For one autumn night at Global Village, 6th graders learn—in real time—about collaboration, caring, and being a global citizen.

During an overnight stay at the Global Village in Sharpsburg, Maryland, this month, some 6th graders had mattresses, access to iPads, and more than enough food to successfully cook their group’s dinner. Others slept on the cold ground in lean-tos with no walls and struggled to barter for the necessary ingredients to make their family’s meal. Whatever place they found themselves in, they learned, in real time, that life on planet Earth is not equal.

At this annual 6th grade trip, students are randomly selected to be part of a “family” representing a place or socio-economic status. This year, examples included Appalachia, Kenya, Tibet, Thailand, Guatemala, a refugee camp, or upper, middle, and lower class communities in Mozambique. Each group was assigned different levels of resources, except for the refugee camp, which started with none. Students delved into the causes and effects of hunger and poverty, focusing on issues such as health, clean water, nutrition, economic disparity, and lack of education. In this role-playing program, students worked together through direct, collaborative action to gather ingredients and cook their meals. 

It was sometimes easier said than done.

“There are definitely moments of frustration, particularly when groups struggle with fire-building—a necessary skill for cooking their meals,” 6th grade teacher Becky Farnum said in describing the event. “But through efficient teamwork, communal cooking, and resource management, the students start to show perseverance, hone difficult skills, and think big picture.  The experience is very Sidwell—all about collaboration, caring, and learning about being a global citizen.” 

This year, for the first time, students filled out “before” and “after” forms, which helped them ponder expectations and reflect on their experiences. Questions ranged from “Before: List the three most important things you need to feel safe and healthy right now (for example, food, shelter, phone access, etc.). How long do you think you could comfortably go without each of those items?” to “After: Did your ‘house’ have an easier or harder time than other groups? How did the rules of the simulation highlight the idea of economic disparity (meaning, why do some people/groups start with more than others)?”

Depending on their family’s situation—and their expectations of the trip—students left with different impressions. Here are some of the students’ reflections:

• “A lesson I learned is that many people have it very hard. As a refugee, I was freezing and didn’t sleep much at all. It made me realize that some people have to live their whole life through what I could barely survive one night.”
• “My house had the easiest time because we started with all of the food we needed and extra. The simulation highlighted the idea of economic disparity. One group only had a tarp as a roof.”
• “I enjoyed how everyone was able to work together and do their best to fight through the rough times.” 
• “I learned that we really take what we have for granted and should be more appreciative. Somewhere out there, there will always be someone with less than you, sad, and alone.”

The evening concluded with a special Meeting for Worship, where students gathered around the campfire for quiet, collective reflection. “Students shared how they saw the best in their peers and we heard touching examples of strong community and teamwork,” says Farnum. “Many students spoke about someone sharing food with the less fortunate ‘families’ and helping them feel comfortable through the experience. It was in this shared silence, under the dark of the night sky and by the warmth of the campfire, that the impact of the day settled in.”