished (1 in 6) 45 million – displaced due to conflicts or persecution 1 in 4 – children leave primary school 2.5 million – newly affected with HIV each year 768 million – without access to safe drinking water Source: UN Millennium Development Goals Report 2013

  6. DEFINITIONS Globalization – “ Worldwide movement toward economic, financial, trade, and communications integration.” Microfinance – “Division of financial services that focuses on empowering and providing lower income individuals with the necessary means to become self-sufficient and creditworthy.” Poverty– “Condition in which people’s basic needs for food, clothing, and shelter are not being met.” Source: www.businessdictionary.com

  7. HOW TO RELATE DEFINITIONS TO REAL LIFE Article Analysis News Feed Key Point Discussions – future problem solving Placemat Methodology – collaborative critical thinking activity

  8. ARTICLE ANALYSIS - PROGRESSION Local newspaper ↓ New York Times, Newsweek, Washington Post ↓ Christian Science Monitor, Economist, Wall Street Journal

  9. ARTICLE ANALYSIS RUBRIC Header Write name of article, author of article, and the name of the publication at the top of paper. In upper right-hand corner, write your name, class period, and the date. Introductory Paragraph After reading the entire article, write one paragraph introducing the article and describing the issue(s) being described in the article. Statistic/Data Paragraph This paragraph should include any pertinent statistics or data that is mentioned in the article. Any statistics or data written down should clearly support your introductory paragraph. Summary of Findings Paragraph Final paragraph should be a higher level critical thinking explanation of your opinion on the issue the article was discussing. Your explanation should include your opinion with substantiating thoughts, examples of how the issue impacts (or could impact) your personal life, and your analysis of a solution for the issue.

  10. COMMON CORE LITERACY

  11. NEWS FEED ABC News – Hidden America Series with Diane Sawyer Children of the Mountains Children of the Plains One of the Most Dangerous Schools in America BBC News (http://www.bbc.co.uk/news/world/us_and_canada/) CNN (www.cnn.com) 60 Minutes (http://www.cbsnews.com/60-minutes/) View Change – Link TV (http://www.viewchange.org/)

  12. KEY POINT DISCUSSIONS Future Problem Solving Used to critically analyze problems, generate solutions, compare solutions for viability, and produce an action plan Crime in Memphis UnemploymentLack of EducationGangs and Drugs Economy – Recession 1. No family support 1. Fear and Greed Lack of Education/Skills 2. Cost of Education 2. Need for family High business taxes 3. Gang involvement 3. Survival

  13. PLACEMAT METHDOLOGY

  14. METHODS TO INTRODUCE CONCEPT OF POVERTY Shock Method Reality Method Hope Method

  15. HOPE METHOD Awareness Power of information Correlation to personal lives of individuals Ability to enact change Opportunities to enact change

  16. SHS KIVA CLUB

  17. SHS KIVA CLUB https://www.kiva.org/portfolio

  18. MICROFINANCE IN ACTION GRANT A 3-year field research based grant in the amount of $30,000 from the McCarthey Dressman Foundation to produce the following: A socially active website to spread awareness and prompt collaboration with high schools around the world. A guidebook written by teenagers for teenagers entitled “Microfinance in Action: A Guidebook for Teenagers.” A 2-hour video documentary portraying our travels and interviews with microfinance clients locally, regionally, nationally, and internationally. http://shskivamemphis.weebly.com

  19. INSPIRATION http://tnclassroomchronicles.org/memphis-econ-students-travel-to-ninth-ward-to-learn-about-poverty/

  20. Q&A PLEASE JOIN EDUCATORS AROUND THE WORLD AS WE ENGAGE OUR STUDENTS IN PROTECTING THE WORLD THAT IS TO BECOME THEIRS AND THEIR CHILDRENS’.

  21. HANDOUTS AVAILABLE Article Analysis Rubric Global Research Project – Part I Global Research Project – Part III MIA Guidebook Table of Contents Resources for Educators Further requests should be directed to bkavass@yahoo.com

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