Shawn Grant – work-in-progress

Poverty intersects with so many areas of law. In my BUS 110 course I plan to “sprinkle” discussions of poverty throughout the course.  We will discuss impacts on low-income and poverty impacted populations as we analyze certain policies, legislation and case law.  We will also address the roles of corporate social responsibility, corporate social activism and the role of business in perpetuating poverty.

Topic:  Wage Theft

In addition to discussion of the law and legal cases, we may also briefly explore song, and poetry regarding wage theft.  Some resources I might use are:

Minimum Wage (Matthew Dickman)

My mother and I are on the front porch lighting
each other’s cigarettes
as if we were on a ten-minute break from our jobs
at being a mother and son,
just ten minutes to steal a moment
of freedom before clocking back in,
before putting the aprons back on, the paper hats,
washing our hands twice and then standing
behind the counter again,
hoping for tips, hoping the customers
will be nice, will say some kind word, the cool
front yard before us and the dogs
in the back yard shitting on everything.
We are hunched over, two extras
on the set of “The Night of the Hunter.” I am pulling
a second cigarette out of the pack,
a swimmer rising from a pool of other swimmers.
Soon we will go back inside and sit
in the yellow kitchen and drink the rest of the coffee
and what is coming to kill us will pour milk into mine
and sugar into hers. Some kitchens
are full of mothers and sons with no mouths, no eyes,
and no hands, but our mouths are like the mouths of fire-
eaters and our eyes are like the million
eyes of flies. Our hands are like the hands of the living.

Inner City Blues (Make Me Wanna Holler)  (Marvin Gay)

Ese Guey No Paga (That Dude Doesn’t Pay)

Learning objectives:

Students Will

  • 1.    Understand one way businesses play a role in perpetuating poverty
  • 2. Define wage theft and identify its impact, particularly on low-wage workers
  • 3. Discuss the history and role of the Fair Labor Standards Act
  • 4. Analyze rampant wage theft during the COVID-19 pandemic

(1) Question: What is the most prevalent property crime in the U.S.? Students will post their answers on the jam board and I will call on a few students to share their answers and explain their reasoning. From that point, we will discuss wage theft as one of the most prevalent property crimes in the U.S., exceeding instances of car theft, burglary and larceny, and disproportionately affecting millions of low-wage workers in fields with high percentages of women and POC.  Across the country employers steal billions of dollars from worker’s pay checks every year—most face no consequences. 

(2)  Competing in Teams, students will engage in a game called “Is it Wage Theft?” in which they will review various scenarios to identify whether wage theft is taking place. (Kahoot, Quizizz or another game based learning platform)

(3) In Small Group (break-out rooms) students will discuss and share their own experiences with wage theft.  Volunteers will share out to the whole class at the end of the Zoom session.

(4)  Some wage theft is obvious (e.g. asking employees to work off the clock). We will review a pay stub to uncover “hidden” wage theft.

(5)  We will discuss how workers and employees can take action to take to end wage theft.

NOTE: My position is to really include the topics of poverty and race throughout my course rather than one module.

Mahatapa Palit – work-in-progress

My principal goal in teaching marketing is to help students understand the creative problem-solving process that underlies marketing practice. Typically, in my classes, I do not talk about poverty, nor the structural barriers that people in poverty face in my class. However, poverty stemming from inequality is the underlying problem that society faces – it is the #1 UN Sustainable Development Goal. It affects my students’ lives – their health, education, relationships, and professional success. 

My students know poverty well. As community college students, 70% face a combination of food and housing insecurity (Dedman, 2019).  And yet when we study how organizations can succeed when they can add value to their customer’s lives, most of my students focus on aspirational products and services related to fitness, beauty, fashion, food, and internet of things. Very few consider products and services that can solve social problems. Perhaps, very few believe that social problems of such magnitude can be solved.

