Pennies Simulation: Scramble For Wealth

Subject Area

This activity has been designed to allow students to experience first hand the impact of wealth on our planet. It forms part of the History (HWT 4A1, HWT 4G1) curriculum.

Learning Outcomes

Teaching, Learning and evaluation will focus on the student’s ability to:

• Discover one’s own culture’s resources and values, and those of other cultures;
  
• Critically discuss the impact that a strong nation may have on a weaker one in the global community;
  
• Project oneself into alternative circumstances and perspectives.
  

Materials

• 100 pennies
  
• paper
  
• markers
  
• pen and chalk
  

Classroom Development

This lesson is a motivational activity to help students gain a deeper insight into the fundamental global problem of distribution of resources.

1. Explain to the class that in this game they will have a chance to acquire a great deal of wealth, in fact, 200 percent of the wealth (goods, services, power, and resources) that the world has to offer. Explain that the wealth will be represented by 100 pennies. Tell students there is only one rule they must follow in their acquisition of wealth—they may not at any time for the rest of the class period, touch any member of the class.
   
2. Arrange the room so students won’t bump into furniture. Scatter the pennies on the floor. Have students scramble for the pennies, then return to their desks.
   
3. Ask students to count their pennies. Record the results on the chalkboard. Mark each student’s initials next to the number of pennies acquired.
   
4. Tell students they may, if they wish, give pennies to less lucky class members. Allow two or three minutes.
   
5. Tell students they will be rewarded according to their wealth. Make sure that you say this after step number four has been completed. For example, all students who have five or more pennies will receive five extra credit points or they may leave class five minutes early. Develop rewards that suit your particular class situation. They should be tempting enough to please the “wealthy” and discourage the “poor” and motivate students in their subsequent attempts to either maintain the status quo or redistribute the pennies. At the same time, the rewards should not be threatening enough to alarm students about their progress in class.
   
6. Tell all students who have one to four pennies that they will receive a smaller bonus (one extra point per penny). Those without any pennies receive nothing.
   
7. Ask again if there are any students in class who would like to give away any of their pennies to less wealthy classmates. Allow time for this to occur.
   
8. Tell students they will now have one last opportunity to redistribute the pennies if they wish to do so. Arrange the class into two groups: those who are satisfied with their wealth and those who are not. Ask each group to arrive at a plan for redistributing the pennies (all the wealth of the world). Announce that there will be ten minutes for discussion after which a vote will be taken.
   
9. Give each group a marker and sheet of paper (or chalk for the board). Tell each group to appoint a secretary to record their group’s plans. Also, ask the groups to name their plans for easy identification during the final class discussion and vote.
   
10. Post the two plans prominently. Ask each secretary to read the group’s plan and answer any questions.
    
11. Take a vote; students who own five or more pennies have three votes. Students with one to 4 pennies have one vote. Penniless students have no vote. Tabulate the votes and announce which plan is to be implemented. Implement the plan and assign awards to students.
    

Timing

Allow one class period for the completion of this activity.

Student Question Sheet

This activity is designed to allow you to experience first hand the fundamental global problem of distribution of resources. Complete the simulation as described by your teacher, then discuss the following questions in small groups.

1. How did you feel about the way in which the pennies were acquired and distributed?
   
2. Were you treated fairly?
   
3. Were there any students who gave pennies away? Why or why not?
   
4. Was the game a fair and realistic portrayal of how wealth and power are distributed in the world?
   
5. Would you have acted or voted as you did if the pennies had been dollar bills? $100 bills?
   
6. After participating in this simulation, could you better identify with disadvantaged peoples? With wealthy peoples?
   
7. Why were student votes distributed the way they were?
   
8. What people in our society/community have little wealth/power?
   
9. What people or nations in the world are poor? Wealthy?
   
10. How many countries are “have nots”?
    
11. How many “have” nations are there?
    
12. Why should powerful countries be concerned about the have nots?
    
13. Why would “have” nations give money to poor countries?