Forming a New Government - A Teaching Activity
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PAGE 1 OF 4 1 3 Forming a New Government Activity Steps INVITE THE PARTICIPANTS to form groups of four. Give each group a set of “Wants and Needs Cards.” ASK THE PARTICIPANTS to imagine that a new government has been elected in their village, town, or city. This government wants to ensure that all young people have the basic things they want and need and has asked for their input. This is a unique opportunity for the young people. Note that the cards represent wants and needs determined by the elected officials. Ask the groups to decide whether anything is missing and write the missing items on the three blank cards. ANNOUNCE that, for political and economic reasons, the new government can provide only 16 of the 24 items listed on the cards. Ask the groups to decide which eight items they are willing to give up and to return those cards to you. 2 IN THIS ACTIVITY, the participants distinguish be- tween wants and needs and understand that basic needs can be considered rights. TIME REQUIRED: 30 MINUTES | INTENDED FOR GRADES 6-8 MATERIALS NEEDED » Newsprint and markers » Copies of Resource 1, “Wants and Needs Cards,” found on page 3. You will need to create one set of cards for each group of four participants. If possible, use different identifying colors for each set.
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In this activity, the participants distinguish between wants and needs and understand that basic needs can be considered rights.
Transcript of Forming a New Government - A Teaching Activity
PA G E 1 O F 4
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Forminga New Government
Activity StepsINVITE THE PARTICIPANTS to form groups of four. Give each group a set of “Wants and Needs Cards.”
ASK THE PARTICIPANTS to imagine that a new government has been elected in their village, town, or city. This government wants to ensure that all young people have the basic things they want and need and has asked for their input. This is a unique opportunity for the young people. Note that the cards represent wants and needs determined by the elected officials. Ask the groups to decide whether anything is missing and write the missing items on the three blank cards.
ANNOUNCE that, for political and economic reasons, the new government can provide only 16 of the 24 items listed on the cards. Ask the groups to decide which eight items they are willing to give up and to return those cards to you.
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IN THIS ACTIVITY, the participants distinguish be-tween wants and needs and understand that basic needs can be considered rights.
T I M E R E Q U I R E D : 3 0 M I N U T E S | I N T E N D E D F O R G R A D E S 6 - 8
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ED » Newsprint and markers
» Copies of Resource 1, “Wants and Needs Cards,” found on page 3. You will need to create one set of cards for each group of four participants. If possible, use different identifying colors for each set.
PA G E 2 O F 4
4 ANNOUNCE that because further cuts must be made because of budget constraints, each group must eliminate another four items and return those cards to you.
NOW, NOTE that the government has received many petitions from different community groups for other needs and wants. Announce that a maximum of four requests will be considered from each group. The groups must eliminate all but four cards and return the leftover cards to you.
ASK FOR TWO VOLUNTEERS to serve as “government leaders.” Then invite one participant from each group to present arguments for their selections and actively petition the government leaders to consider their choices (this can be done as dramatic presentations for all to hear).
ONCE ALL THE GROUPS have presented their arguments, ask the two “leaders” to step outside the room to confer. Tell them that must choose just four cards from all those submitted. Meanwhile, involve the rest of the group in a large-group discussion using the following questions: » What was difficult about doing this activity? What was easy? » Which items were missing from the cards supplied by the government? » Which items did you eliminate first? Why? » Were some items harder to eliminate than others? Which ones? Why? » Do you feel satisfied with the input you are able to give the government? » What is the difference between a want and a need?
INVITE THE LEADERS to return to the room and announce their top four choices and their reasons for choosing them.
AS A FOLLOW-UP, explain that basic needs are sometimes referred to as rights. Have the par-ticipants brainstorm, in groups, their own definition of rights. Challenge the participants to form a consensus on their definition of rights. Conclude by offering the following key points:
» The concept of human rights is based on the belief that we have rights simply because we are human beings.
» A right is something you are entitled to in order to survive and have a meaningful, satisfying life.
CONCLUDE BY INVITING the participants to join you in prayer. Pray for the children in your own community. Pray for the children in your country. Pray for all children of the world, especially those who do not enjoy the rights that young people in the United States enjoy. Pray that one day all children will be treated equally.
(This activity is adapted from Susan Fountain, It’s Only Right: A Practical Guide to Learning about the Convention on the Rights of the Child; London, England: Hodder and Stoughton Publishing, 1993. © 1993 by Hodder and Stoughton Publishing. All rights reserved.)
Copyright © 2011 by World Vision Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, [email protected]. All rights reserved.
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PA G E 3 O F 4
Permission to reproduce is granted. © 2011 by World Vision Inc.
RESOURCE 1
Wants and Needs Cards
Your own bedroom
Education
Nutritious food
A bicycle
Decent shelter
Clothes in the latest style
An mp3 player
Candy
Money to spend as you like
A television
The opportunity to express your opinion and
be listened to
The opportunity to practiceyour own religion
Clean air
Playgrounds and recreation centers
Protection from discrimination
Vacations
Clean water
Medical care whenyou need it
A personal computer
Protection from abuse and neglect
PA G E 4 O F 4
About World VisionWORLD VISION is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. We see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World Vision is unique: We bring 60 years of experience in three key areas needed to help children and families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across many areas of expertise to each community we work in, enabling us to care for children’s physical, social, emotional, and spiritual well-being.
Partnering with World Vision provides tangible ways to honor God and put faith into action. By working, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org.
About World Vision ResourcesENDING GLOBAL POVERTY and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world.
World Vision Resources is the publishing ministry of World Vision. World Vision Resources educates Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world.
For more information about our resources, contact:
World Vision ResourcesMail Stop 321
P.O. Box 9716Federal Way, WA 98063-9716
Fax: [email protected]
www.worldvisionresources.com