Inspired by the Voicing Poverty Summer Institute, I would like to set two goals to revamp my Introduction to Marketing course. One, to build empathy in the classroom where poverty and life can be discussed in a more human way; and two, to encourage my students to look at creative ways to solve social problems emanating from poverty but without stigmatizing the problem or those who face these problems.

Goal 1: Building Empathy/ Oneness

While some people think that the main goal of businesses is to make profit, I tend to take more of a societal view of business, one that ensures that economies remain strong, and take care of all their citizens. I would like my students as future business professionals learn to work collaboratively and with empathy, to benefit society.To set this new tone, I plan to start the class by taking two minutes on Zoom to check in with each other focusing on two questions: What are we grateful for today? What did not go well? Students would post their own response on the chat, and, also, respond to some of their fellow students. In addition, to building empathy, I believe this will create a sense of belongingness and community in the classroom and help me know who needs help and even what we can celebrate.Empathy can be a tricky subject. In the world of business, organizations employ design-thinking to understand how to solve users’ problems. But there is concern that if empathy is only used as a means to an end, it can lead the designer to overlook the historical roots of the problem, without sufficiently understanding and feeling how the problem impacts the user. Bennet & Rosner (2019) call for designers to develop an affective partnership with the user, attending to the difference between themselves and the users without reifying that difference once again.

Goal 2: Solving Social problems

My second adaptation would be for students to introspect on the social problems that face their communities and choose to creatively problem-solve issues that resonate most deeply with them.I would like to set the stage by having my students look at the UN Sustainable Development Goals that focus on the world’s biggest problems and go over a few entrepreneurial solutions that organizations have developed to address these “wicked” problems.Instead, of looking at a world with shiny objects, what would the experience be for them if they look at the problems related to poverty in their own communities, and serve as change agents?In this new semester-long project in my Introduction to Marketing class, students will:

  1. Review the Solutions U platform that curates journalistic articles related to social problems such as Gun/Gang violence; Homelessness; Joblessness; Education-gap among new immigrants that arise from poverty and, discuss the ones that most resonate with them.
  2. Go on a community walk to observe problems that they see manifest in their neighborhood.
  3. Research the breadth and depth of the problem and explore databases such as Infoshare and local newspapers to understand the significance of the problem in their neighborhood.
  4. Brainstorm potential solutions with their team.
  5. Practice empathy as they speak and spend time interviewing the users, using the basics of design-thinking to understand the roots of the problem and how it impacts the users. They will learn to approach the user with humility, keeping in mind that they will never be able to fully understand the breadth and depth of the problem, and credit the user with the solution that they create.
  6. Build empathy map based on the interviews and discuss what the interviewees said, felt, thought, and did to arrive at potential solutions
  7. Unpack the insights that they received from the interviews and consider if this would require them to modify their initial solutions?
  8. Watch as a team the documentary ‘The Line: Poverty in America’ by Linda Midgett (2014)  and then discuss the structural issues that were at the root of the social problems that they were tackling.
  9. Create a social media campaign to advocate for change to solve the problem.
  10. Present their findings on the need of their community and their plans for a social media campaign to their local community boards, taking on the role of citizen-researchers.


Goldrick-Rab, S., Richardson, J., & Hernandez, A. (2017). Hungry and homeless in college: Results from a national study of basic needs insecurity in higher education.

Dedman, B. (2019). Majority of College Students Experience Food Insecurity, Housing Insecurity, or Homelessness. Retrieved from

Bennett, C. L., & Rosner, D. K. (2019, May). The Promise of Empathy: Design, Disability, and Knowing the” Other”. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-13).

Schneur Zalman Newfield – work-in-progress

I am still in the early stages of developing the poverty-humanities component I wish to add to my Sociology 100 course for Spring 2022.

At this point I’m thinking that I would like to design it as a pairing of sociology and literature texts that inform each other and encourage the students to think in a more expansive way about the many dimensions of poverty, including how it may impact their own lives or the lives of those around them. 

