Professional Documents
Culture Documents
t i m e r e q u i r e d : 3 0 M i n u t e s | i NT E ND E D F O R G R A D E s 9 - 1 2
» Masking Tape
Mat er ial s
N eed ed
Preparation Needed
» Using masking tape, create a “ladder” on the floor, with six lines (two feet apart) as the “rungs.”
» To make the activity more effective, select seven volunteers before the meeting. Tape
onto each volunteer one of the roles from Resource 1, “Labels and Tokens.” Each volunteer
will represent a person from a different situation/nation. Ask them to do some research into
their nation or situation and present this additional information during the activity when they
read their role aloud.
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Activity Steps
1 Invite each of the seven volunteers to come to the front of the room one at a time,
asking them to share who they are and the situation that is on their “label card” (which you can
tape to their back after they read it). If they have done any research of their own, they can share
it with the group now.
3 Fina l ly, gi v e e a ch v o lunt eer their situational token (one at a time). Ask each
person to read their token aloud and then have the group discuss how this situation will affect
the person’s movement up or down the ladder of economic development. Tape the token onto the
volunteer’s label card once they’ve read it.
» Economic development occurs when the well-being of people in a community or
country increases.
» One example is when people living at the extreme poverty line of $1.25 a day, lacking
enough food and clean water to survive, start making enough money to not only
survive but thrive. This improves the quality of life for their family and community.
» Imagine that economic development is a ladder, with the higher rungs representing
steps up the path to economic well-being. Now think about the fact that roughly 1
billion people around the world—one of every six people—cannot even make it onto
the first rung to start climbing. They are caught in the poverty trap—too poor, too ill,
too hungry to climb, they are fighting just to survive. They are struggling against
absolute poverty, unable to secure even the basics of life.
» A few rungs up the ladder is the upper end of the low-income world, where 1.5 billion
are surviving but struggling to make ends meet. They suffer from chronic financial
hardship, lack basic amenities, and are vulnerable to many diseases.
» The next few rungs are occupied by about 2.5 billion people in the middle-income
world. Their income may be a few thousand dollars a year. Many of them live in cities
and are able to secure some comfortable amenities. Their children go to school, have
access to medicine, and enjoy adequate nutrition.
» Still higher up the ladder are the remaining 1 billion in the high-income world. The
majority of these people live in North America and Europe, with an increasing
number living in middle-income countries such as China, Brazil, and Mexico.
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» More than half of the world is experiencing economic progress. But the greatest
tragedy is that one-sixth of humanity does not even have a foot on the ladder of
economic development. Even though life-saving solutions exist—like medicine,
drought-resistant seeds, bed nets for protection from malaria, and more—these people
lack the money to obtain them. (Note: Statistics based on The End of Poverty, Jeffrey D.
Sachs, 2005, Penguin Books.)
7 Int r o d uc e the Millennium Development Goals and briefly discuss why each one is
important. Be sure to include the following information in your discussion:
» At the Millennium Summit held in New York in September 2000, leaders from 189
nations gathered to adopt the United Nations Millennium Declaration, committing
their nations to a new global partnership to reduce extreme poverty and setting out a
series of development targets with a deadline of 2015.
» These goals are called the Millennium Development Goals (MDGs). They are
summarized as follows: (Visit www.un.org/millenniumgoals for more information.)
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8 r e a d t o ge t he r Isaiah 58:6-7. Then discuss the following questions:
» Discuss examples of what living out verses 6 and 7 could look like locally and globally.
Copyright © 2011 World Vision, Inc., P.O. Box 9716, Mail Stop 321, Federal Way, WA 98063-9716,
wvresources@worldvision.org. All rights reserved.
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Resource 1
HY DERA BA D, INDIA
I am an IT (information technology) worker. A developing country is an attractive place
for high-technology enterprises to set up. By coming to India, these companies save money,
but also introduce our growing economy to sophisticated technology and advanced
management processes. Having these companies in our country has helped us learn from
their processes and helped many of us move up the economic ladder. I grew up in a village
outside Hyderabad. In 1950, the population of India was 350 million, and now it’s over
1 billion. Many people in rural areas are still living in extreme poverty, but I was able to
move to the city and get an education. I support my family members who still live in the
village. My dad sells rice near his home.
DHAKA, BANGLADESH
Along with hundreds of other women, I work in a clothing factory in Dhaka. I grew up in
the countryside and never learned to read or write. Our village was poor, with no access
to clean water, and diseases were rampant. My family wanted me to marry young and
have many children, but I did not want to raise my children in such conditions. As a young
woman, I saw this job as an opportunity to travel to the city to work, gain skills, and make
a decent income. If I can save enough money, I would like to go back to my village one day
and start a sewing co-op.
—continued
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KAB ALA , S IERRA LEONE , AFRICA
I am a young father of four. After more than a decade of civil war in the 1990s, my country
is still slowly recovering. The rebel soldiers forced our entire village out so they could claim
the diamonds in the nearby mountains. My whole village lived in a camp for internally
displaced people for some time. I am unable to work right now because my arm was cut
off during the war. Together, the people of my area are trying to rebuild our burned villages
and farmland. Only two out of every five children in our area go to school, and the average
lifespan is only 55 years because of the poverty we face.
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Situational Tokens
Note: The following are all fictional situations created for the purpose of this simulation.
S h a ngha i : The Yellow River is drying up. Climate change is taking effect. There is not
enough water for the people in Shanghai. Water is severely polluted as a result of chemical
runoff from the many factories.
India : This young man is offered the opportunity to work at at a major technology
company in the United States. He decides to use his new income to help his family who are
still in India to get an education. He also decides to contribute part of his earnings to the
Global Fund to Fight Malaria.
Iv o ry C o a s t: The cocoa company decides to incorporate fair wages and fair conditions
for the workers in their cocoa plantations and factories. Laws are put into effect to ban child
labor.
D.R .: The DR is asking all foreigners who don’t have identification papers to leave the
country. Where will this worker go with no money, no land, no education, and no social
assistance?
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About World Vision
W o r l d Vi s i o n 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.
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