Prepared by:
Kaijage
Friendship Chamberlain
School/Location:
Unit Summary: Students will investigate the causes of Homelessness in DC and in Tokyo and evaluate
the policies implemented to address the issue of homeless.
Stage 1 Desired Results
ESTABLISHED GOALS:
G1- Students identify the meaning and causes of
homelessness
G2- Students recognize the misconceptions
about the homeless
G3-Evaluate the policies implemented to address
the issue of homelessness in DC and Tokyo
GLOBAL COMPETENCY:
Analyzing perspectives, Communicate Ideas, the
Othering, problem solving and the development
of empathy
RESOURCES: Articles
http://thinkprogress.org/economy/2014/10/27/35
83324/tokyo-homeless/
Transfer
Students will be able to independently use their
learning to(real world purpose)
T1. Investigate the world beyond their
immediate environment.
T2. Recognize Perspectives.
T3. Communicate ideas effectively with a
diverse audience.
Meaning
UNDERSTANDINGS
Students will understand
the cultural context of
homeless in dc and
ESSENTIAL
QUESTIONS
What are the
commonalities
https://www.washingtonpost.com/local/dcpolitics/dc-dramatically-expands-services-forhomeless-families/2015/08/31/0e69223e-4f8311e5-933e-7d06c647a395_story.html
Tokyo.
Students will understand
the reasons for
homelessness are the
same but the services
and policies provided to
homeless are different
depending on the city
and country.
between
homelessness
in DC and the
US?
How is the issue
of
homelessness
addressed
differently in
each city?
Acquisition
Students will know
K1. Specific causes for
homelessness.
K2. Recognize the
misconceptions about
homelessness.
K3. Similarities between
homelessness in DC and
Tokyo.
Students will be
able to
(Skills)
S1. Analyze
various
informational
text sources.
S2. Write a
persuasive
letter to
evaluate the
homeless
policies.
Stage 2 - Evidence
Assessment
Journal Swap
Demonstrates students making connections and
making comparisons between DC and Tokyo
Written Expression
1)
Research other countries that have
a solid record of reducing homelessness,
or the eradication of homelessness and
provide a 1 page description of the
problem and solutions.
2)
Persuasive letter Students write a
economic and cultural importance of Tokyo. Students will understand the reasons for homelessness are
the same but the services and policies provided to the homeless are different depending on the city
and country. Students will communicate with a homeless person in DC and Tokyo to ask questions and
learn about the topic of homelessness through a personal narrative and story.
Week Three: -Teach students how to find reputable online sources to conduct research on the issue of
homelessness. Students will research countries around the world that have a proven track record on
the reduction of homelessness in the respective country.
Week Four: -Students write a letter to the Mayor expressing the need to provide support services for
the homelessness and offering solutions on how to decrease the growing homelessness population.
Students will cite the case study in Japan and provide evidence from other sources to make a case
about the reduction of the homelessness in their city.
Students will compose a Public Service Announcement to address and educate other students about
the problems facing
the homeless and the human right to adequate housing.
*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template
Lesson Title: Homelessness in Dc and Tokyo
Prepared by: Kaijage
Materials Needed: T1. Investigate the world beyond their immediate environment, Recognize Perspectives, and
Communicate ideas effectively with a diverse audience.
Global Competency:
Where is the lesson
going?
analyze the Universal Declaration
(Learning Target or
SWBAT)
Hook: Ask students what does a homeless person look like? Can you identify a homeless person on the street? How so? Which one of these individuals are homeless? Look at the
following image: http://cdn.camyx.com/wpcontent/uploads/2013/12/homeless-in-sweater-431x550.jpg
and
http://4.bp.blogspot.com/S2UG_yd3wKE/UJibIrp4TPI/AAAAAAAAAC0/19e7y18XFg/s1600/HAYLEY+LEGENDRY+2.JPG
Tell students both are homeless. Then discuss the
stereotypes about homeless and people living in poverty.
End the discussionHuman rights are inalienable rights
endowed to all humans.
Is adequate housing a human right?
Equip:
On padlet.com Post your response to the question and
explain your reasoning.
Discuss student responses.
Students will read excerpts from the Universal Declaration
of human rights.
Universal Declaration of Human Rights, Article 25 U
Everyone has the right to a standard of living
adequate for the health and well-being of himself and
of his family, including food, clothing, housing and
of Human Rights.
Tailored Differentiation
Scaffold articles to address differing reading levels
for varying readers
Provide sentence starters and close reading
strategies to address struggling readers and writers
Organization: