Global Focus by Teacher Superstore

r o e t s Bo r e p ok u S Global Focus Ages 10-13 years

Ready-Ed

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Publications

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Making a Difference in the World

R e li e f C a r

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f K ind n es s

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W o rkin

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Peace en n H e l p i n g C h il d r e

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By Heather Zubek

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ea P n C i s . teng in g from N hildren of K o ig e r A c t s Po c ? . ve r ty ch r e ty e r W h at is P ov t er o s super

Ready-Ed

Acknowledgements

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 784 5 2

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Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Publications

Contents r o e t s Bo r e p ok u S 4 5 6

Living in Poverty Background Information for the Teacher

What is Poverty? Making Comparisons How Many Zeroes is That? Acts of Kindness

7 8 9 10 11

Working Children

Background Information for the Teacher

What is Child Labour? Children's Peace Award Case Study 1 Case Study 2 Children Helping Children

29 30 31 32 33

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Teachers’ Notes Resources for the Teacher Curriculum Links

Child Trafficking

Background Information for the Teacher

Word Search 35 © Ready E d P u b l i c a t i o n s Chaga & the Chocolate Factory 36 12 Chocolate Survey 1 37 Chocolate Survey 2 38 •f orr evi e13w puWhat r pAre oYou se s o n l y • Feed the World Buying? 39

Hunger

Background Information for the Teacher

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14 15 16 17 18 19

Safe Drinking Water

Children as Soldiers

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Relief Care Packages Pebble Power 1 Pebble Power 2 Reporting from Niger Acts of Kindness Research

Background Information for the Teacher

Child Soldiers Care for Kids Build a Display

41 42 43

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Background Information for the Teacher

Thirsty Word Search Water Usage Water Stories

21 22 23

Children and Education

Background Information for the Teacher

What is Education? Going to School Board Game

24 25 26-27

Children in Charge

Background Information for the Teacher

Children in Charge Compare Your Day Helping Children in Charge

45 46 47

Peace Pledge

Answers

Teachers’ Notes

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The plight of the world’s children is a major concern on the world’s stage. Too often though, we think of poverty and war as happening somewhere ‘over there’ thus making it almost obsolete in our day-to-day lives. It’s time to bring this concern into the primary classroom. The aim of this book is to make middle to upper primary school students aware of the lives of children in developing countries and the issues that they face. Topics discussed in this book are confronting but they are dealt with in a sensitive manner. Students are encouraged to move beyond their comfort boundaries and wonder what it would be like to be a child struggling to get clean water, to be the head of their household and not have the opportunity to go to school. This book also challenges the students to act on their new found awareness and to realise that one person can make a difference. It teaches them the importance of peace, freedom and kindness. This book contains:

Background Information Pages

Blackline Masters

There are eight topics in this book. At the start of each topic there is a Background Information Page which has been written for the teacher. Each Background Information Page outlines the main points which will be covered in the topic and introduces key words and phrases related to the topic which can be brainstormed on the whiteboard and discussed in class. Useful resources are also included to extend the topic and provide an extension activity which can be given to fast finishers or more able students.

This book is filled with activity sheets which can be photocopied and given to students to complete in class or as homework. Some of the activities are creative, require research, test comprehension skills, ask students to carry out experiments or complete a puzzle. All activities are curriculum linked.

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Think Big Sections

These are activities designed to get students thinking a little differently about the topic.

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The answers to the set activities are provided at the back of the book to make life easy for the teacher.

Resources for the Teacher Useful Dates: 21th March - Harmony Day:

www.harmony.gov.au/harmony-day

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22nd March – World Water Day: 7th April – World Health Day:

www.worldwaterday.org

www.who.int/world-health-day

Each April - Global Campaign for Education Action Week: org www.fairtrade.com.au

12th June - World Day Against Child Labour: Each June - Refugee Week:

www.ilo.org

www.refugeecouncil.org.au

16th October – World Food Day:

www.fao.org/getinvolved/worldfoodday/en

16th – 18th October - Stand Up Against World Poverty: 20th November – Universal Children’s Day: Each October – Anti Poverty Week:

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Each May - Fair Trade Fortnight:

www.campaignforeducation.

www.standagainstpoverty.org

www.un.org/depts/dhl/children_day

www.antipovertyweek.org.au

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accessed for free. They are also happy to provide speakers to visit schools to give a firsthand account of the organisation and its projects. Some of the groups are religion based. Two such organisations are World Vision and Tear Australia.

