Activity Four (Tent Four): Build a House

Activity Four - Build a House

For this activity, youth are asked to reflect on how in our society, people are often expected to have the same outcome in life, regardless of the resources with which they begin. Students are divided into groups and given different amounts and kinds of materials to construct a model of a house. They are then asked to talk about the process of building the house in order to dispel class based (socioeconomic status) stereotypes. The group learns that you can’t tell the character of a person by how much money they have.

  • Power-Point Presentation: This is an optional visual aid facilitators can use to present the activity using Microsoft Office Power Point.
  • Qualities Cards These are printable cards that may be handed out to the children after the activity to show that money does not define who someone is.
  • Printer Friendly Version: This is a printable version of this page as well as the stories and pictures that go along with the activity.
  • Follow-Up Activity: This can be given as homework or used in class as a supplement to this activity.
  • Pictures: These are some images you can show to your students to illustrate ideas.

  Key points to integrate throughout the activity

  • Our society often expects people to have the same outcome in life, regardless of the resources with which they begin. We need to be aware of the power of what we do not see, hear, or know on a daily basis in regard to others’ access to resources, and what influences people’s behavior. This activity gives children a glimpse at the reality of the “haves” and “have nots”, and the value our society unfairly prescribes to the amount of money people have as a reflection of individual’s worth.
  • There is an unequal distribution of resources. Sometimes people cannot get a better job or even try harder due to the uneven distribution of resources, prejudices, fears of others and their own fears.
  • Most things valued in our society have to do with money and the things money can buy such that people will feel valuable. However, things that money can buy, such as shoes and houses, do not determine how important a person is.
  • The media often gives us messages about wealth. It tells us that characteristics like being fun, interesting, generous, hard-working, and loving are determined by the amount of money that people have. But money cannot truly buy happiness! Happiness is a feeling, whereas money buys material things.

  Supplies

  • Materials from recycling or trash bins that can be used to construct a house (cardboard, Styrofoam, paperboard, bubble wrap, wrapping paper, etc.)
  • 4 large, black garbage bags
  • Bag One (Most/best resources): the highest quality and most abundant building supplies. Includes items such as sturdy cardboard, thick poster board, strong duct tape, ample furniture, wallpaper, carpet, or other fabrics.
  • Bag Two (Some/average resources): reliable quality and just enough building supplies. Includes items such as decent cardboard, packing tape, some furniture, and some decorative items.
  • Bags Three and Four (Least/worst resources): the least quality and limited building supplies. Includes small amounts of items such as Styrofoam, scrap paper, masking or scotch tape, and little to no decorative items, such as markers, fabric, or carpet.
  • Pile of books to represent education
  • Play money (or green construction paper to represent money)
  • Attribute printouts (4 copies of each printout)

  Instructions

  1. Divide the participants into four groups by counting off randomly by 4’s.
  2. Give each group a bag of building supplies and instruct them to build a house with the materials they have in their bags. Give everyone a specific amount of time to do this; 20 minutes usually works well. Once everyone understands what to do, send Group 4 into another room or out into the hallway to build their house.
  3. While the groups are building their houses, write down your observations about what happens in the different groups. What do you notice about their interactions, the way they express their feelings, and their behavior? Here are some trends you might notice:
  4. Group 1 (the most resources) tends to get along well; they usually appear to have a good time, with lots of laughter and excitement. Each person will often have an individual project or is able to be creative. The group tends to waste a lot of resources and does not clean up as they go along. The group also does not notice what is going on in other groups.
  5. Group 2 (average amount of resources) frequently gets along well; they diligently work together. The group tends to build a sturdy home without a lot of extra (surplus) items in it. This group is not wasteful and cleans up as they go along. They may or may not notice what is going on in other groups; either way, the actions of other groups do not seem to bother them.
  6. Group 3 (the least resources that stay in the room with the other groups) usually engages in a lot of arguing. They get upset about the unfair distribution of resources, vocalize their feelings, and may steal from other groups. Although they do not waste their supplies, they do not use them efficiently, building accessories before the house. They tend to be very aware of the other groups and often finish before them.
  7. Group 4 (the least resources who leave the room) often get along fairly well and work as a team. They usually use all of their supplies efficiently and constructively, without concentrating on accessories. They are not concerned with other groups, although they are curious as to why they are asked to leave the room.
  8. Let the students know when they have five minutes left to finish building their houses. Once the allotted time is over, invite Group 4 back into the classroom to share their house.
  9. Start a discussion about the building process of the houses. Here, you may use your observations as a reference point or a guide to discussion. Some examples of questions to address to the class are:
  10. Do you notice a difference in resources and materials in each of the houses? When did you notice any differences? → Address this question specifically to the children in Group 1. Typically, they will say they did not notice any frustration in the other groups, particularly the group with the least amount of supplies.
  11. Was there any arguing or fighting within or between any of the groups? Why might groups who had more and nicer supplies argue more than those who had supplies of a lesser quality?
  12. Did the group who was sent out of the room get along differently than the other groups? Why? What were their reactions when they entered the room and saw the other houses?
  13. Continue the discussion with this written-out verbatim. This really hits the lesson home for the participants, but would be most effective with your own genuine wording and spontaneity.
  14. “I have a few more things that I would like to give you, according to what kind of house you have. This may determine what you are able to buy and provide for yourselves.”
  15. Pass out “money” for groceries and medical care. Give each group an amount relative to their SES level. For example, Group 1 should receive most of the money. “A lot of times, it is very difficult to buy foods that are good for our bodies, or medical care for when we are sick.”
  16. Pass out “books”. Give each group an amount relative to their SES level. For example, since Group 1 has the most money, they should receive the most books. “Money allows people to pay for schooling, which in turn helps them get jobs that pay more money.”
  17. “Now, I have some characteristics that I wanted to give you, but I could not figure out who should get what based on how much money they have. For example, I have the attribute “Hard Working”. I cannot determine who is hard working based on the amount of money you all have. You could all be hard working. I also have characteristics of “Smart and Wise” to give. However, being smart and wise has nothing to do with how much money you have. How about “Generous and Giving”? Everyone can be generous and giving, regardless of how much money they have or do not have. Same with the qualities “Honest and Truthful”. No amount of money can make people be honest and truthful. I also have the qualities “Well-loved” and “Brave.” You all deserve to be loved by others and are more than capable of showing courage when you stand up for what you believe in. No one can tell you otherwise.
  18. Hand out the “qualities” cards to all groups. “Everyone should be valued and viewed as important. Feeling valued and important is not based on how much money you have.”