Background Information
I would like to unite the study of the cultures and the characters we see in those settings with one factor with which my students can possibly relate: poverty. In fact, this has become the essential title of the unit, A.VOID: Who are the poor people? How does the environment of a character influence who that character becomes as he/she grows? Is poverty different in other regions and how do the upper classes relate to it? Does a void exist between the classes within our community, our country, and other cultures? While the conditions of poverty differ in each region (as shown in the statistics given below), perhaps the relationships and personality tendencies offer some similarities in spite of cultural differences. I would like my students to truly investigate these similarities and differences among those in poverty through the study of characters living in that state.
I have decided to study three cultures during the course of this unit: Latin America, Middle East, and United States. My students already have some perception of poverty in the United States, although it might be limited to what they have seen either around them or on TV. For this reason, I will not spend much time on the culture of the United States, but rather the issue of poverty and its statistics. Looking worldwide, one in four people live in areas with insufficient water to support them. Three billion people live in cities and one of those billions live in urban slum conditions. I want my students to examine how environments such as these, including the culture of the region, will directly influence the behavior and personality of the characters we study. As Lewis says, "we know little about the psychology of the people, particularly of the lower classes, their problems, how they think and feel, what they worry about, argue over, anticipate, or enjoy" (6). Through this unit, my students will open that window into the minds and hearts of those in poverty.
Below you will find the information needed to create an informative unit on these three cultures including their respective customs as well as statistics and material on the poverty level and its implications on children in these various regions.
Latin America
My study of Latin America will stay particularly in Mexico, Guatemala, Honduras, and Brazil, limited due to the size of the area and also the background of my students. (I have many students who still have family living in Mexico, primarily.) First I will share statistics I have found in order to come to some conclusions about the state of poverty in these countries.
In most areas of Latin America, the life expectancy (evaluated with health services, water supplies, and nutrition in mind) is between 70—79 years old which indicates moderate services available. However, in the countries of Guatemala and Honduras, the average life span is only 50—69 years, drastically different from that of other countries within a reasonable vicinity. These countries also showed that 30—49% of their poor live in urban slums, in comparison to 70—89% in most other regions of Latin America. One could conclude that those living in poverty in Guatemala and Honduras live in rural areas, with limited access to health services and sufficient water supplies, lowering their life expectancy. Also in Guatemala and Honduras, communication services are limited. Out of 1000 people, only 100—499, fewer than half, have access to a telephone line or cell phone. While we typically generalize the poor to not having any access to telephones and cell phones, we must understand that in the context of the United States, a majority of those considered living "in poverty" own a TV, cell phone, and air conditioning. In this way, poverty looks quite different depending on the region we study (which I would like my students to examine as well.) 20—39% of people in Guatemala and Honduras are undernourished, in large contrast to Mexico and Brazil's 3—9%. The distribution of wealth throughout much of Latin America is unequal, such is the case in Mexico and severe inequalities in Brazil, with the quality of living rated at medium throughout (7). Back in the 1960's, the defining factor of socioeconomic level proved to be the use of tableware (fork and knife) with the poorest almost always using their hands to eat (8). While this has changed over time, other things remain the same: people in rural areas still living in adobe huts and those in urban dwellings cramming family members into small insufficient housing. How do these factors influence the lives of those living in such conditions? Do those without access to communication feels its effects or develop other efficient means? How do the traits of the poor living in rural villages differ from those in urban apartments, who although poor, still have access to microwaves, stoves, and dishwashers? These are just a sample of questions I would like my students to explore while we study Latin America.merica.
According to customs in the familial unit, the father holds the authoritative role with women typically playing a fairly submissive role. In the case of the poverty—stricken family, all members must help support the family as soon as physically able (9), which correlates to the two million children not attending school (10). Strong family ties remain incredibly important. It is not unusual for the family unit to consist of the "nuclear" family as well as extended family living locally. Parents emphasize good manners and respect for authority with their children.
Religion also plays an important role within the Latin American community. Ninety percent of Spanish—speaking countries are Roman Catholic and many of the holidays and celebrations take root in religious origins (11). My students may easily compare this to the United States in which some holidays may take root in religious tradition, but have become commercialized over time.
In regards to relationships, the Spanish language includes both a formal and informal address for the pronoun "you" and also differentiates between polite and familiar commands. When speaking it is not unlikely to hear loud, animated voices with hand gestures to match.