I am thinking of having a writing assignment for the course where students are required to write a short essay reflecting on the two sets of texts in connection with each other.

I have some ideas about which sociology texts to include, such as a short piece from Erik Olin Wright or an excerpt from one of the following texts: Matthew Desmond’s Evicted, Ira Katznelson’s When Affirmative Action Was White, or Frances Fox Piven’s and Richard Cloward’s Poor People’s Movements.  

I am eager for suggestions on sociology texts to include and especially eager for suggestions on literature texts to include (these can be essays, short stories, an excerpt of a play, etc.).   

Here, again, is my Sociology 100 syllabus.

Harini Mittal work-in-progress

BUS 54 – Entrepreneurship

Bronx Community College

Learning Outcomes

  1. Identify the dimensions of poverty that impact students and their larger community
  2. Recognize and discuss successful role models of businesses from inner cities and/or under-resourced communities.
  3. Develop business ideas that can be a solution to at least of one of the dimensions of poverty identified.


For outcome 1: Show some documentaries on some dimensions of poverty such as homelessness, hunger, health care etc. Ask students then to share their experiences from their own personal understanding, using story-telling techniques.

For outcome 2: Explore resources such as ICIC, MWBE networks to discover success stories and document them.

For outcome 3: Brainstorm ideas to address challenges identified in outcome 1 using techniques like design thinking, improv etc.

Tools from Humanities that I plan to use

  1. Video record the elevator pitch
  2. Ask the team to present the group ideas and solutions in the form of a play
  3. Encourage the students to use improv, poems or even rap songs to express themselves

Texts/videos that I plan to use

“100 Fastest-Growing Inner-City Businesses,” Fortune.

Urban Business Initiatives – Success Stories:

Inner City Business Growth:

Helping Entrepreneurs of Color Grow their BusinessEarly Insights from the Ascend 2020 Initiative (ICIC | UW Foster School of Business | JPMorgan Chase & Co., 12/2018)

This is work in progress.

Cara O’Connor – work-in-progress

I will be aiming to create a poverty and humanities focus for three courses over the next few semesters, starting with this fall’s Intro to Philosophy (PHI 100 at BMCC), then with my spring 2022 Ethics course, and finally with a 200-level course I have been trying to design that focuses on food and philosophy. 

For this blog I will focus on the immediate concern, which is my fall course. Here is the syllabus for that course from last Spring

In truth, I really want to design an entirely new Intro to Philosophy. When I can do so, it will employ things I’m learning in this Institute in a different way. For now I am constrained to working with my course in its current form and making meaningful adjustments to that course.

There are two levels of change I think I can make in time for fall:

1(a) Reduce anything that might be experienced a busy work and (b) limit the tools online students are asked to use.

The reason for (1a) is because by keeping things simple, students might have more time to focus on the content of the course, and it might reduce anxiety in students who have insecure access to the internet and to devices with cameras.  1b) seems easy enough. Require Blackboard discussion boards but nothing extra, such as journals, online quizzes, blogs, or use of flipgrid. Luckily, the hybrid course I’ll be teaching is asynchronous + in person (on campus) so I can dispense with zoom for now (though I know I will need a backup plan in case in-person classes are delayed or cancelled this fall). 1a) is more tricky. The reason our students get so many assignments is in order to help them learn and get feedback throughout the semester, rather than cramming everything in at the end. If an assignment is optional it will not get done. I will be thinking about how to reduce the number of assignments without undoing the success I’ve had with scaffolding and with having many opportunities for assessment. (Advice is welcome!) 

The reason this relates to poverty is that a simpler course structure takes into account the fragmenting full-time work many of our students are doing, their care-giving responsibilities, and the many stresses of economic precarity. As someone (jean?) said in our meeting, this might follow what we call universal design. What helps students facing poverty can help any student. Right?

(2) Alter the guided reading questions and assignments, as well as some of the pacing of material, to bring in a chance for students to think philosophically about poverty.

My current idea is as follows (this will make sense if you look at the course calendar/syllabus but might be hard to make sense of just from the blog):

After students read West, Russell, Logic, and Socrates’ Apology I often have them watch a performance of Laches (on courage). I do this to give them a good example of the “socratic” method in action, since Apology is not a typical text. 

The change I’m considering is this:

For the readings by West, Russell, and for the Apology, I will alter some of my reading questions to bring more attention to ideas of the good life, class position, and the importance or unimportance of material goods, all subtopics and themes that are legible in these works. Then, once presented with Laches, students will be asked to do their first writing assignment, a “socratic” dialogue about poverty. 

Here’s a possible prompt for that assignment:

This assignment invites you to jump right in to the practice of philosophy-as-dialogue– not only with others, but dialogue with yourself.

We might say that we want ourselves or our children to be able to “escape” poverty or to be able to grow up in a world where they don’t face poverty. What is this condition of “poverty” that we find so troubling, unjust, bad, or frightening? Is poverty one kind of thing or many? Is wealth the opposite of poverty? What do we mean by wealth? Keeping in mind some of the conversations we’ve had about the good life and limiting our desires, as well as the conversations we’ve had about justice and fairness, write a dialogue in which you test out different ideas and concepts of poverty. Remember how Socrates does not arrive at a final answer about the meaning of Courage in Laches, but instead (Plato) uses dialogue in order to show how important it is to question the obvious. For this first assignment, you are not expected to arrive at a clear final answer (like Plato’s answer about what justice is in the Republic).

Socrates/Plato wanted to examine the concept of “manly” courage because that concept had a lot of sway in choices people made in ancient Athens. By opening up courage to questioning Socrates was able to create some potentially productive discomfort about military choices and the goals of elite education. Even though Socrates made his interlocutor confused, the point is not just to confuse oneself or others, it’s to reveal what needs clearing up. By using examples of things we apply a concept to, and ways we treat it as good or bad or neutral, we can hone in on what it is that our society is trying to DO with that concept, and what might be both the benefits and dangers of that process of making meaning. 

Having made that initial philosophical effort toward the beginning of the semester, we will proceed with many of the readings as-is, but with a difference in which parts of the readings I focus on and require. 

This is a *very* rough draft about how that might go (again, to be looked at alongside my Spring 2021 syllabus attached here). 

15-Week semester — rough draft

  1. Introduction, what is philosophy? West, Russell
  2. Philosophy as/and the good life, The Apology of Socrates and questioning our/their values
  3. Socratic Method — What is Courage? — and a Little Bit of Logic 
  4. Branches of Philosophy  (and work on essay 1) 
  5. Essay 1  — dialogue about poverty (and wealth) due, share papers and discuss
  6. Metaphysical beliefs/assumptions and the values they support – Plato and Truth; Epicurus and Pleasure/Happiness; Idealism and Materialism
  7. The Metaphysical problem of Time
  8. Time and Climate Change (and work on Essay 2) Scranton or another author
  9. Essay 2 – “Is time something we Have”? Students are asked to relate their own experience of time to philosophical problems not just in metaphysics but in ethics. 
  10. What are we trying to know, what kind of knowledge does Society need? What gets in the way of knowledge? (Plato’s theory of knowledge; Epicurus’ theory of knowledge as examples related to rationalism and empiricism) 
  11. Descartes, Hume, and Elisabeth (lecture with short excerpts assigned)
  12. Alison Jaggar and emotions as part of knowledge
  13. Patricia Hill Collins (make time to discuss ideas about welfare/race myths how they are perpetrated in the nexus of social science and popular media). Give students supplementary material on this (maybe this is a discussion board assignment) 
  14. Daniel Wildcat, Indigenous Knowledge 
  15. Final project – interview two people about their beliefs when it comes to poverty and time or poverty and knowledge and then to write a response paper about what they think of the two different sets of answers. 

