GNP simulation using foods in the Americas

Students are treated to “lunch” based on food supply and GNP distribution in Latin America.

A lesson plan for grades 9–12 Social Studies

By Ken Stewart

Learn more

Related pages

• Investing in the stock market: This point of this lesson plan is to have students learn about the three major US stock markets through buying imaginary stock.
• Comparing governments - International: This lesson focuses on comparing and contrasting national governments in North America and/or Central America. It is the second in a sequence, the first being "Comparing Governments - Local, State, and National" by Tami Weaver and Wendy Pineda, also on the Learn NC website. This plan could be easily adapted for eighth grade or high school ESL students.
• North America: Discover Canada, Mexico, and Central America from this selection of great resources.

Related topics

• Learn more about Central America, GNP, Latin America, Latin American studies, North America, discovery learning, economics, global education, and social studies.

Help

Please read our disclaimer for lesson plans.

Legal

Learning outcomes

Students will gain a better understanding of world food supply, the impact of inequality of the distribution of wealth, and get a taste of traditional foods. This activity will simulate the GNP distribution in the Americas and meaningfully illustrate to students the inequities that result from socio-economic conditions into which people are randomly born.

Teacher planning

Time required for lesson

1 Hour

Materials/resources

• index cards with individual country names
• box to hold the index cards
• food for the class
• Countries (and number of possible representatives) and the menu:
• USA/Puerto Rico/Barbados/Bahamas (6): frozen pizza, salad, sparkling grape juice, brownie, napkins, candle, music, someone to wait their table, etc.
• Mexico/Brazil/Venezuela (10): Rice and beans, tortilla, and juice.
• Bolivia/Haiti/Honduras/Peru (15): Oatmeal or just a tortilla, dirty drinking water, and seated in the floor.
• Based on a class of 30 students, about $35 will be needed to buy food and paper products. You might consider asking each student for $1.
• I strongly advise that the teacher have at least one other teacher, parent or assistant help out. It is also important that this helper know what is going to happen to create the right effect.

Pre-activities

This does take 2-3 hours to prepare; however, it has always been worth the extra effort. You may ask the cooperation of your home economics teacher(s) to help with the food preparation or even combine your classes for the activity.

Activities

1. As they enter the room, students draw an index card from a box with the name of a country on it. They are assigned to pre-arranged seating with countries grouped together by GNP. For example, the US, Bahamas, and Puerto Rico are at the top. Venezuela, Brazil, and Chile are in the middle. Bolivia, Honduras and Haiti are at the bottom (see below for complete listing).

DATA FOR GNPs (in dollars)

• USA $23,120
• Bahamas $12,020
• Puerto Rico $6,610
• Barbados $6,530
• Argentina $6,050
• Mexico $3,470
• Venezuela $2,900
• Brazil $2,770
• Chile $2,730
• Panama $2,440
• Belize $2,210
• Costa Rica $2,000
• Paraguay $1,340
• Colombia $1,290
• El Salvador $1,170
• Ecuador $1,070
• Domin. Repub. $1,040
• Guatemala $980
• Peru $950
• Bolivia $680
• Honduras $580
• Haiti $380
2. The menu should reflect something traditional from each region. For example, I really cater to the students who choose the US or Puerto Rico, offering them an abundance of food, music, attention. Likewise, those who are unfortunate enough to choose Haiti, Bolivia, etc., are seated in the floor, ignored during the meal, and are served only oatmeal and dirty drinking water. Obvious, the disparity is an important point. This is later addressed in the debriefing discussion to be held at the end of the meal.
3. After each student has finished his/her lunch, discuss the “fairness” issue. Our country of origin and our income are not based on fairness. Ask students:
   • What was fair or unfair in the situation of food distribution, treatment, service, sanitation, utensils, etc. of the meal?
   • Notice that two-thirds of the class will leave hungry. What are the causes of this disparity and how could this situation be changed to be more equitable?
   • Should one group be responsible for effecting the changes needed?
   • Explain that in Latin America a similar and even more serious situation is a part of life.
   • How did it make the U.S. “representatives” feel knowing that their classmates had much less food, dirty drinking water and were often treated as second-class citizens? Did you feel the need to share your lunch with those around you?
   • To poorer countries, did you have the courage to go and ask for food from another table? What behaviors and attitudes were seen during the simulation?
   • Mention that rich landowners still control up to half of the wealth in some countries. As a result, starvation and malnutrition are common, and many farmers are moving to the already over-crowded urban centers searching for job opportunities that often do not exist. Other problems that stem from the uneven distribution of wealth include homeless children, high infant mortality rates, extreme poverty, and inhumane living conditions. Ask students:
     • Sharing the wealth seems like a logical response, but what can be done if those with the goods do not see the need to give them up?
     • Do you think that it is better for people to work together to improve their society and unfair conditions or for the government to provide services for the people?
     • What benefits can exist when people join in a struggle and cooperate for the common good?

Supplemental information

Comments

This lesson plan is provided as an outreach project of the UNC International Studies Project. For more information, contact Ken Stewart at senor@compuserve.com.