global voices elementary activities: business and aid work together

8/8/2019 Global Voices Elementary Activities: Business and Aid Work Together

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line until it finally gets to the last person in the group. This person will then haveto stand up and reveal the sentence.

c. Begin the game by whispering a sentence in one of the student’s ears allowingthe students to carry out the rest as instructed.(Teacher Note: the sentence should be at least six words long, as the more

complicated it is, the more successful the game will be.)d. When the sentence has made its way around the entire circle and has been

announced by the final participant, have a class discussion using the followingsuggested questions:

i. Did the sentence change as it went around the circle? How?ii. Why did these changes occur?iii. How could we have ensured that the sentence didn’t change from the

first recipient to the last?e. Move the discussion onto outlets of communication using the following

suggested questions:i. What are the different ways that we communicate with the people around

us?ii. Who in this room has a phone in their house? How does a landline

improve your communication with others?iii. Who in this room owns a cell phone? Whose parents own a cell phone?

How do cell phones improve your communication with others?iv. If you did not own a landline or a cell phone, how would your

communication with others suffer?f. Explain to students that the game of broken telephone symbolizes

communication in the developing world. In many cases there are no landlinesand no cell phones, making communication much more difficult.

Thinking1. Guided Reading: Global Voices column (estimated time: 20 minutes)

a. Have students sit in a circle and distribute one copy of the Global Voices columnto each student.

b. Pre-reading steps:i. Make predictions: ask students to read the title of the column and view

the pictures. After doing so, ask them to make predictions over what thecolumn is going to be about.

ii. Introduce vocabulary: mobile phones, poverty, subscriber, customers,pseudo, technology, financial, consensus, development, investment,private-sector, foreign, NGOs, communication, revolutionized, rural,looters, SIM card, text, infrastructure, and microfinance.

iii. Prior knowledge: ask students to discuss what they already know aboutthese topics.

c. Reading steps:i. Go around the circle and have each student read a section of the column

to the class, giving each student a turn to read.

ii. As students are reading offer guidance and coaching by providingprompts, asking questions, and encouraging attempts at reading strategyapplication.

d. Post reading steps:i. Encourage students to provide a summary of the column in order to

ensure they have understood the series of events.ii. Ask questions about the text to judge comprehension.

2. Media Literacy (estimated time: 15 minutes)a. Divide the class into small groups and distribute chart paper to each group.b. On the chart paper, ask each group to write the heading “Consensus” in the

center of the page.



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c. Creating a word web, ask each group to write out all the words that come to mindupon reading the column.

d. When students have completed their word webs ask them to answer thefollowing questions in their groups:

i. What is the title of this column?

ii. Who created this message?iii. What creative techniques are used to attract my attention?iv. How might other people understand this message differently than me?v. What values, lifestyles and points of view are represented in this

message? Which ones are left out?vi. What statistics or facts are listed in the column?vii. Why has this message been created?viii. Do you agree with this message?ix. What do you know? What are you unsure of? What would you like to

know?e. As a class, discuss the students’ word webs as well as their answers to the

above questions. Address the reasons why it is important to understand thesource and potential bias of a website or print resource offering news

information.

Communication1. Money (estimated time: 40 minutes)

a. Ask the students what they found most interesting in the Global Voices column.(Teacher Note: lead students into a conversation about money and banks.)

b. Once on the topic of banks, ask students to discuss the following and theirpurpose:

i. Moneyii. Banksiii. Savings account and checking accountiv. Budget

c. Organize the class into groups of three and provide each group with a pretend

$20 bill.(Teacher Note: these bills can be used from the monopoly board game or theycan be created out of construction paper.)

d. Explain to the students that the goal for each group is to sell all of the products intheir store and budget their spending money to purchase products they need tomake it through a school day.

e. Ask each group to find four items from their desk and/or back pack to price suchas a pencil, a book, an eraser and a pair of scissors.

f. Students within each group must decide on a price for each of their four“products” and write the price on a sticky note that they attach to the item.

g. Each group will be responsible for deciding how they are going to spend their$20 budget.

h. As a group, they must display their items on a desk as if it is their store.

i. Instruct each group to arrange themselves in the following roles: banker, shopperand store owner. j. The shoppers must wander around the classroom visiting each store and

determining what to buy while the store owners run their stores and try to pitchthe products to the shoppers. Meanwhile, the banker must track the money theshopper spends and the money the store owner makes and act as a consultantfor the shopper determining whether or not to buy certain products or save themoney.

k. Continue this activity until the majority of the groups have sold all four of theirproducts. When this is complete, ask each group to present their choices to theclass, discussing how and why they decided to spend and save their money.

l. Debrief the activity using the following suggested questions:



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i. In this activity, what did the shopper represent? When do you play thisrole in your life? What about the store owner? What about the banker?

ii. What would have happened during this activity if you had not had abanker? How would you have tracked your money? Where would youhave stored it? What problems would this have caused?

m. Revisit the Global Voices column and discuss the impact that the new bankingsystem has on the Kenyan people.

Application1. Classroom Rummage Sale (estimated time: continuous project)

a. As an opportunity to learn about the value of money while incorporating socialaction, have a class run a school rummage sale.

b. As a class, choose a cause and an organization to direct your earnings.c. Divide the students into roles such as: advertiser spokesperson, banker, sales-

person etc. Empower the students in your class by encouraging them to takecharge in their role and decide what needs to be done to ensure that the eventruns smoothly and that the school is aware of what is happening.

d. Approaching the date of your rummage sale, ask students and teachers in the

school to bring in old toys, books, etc. to sell.e. Then let the event unfold!

Additional Resources

In addition to the above lesson plans, you may want to share some additional resources with yourstudents. Listed below are some links to useful online resources:

Multi-Yeah Action Plan on Development - http://www.g20.utoronto.ca/2010/g20seoul-development.html About the G20 - http://www.g20.org/about_what_is_g20.aspx The International Development Research Center - http://www.idrc.ca/en/ev-1-201-1-DO_TOPIC.html Division of Sustainable Development United Nations -http://www.un.org/esa/dsd/index.shtml?utm_source=OldRedirect&utm_medium=redirect&utm_content=dsd&utm_campaign=OldRedirect

http://www.g20.utoronto.ca/2010/g20seoul-development.html




http://www.g20.org/about_what_is_g20.aspx



http://www.idrc.ca/en/ev-1-201-1-DO_TOPIC.html




http://www.un.org/esa/dsd/index.shtml?utm_source=OldRedirect&utm_medium=redirect&utm_content=dsd&utm_campaign=OldRedirect










global voices elementary activities: business and aid work together

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