Understanding Poverty

Lesson Overview

Grade Level: 5th Grade
Subject: Social Studies
Duration: 120 minutes
Focus: Exploring historical and cultural contexts of 90 Miles to Havana by Enrique Flores-Galbis to understand poverty, inequality, and how divisions in society can be bridged.

Curriculum Alignment

This lesson plan aligns with the following areas of the National Curriculum Standards for Social Studies (NCSS):

• Culture and Cultural Diversity (I): Exploring how culture influences people’s social, economic, and political decisions.
• Time, Continuity, and Change (II): Understanding historical contexts of social disparities.
• Individuals, Groups, and Institutions (V): Analyzing the roles and experiences of individuals during periods of social inequality.
• Global Connections (IX): Linking themes from literature to real-world social and economic issues.

---

Lesson Objectives

By the end of this lesson, students will:

1. Explore the cultural and historical context of the Cuban Revolution as portrayed in 90 Miles to Havana.
2. Analyze the main characters and their experiences with poverty and inequality.
3. Identify how poverty affects people’s lives globally and in the United States today.
4. Brainstorm and propose potential solutions to assist those living in disadvantaged situations.

---

Materials Required

• Copies of 90 Miles to Havana (or selected chapter excerpts, if needed)
• Chart paper and markers for group work
• Sticky notes for a "Wonder Wall" activity
• A world map or globe
• Print-outs of statistics on poverty both globally and in the US (child-friendly sources pre-screened)
• Access to drawing or collage materials (crayons, colored pencils, magazines for cutting, glue, etc.)

---

Detailed Agenda

Part 1: Introduction (15 minutes)

Activity: “The Journey to Understanding”

• Begin by asking students this question:
  “What comes to mind when you hear the word poverty?”
  • Distribute sticky notes to students and ask them to quietly write one word or phrase that comes to their mind in response.
  • Collect as a class and create a "Wonder Wall" of ideas on chart paper.
  • Briefly share the premise of 90 Miles to Havana (Julian, a young Cuban boy, escapes to the United States during Operation Pedro Pan amid the Cuban Revolution).
  • Highlight how poverty and inequality are central to the novel.

Critical Thinking Prompt:
“How might poverty shape the choices people make in difficult situations?”

---

Part 2: Cultural and Historical Context (20 minutes)

Activity: “History Snapshot: Understanding Cuba”

• Use a world map or globe to locate Cuba and discuss its proximity to Florida. Highlight the significance of the journey of 90 miles.
• Provide a brief overview of the Cuban Revolution, including:
  • Political and economic changes that led to social disparities.
  • How and why thousands of Cuban children were sent to the US during Operation Pedro Pan.

Discussion:

• Ask students:
  “How do you think power struggles within countries create or deepen poverty?”
• Encourage them to draw connections between what they just learned and the inequalities Julian and his family face.

---

Part 3: Character Exploration (30 minutes)

Activity: “Step into Their Shoes”

• Divide the class into smaller groups of 6-7 students each. Assign a key character to each group (e.g., Julian, his parents, protagonist's friends).
• Ask each group to:
  1. Identify the struggles their character faces with social or economic inequality.
  2. Link those struggles to specific examples in the text (feel free to provide page numbers).
  3. Use large chart paper to visually map (draw/write/etc.) their character’s challenges against their strengths.

Extension: Groups share their findings with the class. Encourage other students to add comments or questions about the character’s experiences.

---

Part 4: Drawing Real-Life Connections (30 minutes)

Activity: “Poverty: Then and Now”

• Break the class into two sections: Team Cuba and Team US.
  • Team Cuba: Using the historical context of the novel, brainstorm how poverty affected individuals and families in Cuba during the book’s setting.
  • Team US: Using provided statistics, analyze how poverty looks for families in the US today (e.g., food insecurity, housing issues, etc.).
• Ask students:
  “What similarities do you notice? What differences?”

Class Brainstorm: Post two key questions:

1. “What are the biggest impacts of poverty on people’s lives?”
2. “What might individuals or communities do to help those struggling with poverty?”

---

Part 5: Creative Solutions Workshop (20 minutes)

Activity: “Bridge the Divide”

• Every student designs a unique “Poverty Action Plan” poster that includes:
  • A description of one big problem caused by poverty (e.g., lack of education, hunger).
  • A solution or project idea to help solve it.
  • Colorful visuals (e.g., illustrations of youth-focused community projects).
• Allow students to present briefly in a “gallery walk” format (students walk around and view classmates’ posters).

---

Part 6: Reflection and Wrap-Up (5 minutes)

Activity: "Building Bridges" Exit Cards

• On an index card, students write:
  1. One thing they learned that surprised them.
  2. One way they can apply the themes about poverty from the novel to their own community.

---

Assessment Strategy

• Monitor participation during group discussions and activities.
• Evaluate “Step Into Their Shoes” chart papers and the “Bridge the Divide” posters for understanding of key concepts.
• Review exit cards for reflective insights.

---

Homework Extension

Ask students to interview a family member or neighbor about their views on poverty and how communities can address inequality. Students will share a summary of the interview in the following session.

---

Teacher’s Note

This lesson enables students to critically connect storytelling to larger social issues like poverty and inequality. Differentiation strategies include providing additional scaffolding (e.g., guiding questions) to students who need help analyzing or expressing ideas. For advanced learners, extend research into Operation Pedro Pan or current US-Cuba relations for deeper understanding.