Creates, adapts, and evaluates new ideas in light of the common good.

reflect the need for all people to live in relationship with others

1. Students complete the first activity in this subtask using the book, If the World Were a Village.  The teacher begins this initial activity through a whole class discussion about how people live in different parts of the world.  Students are asked to share their knowledge and any personal experiences of other countries or cultures.  Students then complete, independently, the “Before Reading” sections of the Anticipation Guide (BLM 1.1) in their unit folder, journal or notebook.  The teacher reads the story If the World Were a Village to the class and the students complete the “After Reading” sections of the Anticipation Guide (possible answers can be found on the Answer Key - BLM 1.2).  Students compare, share and discuss their ‘Before and After’ responses as a whole group.  In the class discussion that follows the activity an emphasis should be placed on the extreme differences and inequity in economic and social prosperity among the various peoples of the world.
   
   
2. In the second activity using If the World Were a Village, students work in small groups
   using the jigsaw format to complete a visual representation of the world as 100 people.  In their expert groups, students use one of the sections of the story (e.g., Food, Schooling and Literacy, Religion) to colour his/her own 100 People Chart (BLM 1.3).  As with all graphic organizers a legend or key should be included to help explain the visual information.  Students then meet with members of the other expert groups to discuss their charts.  These 100 People Charts can then be displayed on a bulletin board with the title ‘If the World Were a Village of 100.’  As an extension, students can use the ratios from their section of the story (e.g., 60 out of 100 people are always hungry) to calculate the actual number of people in the world who are part of those criteria.  For example, given a world population of 6.2 billion as of January 1, 2002, 60% would be 3 720 000 000 people who are always hungry.
   
   
3. For the third and final activity of this subtask, students will take part in a simulation activity in which they have an opportunity to experience the unequal distribution of wealth and resources first hand.  Using a globe, the teacher begins by showing that most of the richest countries are in the North (e.g. Canada, United States, European countries) and the most economically disadvantaged countries are in the South (e.g. Ethiopia, Haiti, etc.).  The class is then divided into two sections to represent those who always have enough resources, the Northerners (approximately 25% of class), and those who are struggling to get by, the Southerners (approximately 75% of class).  Within each of these two sections the teacher organizes the students into groups of 3 or 4 (by table, row, numbering, etc.) which represent families or communities within the Northern or Southern world.
   
   Once the class has been organized into these groupings the teacher distributes jellybeans to each student.  All Southerners receive 3 jellybeans each while all Northerners receive at least 12 jellybeans each.  If you have enough jellybeans it is even more effective to provide the small number of Northerners with an unlimited amount of jellybeans in the form of a big bowl or bag.  This better represents the extreme inequality that exists in our world (i.e. wealthiest 25% of world’s population uses/controls 75% of wealth and resources).    
   
   The teacher then leads students through the Jellybean Demonstration activity as further outlined in BLM 1.4.  Northerners have nothing to worry about as their communities always have more than enough resources.  Southerners, however, are affected by a wide range of situations that may help or hinder their access to resources.  The teacher begins by explaining to the Southerners that they live in an economically impoverished region of the world.  Each Southern group is then read a scenario (from BLM 1.4) and a redistribution of their jellybeans is made.  This can also be done by placing the scenarios in a container and allowing each group to randomly select a slip.  Through the scenarios presented students are exposed to some of the factors that contribute to and sustain poverty in our world.  After the demonstration, students discuss and brainstorm factors that create and sustain poverty. These ideas are recorded on chart paper that can be posted in the room for later reference.  At the end of the demonstration, students may eat their jellybeans, but you may want to have two sets – one for the demonstration and one for eating later.
   
   
4. To conclude this subtask, the teacher reads Luke 10: 25-37, the parable of the Good Samaritan, to the class. Students discuss and reflect on Jesus’ call for us to help others who are in need.  Students write a personal reflection in their unit folder, journal or notebook on their thoughts, feelings and reaction to what they have discovered in this subtask.  In particular they should write about how it felt to be a Southerner or a Northerner.  How do they feel about the inequality that exists in the world and do they have any ideas on how to change this unfair reality.  This reflection is assessed using a Rating Scale (BLM 1.5).  Students will revisit this reflection later in Subtask 5.

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1. Unequal distribution of wealth
2. Lack of access to income or resources for income (i.e. land, credit, employment opportunities)
3. Environment conditions (drought, erratic rainfall, natural disasters, infertile soil)
4. Few or no programs locally to assist the poor in developing countries (food banks, health centers, dental plans etc.) For example, Canada has an established a minimum wage that helps protects families from being in dire poverty. However, in developing countries there is no minimum wage so people will work for the bare minimum just to be able to have some sort of earnings. Many people barely make $1 per day.
5. Location – if they are very far north or a place that is difficult to reach people will have limited access to resources
6. Corrupt governments who do not develop safety networks for their people
7. Lack of education -communities aren’t able to get ahead, because they lack the knowledge
8. Unable to work or attend school because of diseases, poor access to doctors and medicine.
9. Multi-national companies controlling local resources and local people not receiving the   
   benefits from these resources.

What does poverty mean? What do people have and not have access to? Does everyone need money? What types of programs are available in Canada to assist the poor?

1. As shown in "If the World Were a Village", every person represents 62 million people.  Since Canada has a population of ___, our lifestyle does not even represent ½ of a person in the global village. We may think that “we are the world”, however, in reality how we live, our high standard of living, is very high in comparison to the rest of the world.
2. What is a nationality? Multicultural place based on continent location and not on culture.
3. Languages allow us to express ourselves. There are also many non-verbal cues that are universal (smile, frown etc). In today’s global community it is very important to speak many languages.
4. Ages of the world – young people make up a large portion of the world population.
5. Religion - provide a brief summary of different types of religion, include the different religions of students in your class.
6. Access to food - There is enough food in the world, but people’s access to it is not equal. People may be growing cash crops like coffee that they are not able to eat. They then need to buy food that is more expensive and which they may not be able to afford.
7. Education - everyone deserves access to an education. School may only cost a few dollars per year. This may not seem like a lot, but when a family only is able to earn $1/ day, saving up extra money for children to go to school, and have school books is just too expensive. Children are needed to work in the field, gather water, and collect wood. There is not always enough time to go to school.  It is difficult to attend school past grade 6 because most rural communities may only have an elementary school within walking distance.  It is difficult to attend higher education unless one has access to a bike, has the time and energy to walk long distances or one can stay with a family member wherever the school is located. Many times children are needed to work in the field so sometimes attending school is not an option.  More males are taught because it is the women’s responsibility to take care of the family.
8. Money/Possessions - What do we decide as important?  Wants vs. Needs
9. Electricity - How does electricity impact our lives? What would it be like without it?

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