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Is There Enough for Everyone - Activity

Is There Enough for Everyone - Activity

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This activity will help participants understand that resources such as access to education and appropriate school supplies are not distributed equally around the world.
This activity will help participants understand that resources such as access to education and appropriate school supplies are not distributed equally around the world.

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Published by: World Vision Resources on Dec 14, 2010
Copyright:Traditional Copyright: All rights reserved


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Is ThereEnough forEveryone?
This acTiviTy will help
participants under-stand that resources such as access to education andappropriate school supplies are not distributed equallyaround the world.
timE rEquirEd: 30-minutEs|intEndEd FOr GrAdEs 6-8
Materials Needed
» Four pencils and our pieces o paper (or a number equivalent to 1/8 o your group).» 28 pencils and 28 pieces o paper (or a number equivalent to 7/8 o your group).
» Place two piles o papers and pencils at the ront o the room: one pile with our pencils andour pieces o paper (or a number equivalent to 1/8 o your group), and one pile with 28 pencilsand 28 pieces o paper (or a number equivalent to 7/8 o your group).» An action step is included in this session. The step invites the participants to collect schoolsupplies or distribution by World Vision. I you choose to include this action step, go towww.worldvisionresources.com and click on “programs and events.” Then click on “schooltools” or instructions on how to assemble the supplies.
Activity Steps
DiviDe The parTicipanTs
into two groups: a small group (1/8 o the participants) and alarge group (7/8 o the participants). Tell the larger group to sit in an area that is 1/8 o the roomarea. The smaller group will sit in the remaining (larger) area o the room.
Tell parTicipanTs
that they will be taking a spelling test or which their marks will berecorded. Explain that you will read six words aloud and that they must each write their answerson the paper provided to them.
DisTribuTe The large pile of paper
anD pencils
to the smaller group and the smallpile o paper and pencils to the larger group. Give the groups time to divide the supplies. At thispoint the larger group will realize their disadvantage.
DicTaTe worDs
such as education, resources, share, group, problem, etc., at a pace that ischallenging but will allow participants in the small group to do well. Respond to objections romthe large group by telling them to do their best with what they have. Do not allow them to leavetheir seats.
collecT The papers,
keeping those rom the small group on top. Scan the papers in ronto the participants and announce who passed. Congratulate the small group members or passing.Reveal that this was a simulation and not a real spelling test.
leaD The parTicipanTs
in a large-group discussion using the ollowing questions:» How did you eel during this activity?» What words describe the situation you were in? (Examples: unair, unjust)» Did you try to do anything to balance the situation? What did you do? What does thisactivity demonstrate? How is learning aected when children don’t have access to schools,teachers, or enough school supplies?» What might be the long-term eects o this on children and the communities where theylive?
proviDe The parTicipanTs
with the ollowing inormation:» Education gives children opportunities to overcome poverty, gain a voice in theircommunity, and experience a better quality o lie. Without an education, a child has littlehope o breaking ree rom poverty and reaching his or her ull potential.» About 75 million primary-school-aged children worldwide are not in school.» In many countries, ewer than three out o 10 students complete primary school.» One-third o all children do not complete ve years o schooling—the minimum needed orbasic literacy skills.» Two-thirds o the world’s 776 million illiterate adults are women.
» Studies show that each year o schooling increases a person’s earnings by a worldwideaverage o about 10 percent, which demonstrates how education reduce poverty.» Approximately 80 percent o the world’s out-o-school children live in sub-Saharan Aricaor South Asia.» Girls have less access to education than boys: 55 percent o children not in primary schoolare girls.» Only two percent o children with disabilities in developing countries receive education.
(Source or the above statistics: UNESCO EFA “Global Monitoring Report,” 2009)
ask The parTicipanTs To name
some o the reasons that many children worldwide are notable to go to school. Be sure the discussion includes these reasons:» Expense—Many poor parents cannot aord the costs o sending their children to school—even seemingly simple things like pencils, paper, and books. In some countries, there are eessimply to attend school, and many schools require that students purchase and wear a uniorm.» Family priorities—Families may need their children’s help in the elds or amily businessjust to survive. Some children spend hours each day just collecting water or rewood. Somemust look ater younger siblings and do household chores such as cleaning and cooking. Theydon’t have time to go to school or, i they do, to complete their homework.» War—In confict ridden countries, some children must stay home because it is unsae to goto school. Sometimes amilies have to move because o war, and children have to leave schoolto go with their amilies.» Lack o teachers—Communities oten don’t have suitable school buildings or qualiedteachers. In some countries, there are 40, 80, or even 100 students in one classroom with onlyone teacher! Even worse, sometimes that teacher has not had the opportunity to be trained well.
concluDe by asking The parTicipanTs
to brainstorm ways they might be able to helpchildren who are not able to go to school. Introduce World Vision’s School Tools program i youhave chosen this as the group’s action step. Be sure to develop a plan or collecting the items andassembling the kits.
inviTe The parTicipanTs
to join you in praying or children who are denied the basic righto an education.
During the preparation o this resource, all citations, acts, gures, Internet URLs, and other cited inormation wereveried or accuracy. World Vision Resources has made every attempt to reerence current and valid sources, but wecannot guarantee the content o any source and we are not responsible or any changes that may have occurred since ourverication. I you nd an error in, or have a question or concern about, any o the inormation or sources listed within,please contact World Vision Resources.Copyright © 2010 World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716,wvresources@worldvision.org. All rights reserved.

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