1. Tara Kramer EDIM I use the book, “If the World were a Village” to talk to my students about the world around them, and how different life is outside and sometimes inside our own communities. As I am reading the book to my class, students will follow along with a worksheet filling in answers based on the reading. As I’m reading they get to see a visual presentation (the Power Point) related to what they are hearing. This presentation is designed to get students thinking about other people all over the world and learn about how other people live, in comparison to how they live and their culture.

2. “If the World Were a Village” by: David J. Smith
This slide will be the introduction to the activity. Students will have their guided notes that will help them to follow along. The teacher will read pg. 7 of the book to the class and show the pictures. This will explain the purpose of the activity and the meaning of the content. The book is designed to mathematically make sense to students since the village is populated with 100 people, they can understand 100 as a percent. The introduction will explain that each person represents 64 million.

3. Nationalities
Here students will explore the nationalities of the village of It will help them to see that the world is heavily populated by people who don’t look like them. This is important since were they live there aren’t many people of different nationalities. The teacher will read pg. 8 to the class. The pictures on this slide will represent some of the nationalities all over the world and those represented in the book.

4. Languages Namaste Zdrazvoodyeh Hola Hello!
Students will explore the many languages that are present in the village of 100, and understand how important language can be. One this slide they will see four different ways to say hello to people in another language. The teacher will read pg. 10, here students will learn that English is not the most common spoken language in the village of 100.

5. Ages
Population has a lot to do with age groups, in this section students will see what the ages are in the village of The teacher will read pg Students will analyze the population of the world and see that it is relatively young; for every year in the village one person dies but three are born.

6. Religions
Religion is important to a culture, it can define our beliefs. There are many religions in the village of Students will be introduced to religions other than Christianity. The teacher will read pg The symbols on this page represent a few of the religions that will be discussed in this section.

7. Food
Food is important in order for the village to continue growing. Here students will learn that there is enough food to feed the entire village, but not everyone is given enough food; for it is not distributed evenly. This is a huge eye opener for all my students, this will be the first time for some to hear that some people do not have enough food to eat or not enough money to buy food. The teacher will read pg This is also an important slide in the presentation, in the next slide we will discuss what other people all over the eat and see how they live.

8. Students will view a short video segment about a family in Africa and how they use their food resources.

9. Continue
This is my interactive slide. Each image represents a country. As a group or individually, students will explore what people in different countries eat. The globe at the top of the page will let the presentation continue after all the countries have been investigated. Once a country is clicked on it will link with a image of a family that lives in that country, when the learning is complete the teacher or student will click on the family image to come back to this page and continue the process.

10. Italy
The Manzo family of Sicily food expenditure for one week: Euros or $ What two type of food do you see a lot of?  How is there diet different or the same to your own diet?

11. Germany
Germans enjoy a high standard of living. The Melanders live in what used to be West Germany. Students will see that this family has much more food than the average house of four. They eat plenty of fresh produce, meats, and dairy products, as well as packaged foods. Students will analyze how the weekly food supply for this German family compares to their own family?

12. United States
This is the Revis family of North Carolina. Students will notice that this family eats large amounts of fast food and processed food. Students will answer the following: Based on the picture what does this imply about the Revis family’s lifestyle; In your opinion, how healthy is the Revis family’s diet, and what evidence supports your answers?

13. Poland
The average family in Poland spends $ a week on food. Students should notice that make-up of this family, it includes living with grandparents. The food that they eat is extremely healthy, with lots of fruits and vegetables. Students will compare and contrast their own families to the family in the picture. Students will analyze the effect of having four adults in a household and its contribute to the kinds of food that they eat weekly?

14. Egypt
This Egyptian family is very different from any other family, it includes grandparents, aunts and uncles, and several child under one roof. This extended family spends $68.53 a week on food. Notice that most of the food is fresh fruits and vegetables. Can students notice any familiar labels on the table? Can it be cheaper to buy fruits and vegetables verses processed or already prepared foods?