Thank you for looking at this work-in-progress. Your feedback will be much appreciated!

Laurie Lomask – work-in-progress

1. For my Spanish creative writing class, I would like students to challenge conceptions and stereotypes about poverty (including their own). The assignment I am working on now is a reading of "Es que somos muy pobres" by Mexican writer Juan Rulfo. In this story the author describes the difficult choices an impoverished family has to make, though he only ever says they are poor in the title. I would like students to analyze what is said and not said in the story, and then write their own piece about a difficult decision without explicitly naming the circumstances. 
2. I am struggling with contextual materials for this piece. I have an interview with the author where he talks about how hard it is for people from Mexico to travel to any other country because of economic differences, as well as the role of literature, what is taboo, and other things. I also have a video about the Mexican Revolution that gives some idea about economic disparity in Mexico, especially in rural areas. But I am not sure if this is enough, or how to present it to students. This is the first time I am teaching this class. I feel like a lot of the discussion will depend if anyone in the class has a personal connection to Mexico, but at the same time I worry about those (relatively few) students becoming spokespeople for the country. 

Monica Foust – work-in-progress

Elements to Change: 

For this institute, I am focusing on my human development and child development courses. I have been thinking about how to integrate more resources that address lived experiences with poverty and systems that contribute to poverty. For now, maybe I could strive for one of each.  


I have been reviewing my course schedule to find places where it makes sense to incorporate these materials. This would most likely be within the 3rd or 4th week of classes and then after the midterm. 


In my development courses, I try to emphasize that development is complex and it is rarely a single factor that determines how we develop. In addition to using the materials as a way for some students to see their challenging experiences reflected in the course materials, I hope they also will see the strengths and protective factors they experienced being recognized and affirmed in the course. So often, poverty and poverty’s impact are discussed as sole determinants of individual outcomes and, while it is a pretty strong predictor of outcomes, it is not the only one. There are many intervening factors that we can look to. I also want to use readings to illustrate the systemic factors cause poverty and exacerbate the circumstances of those experiencing poverty. 


I can’t pinpoint a single need. The speakers and our discussions have given me so much to think about. So, let’s keep doing that! I also appreciate when folks share the strategies and resources they’ve used (that’s how I got some items on my list).

Extra bits: 

I’m also rethinking how I structure my course–partly because I’m starting to rely more on OpenLab so I can think more flexibly/creatively about what students produce to show their thinking. As a result of my participation in the institute, I’ve also been thinking of ways I could structure my course so that the course structure is not yet another barrier that students experiencing poverty face as they try to learn and attain their academic credentials. We’ve discussed (and I for a long time have been thinking about) how college is not set up for our students (many of whom have full-time jobs and families and long commutes and other challenges). I’m trying to re-envision the college classroom experience and create one that is not only built for individuals who are full-time students and don’t have other demands and challenges. 

Some of the materials mentioned by other fellows and on the website are:


Hillbilly Elegy   

The Florida Project


Wendy & Lucy

Learning Affect (Ramos-Zayas) 

Poorly Understood (Rank)

Capital City (Stein)

Homeless in College (Tai)

Elizabeth Porter – work-in-progress

I will be incorporating material from our Summer Institute into two of the courses I will be teaching in Fall 2021.

WGS 100: Introduction to Women’s and Gender Studies

Course description:

An interdisciplinary course that draws on literature, psychology, science, economics, and feminist theory, Introduction to Women’s and Gender Studies examines cultural assumptions about gender, promoting new ways for students to look at the construction of knowledge from feminist perspectives. Assignments emphasize diverse experiences across gender, race, religion, cultures and economic class; masculinity studies and sexuality studies. Topics include: representation of woman in myth and symbols; historical, cultural and economic sources of gender oppression; history of women’s movements; depiction of gender in the media; gender and sexuality. At the end of the course, students will be able to discuss from a theoretical and personal standpoint how and why gender shapes nearly all aspects of life. In addition, students will gain an understanding of women’s and gender studies, and masculinity studies: their evolution, current debates within the fields, and their application to other fields of study. 