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World Vision has an excellent set of resources for schools available on their website www.worldvision.com.au. Teachers can also subscribe to their many magazines which cover the topics discussed in this book. Many of the subscriptions are free.

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Tear Australia has teaching resources free of charge. Their Incite 4 Kids magazine is full of ideas for the classroom teacher. Topics range from climate change to houses around the world. Their website is www.tear.org.au. Websites that are useful for both you and your students: www.youthink.worldbank.org

www.savethechildren.org.au

www.cyberschoolbus.un.org

www.oneworldcentre.org.au

www.globaleducation.edna.edu.au

Curriculum Links NSW (Human Society and Its Environment) Environments (Stages 3 & 4) Social Systems and Structures (Stages 3 & 4)

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TAS (Society and History)

ACT (Social Sciences) ELA.23: The student understands world issues and events (23.EA.1, 23.EA.2, 23.EA.3, 23.EA.4, 23.EA.10) WA (Society and Environment)

(3) Resources (Middle Childhood and Early Adolescence) (7) Active Citizenship (Middle Childhood and Early Adolescence)

NT (Studies of Society and Environment)

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Identity, Relationships and Culture (Stages 9-12. Standards 3 & 4) Democratic Values and Processes (Stages 9-12. Standards 3 & 4) Interconnections Between Systems (Stages 9-12. Standards 3 & 4)

Civics, Governance and Social Justice (Bands 3 & 4) Enterprise (Bands 3 & 4) Values, Beliefs and Cultural Diversity (Bands 3 & 4)

QLD (Studies of Society and Environment)

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SA (Society and Environment) Societies and Culture - 3.7, 3.8, 3.9, 4.9 (Standards 3 & 4) Social Systems - 3.10, 3.11, 4.10, 4.12 (Standards 3 & 4)

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VIC (The Humanities – History)

Historical Knowledge and Understanding (Levels 4 & 5) Historical Reasoning and Interpretation (Levels 4 & 5)

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Culture and Identity (Years 6, 7 & 8) Political and Economic Systems (Years 6, 7 & 8)

Background Information for the

Teacher

Living in Poverty Main Points • A person lives in poverty when they lack the resources to reach a standard of living that is typical for their community. Poverty in one country does not necessarily mean poverty in another.

r o e t s Bo r e p ok Key Words u S

• poverty

• standard of living • health care • sanitation • malnutrition • GDP/GNP

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Key Words

• Poverty does not only mean not having enough money. It also means having no access to employment, basic health care, education and essentials such as food, clean water, clothing and shelter. • Poverty has a greater impact on children, as their physical and mental growth are affected by poverty. Children living in poverty are more likely to pass on poverty to their own children, thus continuing the vicious cycle.

• per capita

• basic needs

Further Information

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Extension Ideas

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www.antipovertyweek.org.au is a useful website to obtain resources on poverty in Australia and globally. www.globalissues.org is a useful website to access background information and statistics on global poverty. www.globaleducation.edna.edu.au is a great website full of resources and activities for schools. www.oneworldcentre.org.au is a great resource for teachers. www.worldbank.org/poverty provides information on the monitoring of poverty around the world.

Niger, China, Democratic Republic of Congo, Australia, New Zealand, Iraq, Japan and Singapore.

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Suggested background reading for teachers

1. Rank the countries listed above from poorest to wealthiest. Check to see if you are correct by looking up the countries on www.globaleducation.edna.edu.au Click on Country Profiles. You will find an indication of each country’s GNP (Gross Domestic Product) on this site.

2. On a map of the world find the countries, label them and then colour them in.

The Life You Can Save: Acting Now To End World Poverty by Peter Singer.

Living in Poverty

{ What is Poverty? } cts on Read and complete the fa ds. poverty using the keywor

Keywords r o e t s Bo r e p ok u S • poverty

• health care • standard of living

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Poverty is being hungry all of the time even when you have eaten all the seeds that you were going to use for next year’s gardening. _______________ is having nowhere to live, nowhere to learn and no one to see, when you or your child is sick. Poverty is living day to day with little hope for a better tomorrow. When a person or family live in poverty, they lack the resources to reach a way of living or __________ __ ________ that is considered normal for their community. Not having enough money is not always the issue in poverty. Poverty means that there is no access to jobs, no basic _____________ such as life saving medicines, clean water or _________________________ or adequate shelter. Poverty has a great impact on children as the lack of nutritious food leads to them suffering from __________________.

• malnutrition • sanitation • GDP

• per capita • population

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country is. The most common way that governments measure poverty or standard of living is through the Gross Domestic Product (________). GDP measures the value of the goods and services that a country produces. The country’s total GDP is often divided by the country’s __________________ to give a measure of the average income ___ ________ or per person. This way of measuring poverty doesn’t always give a good result as some people in the country may be very rich whilst the majority may be very poor.

o c . che e r o t r s super Think Big!

Work out the GDP (Gross Domestic Pencils) for your class. Find out the total number of writing pencils that each person has in your class. Divide that total number of pencils by the number of students there are in your class. The number will be the GDP per capita (per person). Now divide your class into two groups. The first group is one-third of the number of students in the class and the second group is two-thirds of the number. Give each group 100 pencils. Now work out the GDP per capita for each group. Write down on the back of this sheet what you notice.

Living in Poverty

Making Comparisons imagine imagine imagine

imagine imagine

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imagine imagine

Task

th Compare your life wi that of Kairu’s.

Kairu

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Imagine that as a cl ass you have been writ ing letters to school chil dren in Kenya. You have been learning about how they live, where they go to school and all about th eir families. A letter has arrived at your sc hool recently from a 12 year old boy called Kairu. imagine imagine imagine imagine

imagine

Dear friends, Thank you for sending letters to my school. I like to see how you . My learn things. I tell you about me ter and grandmother looks after my sis helps ter me. She is very old so my sis and I with cooking and getting water ly and help with the garden. I wake ear run to look after the garden before I y! At school. School is such a long wa some lunch time I come home to eat ugali. food. Some time my sister makes ool I sometimes eat with soup. At sch ter my favourite lesson is Health. Af fetch school I have to help my sister my do water from the well. I must side. homework and then I can play out s. end I like to play football with my fri Please write some more. Your friend,

What is your favourite subject at school?

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What do you eat for lunch?

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Where do you get your water from?

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Your Life Kairu’s © ReadyEd Publ i cat i onsLife Who do you live with? • f orr evi ew pur posesonl y• Questions

o c . e you have to do atc her r o home? t s super What do you like to do after school?

How do you get to school?

Think Big!

Using your research skills find out what ugali is made from. Would you like to have this for lunch? ________________ __________________________________________________ 9

Living in Poverty

} t? a h T is s e ro e Z y n a M w o {H swer the questions. Read the facts and an ONE BILLION IS A HUGE NUMBER. IT’S ALMOST TOO BIG TO THINK ABOUT. BUT THAT’S HOW MANY CHILDREN ARE LIVING IN POVERTY.

The Facts

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There are just over two billion children in the world.

Write down one billion as a numeral:

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• One billion live in poverty, that is, every second child.

• 400 million children living in the developing world have no access to safe water.

Counting to a billion. If you started today and didn’t stop all day and all night it would take you 62 years to count to one billion!

• 640 million children in the developing world live without adequate shelter.

drinking water and sanitation.

(from www.globalissues.org)

• 121 million children do not have access to education. •

How old would you be when ? you’ve finished counting

Number Work

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COUNTRY Australia Fiji

Indonesia India

POPULATION

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d ation.edna.edu.au an uc ed al ob gl w. ww t si Vi tion to access the popula es il of Pr y tr un Co select ed below. of the countries list 1. Which country has nearly one billion people?

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_______________________

2. Which country has nearly one million people? _______________________

China

On the back of this page write a ten second radio news bulletin ! Think Big outlining how many children are affected You have by poverty. Try to get across to your listeners how enormous the number one billion is.

ten seconds

Living in Poverty

{Acts of Kindness}est

ralia’s larg World Vision is Aust tion. overseas aid organisa

History:

Child Sponsorship:

World Vision’s mission is ‘to be a Christian organisation that engages people to eliminate poverty and its causes’.

An individual, family or organisation pays money on an on-going basis to World Vision who use the money to help a child, their family and community with whatever they need, to ensure that children grow up in a healthy environment. The sponsor regularly receives information about the child who they sponsor and updates on the improvements made in the child’s community.

Undertaken:

40 Hour Famine: You may have heard of the 40 Hour Famine. It is one of Australia’s biggest fundraising events for students. Students go without food or something else for 40 hours. This project raises money for children who are living in poverty overseas.

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r o e t s Bo r e p ok u S Examples of Projects

World Vision was founded during the 1950s in the USA by Bob Pierce. Mr Pierce was a soldier during the Korean War and he saw the problems facing the orphans and families in Asia. After the war, he returned home and started to raise money to help the people who he had left behind. The response was so overwhelming that Mr Pierce established the organisation World Vision in September 1950. World Vision Australia was established in 1966.

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Mission:

Design a logo for your poverty busting organisation.

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Name of organisation

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Create your own organisation to help stop world poverty. Think of a title and a mission statement. What country/countries would you work in? Describe your first project. Complete the table below.

o c . che e r o t r s super Mission statement

Country(ies) you help in

First project undertaken

Website 11

Background Information for the

Teacher

Hunger Main Points • Hunger is not just the absence of food. There are two forms of hunger: chronic hunger and famine.

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• Famines account for less than eight per cent of hunger related deaths. The remaining 92 per cent are the result of chronic hunger.

• hunger

• chronic hunger • famine

• undernourished • basic needs • emergency • malnutrition

• Chronic hunger is when a community lacks the opportunity to earn enough money to produce enough food, to be educated and to learn the skills to meet their basic needs. Chronic hunger is not just about the lack of food.

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Key Words

• A famine is defined as an emergency. A community is suddenly without food due to drought conditions, natural disasters or war. Obtaining food is a priority. • Around the world 26 500 children die each day from hunger. That’s equivalent to one child dying every second.

• Over 840 million people around the world go hungry © Ready E d P u b l i c a t i o n s every day and more than half a billion people are undernourished. • f orr evi e w pur posesonl y• Further Information • The poorest and most food scarce people live in • scarce

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www.worldvision.com.au Under Africa, whilst the largest number of continually Learn, click on School Resources, undernourished people live in the Asia-Pacific then Issues & Downloads, then region. Food. www.globaleducation.edna.edu. • Hunger is also severe in South Asia where economic au Click on Food Security. decline, wars and political turmoil have all www.worldhunger.org Provides contributed to food problems. background information on hunger and the countries involved. www.wfp.org/students-andteachers is a great website with Extension Ideas lots of information, games and activities for students.

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• “Some children die invisible deaths when they die from chronic hunger.” What you do think this means? • Log on to www.food-force.com and play the game Food Force. This game is run by the United Nations World Food Programme and is suitable for children aged 8 to 13 years.

Hunger

{ Feed the World } mplete the tasks. Read the facts and co

The Facts

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• Hunger and malnutrition are listed as the number one risk to the health of people worldwide. • This risk of death from hunger is even higher than the risk of death from deadly diseases

• The main causes of hunger are natural disasters, war and conflict, poverty and problems with the environment. • There are two types of hunger: chronic hunger and famine. • Chronic hunger is when a person does not get the nourishment that their body needs over a long

period of time; perhaps a lifetime.

• When a person does not receive the proper food for a healthy body over a long period of time, the person often suffers from malnutrition.

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• One out of nearly seven people on this planet does not get enough food to lead a healthy life.

such as AIDS, malaria and tuberculosis.

• Famine is an emergency. Due to drought, natural disaster or war, a person or a community suddenly has no food.

Nourishment

famine

Emergency

chronic hunger

Famine

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Chronic

Write down, in your ow n words, the difference between the terms chronic hunger and famine.

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Malnutrition

chronic hunger

ons Work out the definiti s: rd wo g in of the follow

chronic hunger

famine

Hunger

{ Relief Care Packages } •

A care package is a parcel of food or supplies sent to a community or family to help them live.

•

Chronic hunger is when a family or community does not receive enough good food over a long period of time, sometimes a lifetime, to help them live.

r o e t s Bo r e p ok u S •

relief care package

A famine is an emergency. When a family or community is caught up in a war, natural disaster or severe drought, they are suddenly without food.

relief care package

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relief care package

This package is for a family in Ethiopia, Africa. Parts of Ethiopia have been struggling with a severe drought recently and this family needs help.

relief care package

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two Relief ol is putting together ho sc ur yo at th e in ag Im different families in o tw to nd se to es Care Packag in each you will be putting at wh wn do e it Wr . Africa ages will es. Remember, the pack package for the famili reach Africa. take a few months to e relief care packag

This package is for a family in Zimbabwe, Africa. The family has been living in poverty for many years.

To Zimbabwe

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To Ethiopia 14

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Hunger

{Pebble Power}

Read about Pebble Po wer. Drop a small stone into a pond or even into a bucket of water and watch how this one tiny stone causes ripples in the entire body of water. Your pebble has the power to affect all of its surroundings. You may think that you haven’t got the power to affect global issues such as hunger or poverty. But you have. You have PEBBLE POWER!

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fference? How Can You Make a Di

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• BECOME AWARE. Learn about hunger, poverty and other global issues. Becoming more aware of what is happening to people in other countries will go a long way to making a difference. Read the newspaper, talk to people, watch television programs and find out more about aid organisations. Knowledge is power.

Write a list of things that you could do to help feed the world and stop world poverty.

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Sure, helping people in need requires money, but fundraising isn’t the only thing that you can do to make a difference. Read the ideas below.

Pebble Power

To Do List

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• MAKE OTHER PEOPLE AWARE. Tell other people about the facts of hunger and poverty. Write to newspapers, talk on the radio, create posters for your school or present an item at your school’s assembly. The more pebbles there are in the world, the more ripples that are caused.

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• GET WRITING. Let your federal government member know your concerns about hunger and poverty. These people make the laws in your country and they will be able to tell you how they are helping to pass laws that help the developing world.

• FUNDRAISE. There are hundreds of ways that you can raise funds for an aid organisation or project. Research ideas on organisations’ websites. 15

Hunger

{Pebble Power}

Read how one child us ed Pebble Power to he lp people in need. resulted in the young boy raising over $390 which was enough to feed 1000 school children in the developing world for one day.

He was so struck by the plight of other children that he decided he had to do something to help."

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This small deed

"We are so proud of Zane," said Zara Belmar, his mother. "He found WFP's website while surfing the net.

"I don't mind about birthday presents this year. I always get special presents, so this year I want to make a difference for others," said Zane.

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Zane Smith, a nine year old boy from London, England decided that he didn’t want any birthday presents one year. Instead, he asked his school friends to donate money to the World Food Programme (WFP).

t your use of PEBBLE Write an article abou one about Zane. POWER just like the

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Hunger

Interniteyt Activ

} r e ig N m o r f g in t r o p { Re

Imagine that you are a world news reporter and that you have reported some amazing stories from many countries. Your next story is going to be different. You have to report from Niger in Africa. Niger is experiencing severe drought and many of its people are suffering extreme hunger. A good news reporter uses their research skills to find out about a country before reporting on it. Using the website www.globaleduation. edna.edu follow the links from Country Profiles, Africa/Middle East to Niger to discover more about the country that you will be visiting.

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5. Try to explain the reasons behind the hunger found in this country. Drought, overpopulation, lack of education, war?

______________________________

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1. Describe the location of Niger. What countries border it?

______________________________

2. Give a brief overview of the type of land and climate found in Niger. ______________________________

______________________________ ______________________________ ______________________________

______________________________

6. Describe the food that the people of Niger eat.

______________________________ © ReadyEdPu bl i cat i ons ______________________________ 3. What is the population Niger? • f o rr eofv i ew pur p osesonl y• ______________________________ ______________________________ ______________________________

______________________________

______________________________ ______________________________

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______________________________ ______________________________

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4. How does this compare to Australia’s population?

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Now that you know al l about Niger, write down five items th at you will be taking with you on your trip . Remember, you have to travel light!

Hunger

{Acts of Kindnessis}part

Australia The Hunger Project in on which uses of a global organisati to end hunger in training and education the developing world.

r o e t s Bo r e p o u k What It Does: S History:

Website:

The Hunger Project does not distribute food, it tries to address the root causes of hunger and poverty through teaching poor communities methods to help them cope with famine and chronic hunger. At the heart of their programs is the empowerment of women as they believe that women hold the key to ending hunger in the developing world.

www.thp.org.au

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The Hunger Project was founded in 1977 after the Rome World Food Conference.

Design a logo for your hunger busting organisation.

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Name of organisation

o c . che e r o t r s super Mission statement

Country(ies) you help in

First project undertaken

Website 18

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Create your own organisation to help stop world hunger. Think of a title and a mission statement. What country/countries would you work in? Describe your first project. Complete the table below.

Hunger

Interniteyt Activ

{ Research } tion or group of Research an organisa te the table. your choice to comple

r o e t s Bo r e p ok u S What is their website address?

How can people get involved with this organisation?

How did the organisation begin?

(E.g. fundraising activities, donations, volunteering.)

Examples of organisations which you could research include: • Oxfam

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Title of the organisation.

• Save the Children

• Red Cross

• Tear Fund

• The World Food Program

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• CARE

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available in your chosen organisation? Describe the job. Mission statement or vision.

o c . che e r o t r s super Draw the logo.

Name four of the countries they work in.

Background Information for the

Teacher

Safe Drinking Water Main Points • Water is essential for life, yet over one billion people do not have access to safe drinking water.

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• Safe water is defined as treated surface water, as well as uncontaminated water from natural sources, such as springs or wells.

• contamination • sanitation

• Drinking from dirty water sources can lead to diseases such as diarrhoea which can kill children in the developing world.

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Key Words

• Solutions are simple: drilling bores, protecting natural sources from contamination and providing health education.

• waterborne disease • bores

• economy

• Safe drinking water is critical to a country’s economy. Without a good water supply, factories, which depend on water, would have to close, crops would fail and fisheries would be destroyed. There would also be an increase in the number of sick workers.

• crisis

Further Information

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www.who.int/water_ sanitation_health/diseases www.worldvision.com.au/ learn/schoolresources/ environment

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women and children sometimes have to spend up to eight hours each day fetching water from rivers or wells. In the cities, the poor do not have water attached to their homes so they have to buy or take water from other sources.

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• spring water

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Log on to www.worldbank.org and follow the links. Click on Youth and Schools, For Teachers, DEPWeb, Learning Modules and then Access to Safe Water. Complete the Learning Module on Access to Safe Water on the Development Education Program Website.

Safe Water

Safe Drinking Water

{ Thirsty Word Search } Safe Drinking Read the facts about e word search. Water and complete th

The Facts

L X P I N X F S A O L J D K E

P H T P S W P N B N F C T X L

T R A E X U I U X G N E B L N

E W H Z W T Y W W K V W F G D

N O I T A N I M A T N O C I K

L M K T T R X R S E R O B Z J

H F I Z E I D S B T Q Y K X K

U O B X R A Y O I N G G Z Y S

On average one Australian uses around 282 litres of water per day.