Middle East
For the sake of the length of my unit, I plan to only focus on three countries for our study of the Middle East: Iran, Iraq, and Afghanistan. These three countries have many similarities and differences which I will try to convey without confusion. The films being used in my unit come from Iran; however, the novel takes place in Afghanistan.
The life expectancies of the three countries range from 35 to 79 years. In Afghanistan, a child would expect to live to only 49 years at the most, which correlates to the fact of this country being the only of the three to receive food aid (40 million tons in 2007—2009) from the World Food Program. The state of education differs also: for every 10 boys enrolled in school, only 8 or fewer girls enroll. In the Middle East (all countries) and North Africa, 9 million children do not attend school, but work to help support their families. 10—29% of Afghanistan's poor live in urban slum conditions, usually homes deemed "overnight" housing, meaning construction was made from flimsy materials to last for that particular evening. Out of 1000 people, fewer than 100 in Afghanistan and Iraq will have access to a telephone line or cell phone, compared to 100—499 in Iran (12). In consideration of all of these facts, we must also think about the prevalence of the United States military in both Iraq and Afghanistan. Even though significant awareness for the poverty of these nations arose out of our encampment, can we not also assume that some disruption of customs or ways of life has perhaps also been influenced? In relaying this information to my students, I would like them to get the feeling of being in some "Middle Eastern" shoes - how would you feel if your country were occupied? How would it influence your actions or the way you look at yourself in relation to your country?ry?
Iran and Iraq differ slightly in relation to poverty with that of Afghanistan. In Iraq, the average person lives to 50—69 years old and 50—69% of the poor live in urban slums. 70—90% of children enroll in primary school; however only 30—49% remain for secondary education. Iran on the other hand enrolls 90% or more in primary school and 70—90% in secondary education, similar to their adult literacy rate. However, Iran struggles in areas the other countries do not (13). For example, based on the wealth of the nation, the medium quality of life ranks significantly lower than expected. 10% of the entire population is unemployed and 3—9% are undernourished (with iodine deficiency being a serious concern). ern).
All three countries follow the Islamic religion in some form. Sunnis still rival Shi'as in this region which causes unbelievable conflict. The people of this region live by strict religious expectations. Women, while regarded as equal to men according to Islam, also must submit to their husbands and care primarily for the home and children. Men provide for the families (although according to Islam women are allowed to work) and fulfill the role of financial responsibility and stability (14). However, women in Afghanistan still feel the repression of the now destroyed Taliban regime. Many wear the head to toe burqa simply for fear for physical violence, including sexual assault or rape (15).
The customs in Middle Eastern culture differ from that of the United States. Interaction proximity, or the closeness of two people when communicating, is often closer in Middle Eastern countries, unless the two people are of the opposite sex. People usually greet with a handshake and depart the same way. Also when speaking with another in a sitting position, your partner will take offense if you sit with crossed legs that positing the sole of your foot in their direction. Punctuality is incredibly important and one should never look anxious and impatient when conversing as it is considered rude (16).
United States
While the traditional customs and culture of the United States should be familiar to our students, the level of poverty may not. My students live in lower—income housing, but the majority still receives basic medical care and nutrition (largely due to the free/reduced lunch system as school). But what about those poor among us living on the streets? In 2008, the United States boasted 469 billionaires. Simultaneously, we also had 51 million people living in poverty. 41% of the world's billionaires live in the United States, yet we ranked "mostly unequal" in terms of our wealth distribution according to the Gini Index (17). This means that the gap between our country's rich and poor continues to increase. As Smith says, "despite poverty reduction, inequality persists and the gap between the richest and the poorest . . shows little sign of narrowing" (18). Los Angeles boasts the third highest city wealth in the world (in 2008), yet 20% of its population lives in poverty. The Census Bureau declared 37 million Americans "poor" in 2005. Nearly two—thirds of poor children reside in single—parent homes (19). ).
In this unit, I would like my students to be familiar with these statistics, but also recognize that our poverty still looks quite different from that of the other two regions. Many of our poor still own a TV or cell phone. How does this shape the characteristics of our poor? Are we still similar to those in the Middle East and Latin America? While this just barely illuminates some of the struggles of poverty in the United States today, it offers a little insight to share with students, especially those living in lower—income situations themselves.
Comments: