Museum Proposal for James Mollison exhibit

                             Understanding Global Poverty and Wealth inequality in schools

                                      (Adapted from OXFAM America’s hunger Banquet)

Purpose:

Provide a space where students can come to understand global Poverty and Wealth in equality.

Activity: Divide students into three groups representing High middle and low income world statics. Give students art supplies accordingly and assign them the task of creating a picture of their country using resources available.

Dividing the Participants 

• Each participant will represent a country from the Developed World-Level One, the Developed World-Level Two, or the Developing World. Participants should be divided according to the proportions indicated on the chart below. 

• Prepare slips of paper with the name of a country and its development category listed on each. 

• You may want to include a statistic or fact about each country on the slip of paper. 

• Prepare name tags in three colors (or with dots of 3 different colored stickers) with each color representing a development category. 

Procedure 

• As participants enter the room, have each of them choose a slip of paper with a country listed. 

• Fill out a name tag for each participant on the appropriate color based on the country chosen. 

• Instruct all participants to be seated at the appropriate tables or on the floor, based on their country assignments. 

Explain once participants are seated.

. Development Categories and Corresponding Countries
Developed World – Level 1: (industrialized nations): Countries in which most people have a high economic standard of living. United States, England, Spain, Italy, France, Norway, Australia, etc.
Developed World – Level 2: Countries in which most people have an adequate standard of living. Russia, Poland, Hungary, Ukraine, etc.
Developing World: Countries in which most people have a low economic standard of living. Angola, Bolivia, Cambodia, El Salvador, Ethiopia, Ghana, Haiti, Kenya, Liberia, Mexico, Niger, Pakistan, Peru, Philippines, Rwanda, Senegal, Sudan, Uganda, Vietnam, Honduras, Tanzania, etc. 

Look at james mollison photography.  Discuss what these photos show about wealth ineuqality. Show at the end of the activity: understanding poverty video.

Suggested talk back:
 How did you feel when you realized which country you had been assigned?

How did you feel about those assigned to countries different from yours?
What did you learn about the Developed World, the Developing World?
By participating in this exercise, we have reached out in solidarity to the poor around the world. In what ways can we continue to reach out to our neighbors around the world, even after we leave here tonight? 

Development Category	Table Setting	Distribution of supplies
Developed World Level One (10% of group)	Linen tablecloth, flowers in the center of table, water color paper, sketch book paper,construction paper, paintbrushes, pastels, pens, markers, ink.	Access to multiple uses(if something breaks or runs out they can have more) of all supplies available for each student.
Developed World Level Two (30% of group)	White Paper, construction paper, plastic paintbrushes,water color paints, crayons, pencils.	Access to one time use of supplies. Share supplies with group. Enough for each participant to use once(ex: one piece of paper, one pencil,box of crayons to share)
Developing World (60% of group)	No table, no artistic utensils,pencils, one large piece of butcher paper tone shared by the group. Participants sit on the floor for the activity(Be sure that there is enough floor space available for this group.)	Access to one time use of  pencil and paper (one box of crayons may be split up and shared between groups.