15. Mexico
Mexico has a population of over 100 million people and a vibrant culture. The Casales family is an example of how Mexican families are increasingly becoming “Americanized,” what they eat and where they shop is an example of that. Students will answer the following: What products in the picture look familiar; Why does the Casales family have large bottles of water; What appears to be the Casales family’s favorite beverage; and what appears to be the boys’ favorite foods and how can you tell by the photo?

16. Bhutan
The teacher will share the following information with the class: Most people in Bhutan are Buddhist and don’t kill animals for food. The Namgay family only eat meat when an animal dies naturally or accidentally. There are only 12 houses in their village. The Namgay’s grow most of their own fruits and vegetables and try to avoid having to purchase items at the market, they have very little money to spend.
The following questions can be asked to students to further class discussion:
What types of food items that many American families consume are absent from this photograph? Why do you think this might be the case? What food items do you think are central to the family’s diet and why?

17. Chad
Students will notice that the Aboubakar family has noticeably less food to eat than the other families they’ve seen. This family lives in a refugee camp, they rely on rations handed out by relief agencies. The total calories given to each person in the refugee camp is 2100 calories per day. Students will learn that here family members will always feel hungry, they do not get enough food daily. Students will answer the following questions: Do you see any fresh fruits or vegetables in the photo, why or why not; With such little food, how do you think the family gets the vitamins most people get from eating fruits and vegetables; describe the landscape where this refugee camp is located; and how does the family get water to drink?

18. Ecuador
Ecuador is a small, mountainous country on the west coast of South America. Ask students to describe the Aymes’ kitchen, how does their kitchen compare to your own kitchen? Students will see that the Aymes family has ho electricity or gas supplies to cook their meals. The Aymes family eats 100 pounds of white potatoes per week, 50 pounds of white rice, and 10 pounds of corn flour. Students will answer the following: Why do they think these items are part of the Aymes family’s diet; Do the Amyes’ eat meat, why or why not?

19. Air and Water
Students will begin this slide by watching a video on air and water pollution and how it can affect humans and animals. When the video is completed the teacher will read pg. 18 to the students. Student will learn that not every home will have access to a clean water source or adequate sanitation.

20. School and Literacy
Students will learn about the importance and the restrictions of education in the village of The teacher will first read pg. 21, then clink on the embedded video showing a school in Africa. Students will learn that not all school age child get an education in the village of Answer: How might the students in the village of 100 compare to the students of the world?

21. Money and Possessions
Not everyone in the village of 100 has the same socio-economic life styles. There are people in the village who have more money and others who can’t provide basic needs for their family. The teacher will read pg. 22 in the book and discuss how money can impact a family.

22. Electricity
Students will see that not everyone will go home and have electricity. If you don’t have electricity you also will not have televisions, computers or cell phones. The teacher will read pg. 25 to the students. This slide is a good time in the presentation to include a discussion connecting idea of how money, possession and electricity are all related, and how different culture have different standards of living regarding these topics.

23. The Village in the Past
The village had a past, student will see how the village grew from one person, to two people, and eventually to the village of The teacher will read pg. 27 to the class. Answer: How is the growing population in the village related to the history of the world?

24. The Village in the Future
The village of the future is changing fast; the population of the village is increasing. Students will learn about the village and its growth over the next hundred years. The teacher will read pg. 29 to the students, then ask the students how population is affecting the village, and the world; are there any concerns with the worlds population?.

25. We are a Global Village
With this slide the teacher will talk about and define globalization. Students will answer what we can learn from the village of 100, and how what they learned applies to their own lives.

26. Pennsylvania State Standards
8.1.6.C
8.1.9.A
8.4.6.C
8.4.6.A

27. Citations
Text:
Smith, David J. (2005). If the World were a village. Tonawanda, NY: Kids Can Press.
Hedberg, B., & Lynch, C. (2007). Hungary planet: what the world eats. Culver City, CA: Social Studies School Services.
Audio/Video:
Discover education . (1999). Retrieved from
Summer Productions. (2005). Conservation [Video Segment]. Available from
Audio from Micro Soft Media

28. Images:
Hedberg, B., & Lynch, C. (2007). Hungary planet: what the world eats. Culver City, CA: Social Studies School Services.
Images from Micro Soft Clip Art