This course has been designated “Writing Intensive (WI)” by Hostos Community College. The requirements include both formal (graded) and informal (non-graded) writing assignments. Both kinds of writing must be done in order to satisfactorily complete the course.

Writing Assignments:

In the Institute thus far, we have discussed the kinds of embodied knowledge we bring to our learning based on the on the intersections of our different subject positions and experiences. In the first formal writing assignment, I ask students to consider the “gender lessons” they have imbibed from various sources (assignment below).

Based on conversations in a small group activity, and some broader discussions with colleagues outside of the Institute, I plan to assign an informal (ungraded) writing activity where students list different aspects of their identity (where they were born, where they live currently, what languages they speak, what kinds of family roles they occupy, and other identities such as religion or identity). They will do some free writing reflecting on how these identity positions inform their thinking in different areas (such as education, family, and civic participation, for instance). Finally, they will write about how these identity positions might inform their participation in the class and their views on gender. I will make clear that students should not feel obligated to disclose any information about themselves that they do not wish to share.

Here are the directions for the formal assignment:

Gender Lessons Essay

We all receive “gender lessons” from the time we’re born. These lessons come to us from family members, from religious leaders, from our teachers, from peers, from gifts we receive throughout our lives, and from the media. These lessons typically involve how we should talk or not talk, in what activities we should or should not participate, what behaviors are considered gender-appropriate, how to dress, how to sit and walk, how to joke, what to wear, what decisions we make about our sexuality, what goals we set for ourselves, work-wise and family-wise. 

Basing your analysis on your personal experiences and the readings/videos we have discussed over the past few weeks, you will write a 3-4-page paper that reflects on what you have been taught and considers what you have been learning and what you still wish to learn.

  • Your thesis statement (at the end of your intro paragraph) should make a claim that captures what you have learned and what you still wish to learn about gender roles. 
  • Your first set of body paragraphs should focus on specific examples of lessons you have learned in your life about gender. Make sure to weigh in on what aspects of these lessons you find helpful and which of them you might want to criticize or rethink. Feel free to use the “I” when thinking about your own experiences (see handouts on summary versus analysis and the MEAL plan for help in constructing your response).
  • Your next set of body paragraphs should address what you have been learning in this course so far. Make sure to provide a balance of summary and analysis when referring to two of our readings/viewings. Think about what you have learned about gender and what specifically has resonated with you. **Make sure to include quotations with appropriate citations to support your points with evidence.**
  • Finally, in a body paragraph or two, think about one or two “lessons” you have learned through life and through the last few weeks that you have found helpful and want to learn more about. Also, identify a few “lessons” that you have reexamined—and perhaps might reject. 
  • End with a short conclusion that looks to the future and identifies a few areas in women and gender studies that you are interested in exploring. You might consider looking ahead at the upcoming readings and assignments in this class to get ideas.

Reading Assignments

Based on our reading assignments and presentations, I am adding some reading assignments to specific units (added readings are starred).

To complement Audre Lorde’s “Poetry is Not a Luxury”: **Select poems from Elizabeth Acevedo’s The Poet X

To complement a series of readings from bell hooks: “Homeplace” by bell hooks

I will also include some evocative screenshots from Twitter to enhance our discussions:

For my ENG 110 (Expository Writing) course:

I am thinking about ways to integrate Dr. Jennifer Morton’s work on code-switching and pessimism traps into activities set up over the first few weeks that discuss the college experience. So much of the class is structured around the recursive process of writing, and one of the takeaways is that learning is process-based. We talk about the internal and external barriers to learning that can make a first-year writing course especially challenging.

Additionally, The Souls of Black Folk by W.E.B. Du Bois is on the syllabus, so the resources from Topic 2 will be useful as we read and discuss this text (and I’m grateful to have learned about the free audiobook version).

Sangeeta Bishop – work-in-progress

I will be teaching Feminist and Gender Economics in Spring 2022

The course description is as below, and the outline of topics and readings is here:

Course Outline and Readings

Course Description

Feminist economics critically analyzes both economic theory and economic life through the lens of gender and advocates various forms of feminist economic transformation. The objective is to retain and improve economic analysis by ridding the discipline of the biases created by the centrality of distinctively masculine concerns. We will look at feminist critiques of, and alternatives to, mainstream economics methodology and view of “economic man,” the firm, and the economy itself. Other themes in the course will be racial-ethnic, class, and country differences among women.

In my course each module tries to have a mix of humanities and non-humanities readings, each has a film that we watch and discuss. 

There is a module on Poverty and Welfare specifically in Week 12.What I am looking for is perhaps to add some more specifically humanities readings whether in this module or in others. 

Also, most of the modules and topics can be enriched and looked at through the lens of poverty, though I am wary of (a) reducing all feminist issues to being poor; and (b) having women become the face of poverty.  With these caveats in mind, I look forward to everyone’s input.

In Fall 2021, I will be teaching a section of Macroeconomics for honors students

That actually makes me more excited because I will be able to experiment more without freaking out the students. 😊  So that by the time I teach a section of regular macroeconomics I will have refined the reading list. 

Here are some texts/readings/options that I am considering for this course.

  • We begin with a discussion on Scarcity. This would a perfect point to bring in a discussion of scarcity as related to poverty/class/inequality.  Need to find a film.
  • In the discussion on the Great Depression, I plan to use the picture/story of the migrant mother.
  • In the discussion on the New Deal, I plan to use a reading from Ira Katznelson’s book.
  • I plan to have the students watch the documentary Capital – related to Picketty’s book Capital in the 21st Century and use that as a basis for discussions around poverty in capitalism.

That’s as far as I have reached for this course.  Looking forward to input from my faculty fellows. 

Nicolle Fernandes – work-in-progress


Course: SCN 240 Food and CultureNote: this is designated a writing intensive course.

Since the course is offered by the Nutrition and Culinary Management Program within the Health Sciences Dept. at LaGuardia Community College, I would like to examine poverty through the food insecurity and food justice/policy lens.

Step 1

Introduce poverty, maybe offer two to three scenarios or divide the class into groups and each reviews one of the following listed below. 

What Hunger feels like: []

The vulture and the little girl []

Stories of four Americans: []

Play the poverty simulation game []

Have students write a reflection describing their thoughts, reactions, feelings, and choices they made if they played the game.

Step 2

Instructor asks a representative from each group to share thoughts with the class to wrap up step 1. Then engages in a presentation/class discussion on definitions of poverty, food insecurity, food justice/policy. 

Discussion to include Farm bill, Food waste, sustainable agriculture, etc.

Student-led listing of ways to supporting food security followed by instructor providing remaining programs/projects especially in NYC–see NYC Food Metrics report.

Step 3

Think-Pair-Share “Do you think volunteers can help solve the hunger problem?”Segue into Food policy/Food justice

Sources for Instructor presentation: []         

Pendegrass (2019) Introduction to the symposium: rethinking food system transformation—food sovereignty, agroecology, food justice, community action and scholarship.·         

Reiley, Laura. “The health and climate consequences of the American food system cost three times as much as the food itself.” Washington Post, 16 July 2021, p. NA. Gale Academic OneFile. Accessed 25 July 2021 file:///C:/Users/C246_S27/Downloads/The_health_and_climate_consequ.pdf·         

The Impact of the Coronavirus on Food Insecurity in 2020 & 2021. []·         

NYC Office of Food Policy []         

Food Policy Report 2020. []

Pre and Post survey evaluating student’s understanding of poverty, food insecurity, food justice/policy-related content.