1. Greg Perdue Educ. 210 Ms. Elmore Greg Perdue Educ. 210 Ms. Elmore

2. Breckinridge Middle School Eighth Grade Great Personality Breckinridge Middle School Eighth Grade Great Personality

3.  Generational- Two or more generations  Situational- Serious Incident occurring (death, chronic illness, divorce) (Payne 47)  Generational- Two or more generations  Situational- Serious Incident occurring (death, chronic illness, divorce) (Payne 47)

4. Cultural GroupPopulation in Poverty Percentage of the Total U.S. Population in Poverty Percentage of the Cultural Group Population in Poverty White20 million50%10% African American9 million23%25% Hispanic9 million23%25% Asian or Native American 2 million5%16% (Tileston, Darling 5)

5. Financial:Emotional: Spiritual:Mental: Physical:Relationship/Role Models: Support Systems:Knowledge of Hidden Rules: (Payne 7)

6.  Dysfunctional, Abusive homes where education is not valued  A Lack of parental involvement because of disinterest or work obligations  Negative peer pressure about the value of learning  Environmental conditions such as living in a high crime, high noise area, or not having a quiet place and time to study  Poor nutritional factors that affect ability to concentrate (Swain 52)  Dysfunctional, Abusive homes where education is not valued  A Lack of parental involvement because of disinterest or work obligations  Negative peer pressure about the value of learning  Environmental conditions such as living in a high crime, high noise area, or not having a quiet place and time to study  Poor nutritional factors that affect ability to concentrate (Swain 52)

7. http://youtu.be/JpS_eJkkAxc

8. Teacher Euro American Cultural Value System Middle Class Teacher Euro American Cultural Value System Middle Class Student Native American Indians Native Hawaiians Native Alaskans Latin American Africans Asians Arabs (Tileston, Darling 32) Student Native American Indians Native Hawaiians Native Alaskans Latin American Africans Asians Arabs (Tileston, Darling 32)

9.  Differentiating Context Inclusion of students languages, cultures, and daily experiences into the academic and social context of school Explicit teaching of the dominant culture’s expectations  Differentiating Content and Product Relevance, Rigor, Relationship How to Evaluate  Differentiating Process Experiences and opportunities for processing information (Tileston,Darling, 55,80,103,109)  Differentiating Context Inclusion of students languages, cultures, and daily experiences into the academic and social context of school Explicit teaching of the dominant culture’s expectations  Differentiating Content and Product Relevance, Rigor, Relationship How to Evaluate  Differentiating Process Experiences and opportunities for processing information (Tileston,Darling, 55,80,103,109)

10. http://youtu.be/WX20xQ9JvbY

11. An education is the key to getting out of, and staying out of, generational poverty. Individuals leave poverty for one of four reasons: a goal or vision of something they want to be or have; a situation that is so painful that anything would be better; someone who “sponsors” them (i.e., an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently); or a specific talent or ability that provides an opportunity for them (Payne 61) An education is the key to getting out of, and staying out of, generational poverty. Individuals leave poverty for one of four reasons: a goal or vision of something they want to be or have; a situation that is so painful that anything would be better; someone who “sponsors” them (i.e., an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently); or a specific talent or ability that provides an opportunity for them (Payne 61)

12.  Biddle, Bruce J., ed. Social Class, Poverty, and Education. New York: RoutledgeFalmer, 2001. Print.  Darling, Sandra, K., Donna, W. Tileston, Why Culture Counts: Teaching Children of Poverty. Indiana: Solution Tree, 2008. Print.  Payne, Ruby, K. A Framework for Understanding Poverty. Texas: aha! Process, Inc, 2005. Print.  Swain, Carol M. “An Inside Look At Education And Poverty.” Academic Questions 19.2 (2006): 47-53. Academic Search Complete. Web. 19 Oct. 2011