N Q V G B M U K U S N A E G E

G V J F O Q X I U S I N N K P

Y M E N R H H W R Z R R U G Z

A R O Z N S M I V O P J C I L

D C S S E Q N S J P S B E I A

E X X D I S E A S E J Z A S F

•

Most women and children in developing countries can spend between six and eight hours fetching water from wells in one day.

Word List

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O U H W L U P G S S D G W E R

•

In developing countries 80 per cent of all illnesses are caused by waterborne diseases.

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On average a person needs about 20 litres of safe water each day to meet his/her needs.

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•

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You can live a whole month without food, but without water you would only last five days.

•

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• CONTAMINATION • LITRE

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•

• In developing countries there are around 220 million people who lack access to safe drinking water, even the suggested 20 litres per day.

• CRISIS • SPRING

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• DISEASE

• WATERBORNE • ECONOMY • HAZARDOUS

Safe Drinking Water

{ Water Usage }

tes of how much water ma ti es e ar w lo be ed st Li ralian household uses. each action in an Aust 6 - 11 litres per flush

Brushing your teeth

11 litres per minute of running the tap

Taking a shower

4 litres per minute of running water

Taking a bath

120 litres

Washing the dishes by hand

10 litres

Washing hands under the tap

4 litres

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Flushing the toilet

Use the above information to fill in the table below and estimate how much water you use in one day. You will need to document how many times you carry out each household item.

Number of Litres of times per day water used

Household action

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Total Number of Litres Used in One Day:

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Make a list of five ways that you can help conserve water in your household:

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•

___________________________

•

___________________________

•

___________________________

•

___________________________

•

___________________________

Think Big!

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Flush the toilet Brush my teeth Shower or bath Other - washing dishes, hands or dog, etc.

Walk in their shoes:

Many women and girls in developing countries spend between six to eight hours fetching and carrying water for household use. To see what this would be like, fill almost to the brim, two buckets of water. Carry those two buckets around your school oval. Think about how you would feel after doing this all day.

Safe Drinking Water

{ Water Stories }

ies about water from Below are three stor countries. people in developing

r o e t s Bo r e p ok u S

in this “The water is not good use we ca be it t ec pond. We coll l the Al e. iv at have no altern pond e th om fr k animals drin ” y. it un mm co e as well as th

are here conditions “The ge wa se is e er Th terrible. r ou es ut ll po It everywhere. s et ck bu e us le op water. Most pe ” s. et il to as gs and plastic ba Mary, Kenya

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Zenebach, Ethiopia

Yeni, Bolivia

(These stories have been taken from World Vision.)

hool. I “I wish I were in sc and write want to learn to read mother … but how can I? My r.” needs me to get wate

ETHIOPIA

• •

disease

•

contamination

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education

Mary

KENYA

Yeni

BOLIVIA

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sanitation

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Zenebach

nsequences of the co e th be d ul wo k in What do you th ch of these people? ea r fo r te wa fe sa lack of

Background Information for the

Teacher

Children and Education Main Points • In developed countries like Australia, children attend school and receive a good education. However, there are over 115 million children who will never go to primary school (94 per cent of whom are in developing countries) due to factors such as poverty, war, natural disasters and disease.

r o e t s Bo r e p ok u S

• education • disease • social justice • financial security

• Education is not just a pathway to a job. For many communities, access to education means survival. Education means access to health care, social justice, financial security and community development.

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Key Words

• Many parents of children in developing countries cannot afford the fees to send them to school. It is usually the case that a family only owns one good outfit, so a family with several children will have to decide which child they will send to school. Their other children are required to work on the family farm or help the family fetch water.

Further Information

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www.worldvision.com.au/ learn/schoolresources/ education www.pearsonfoundation.org/ penniesforpeacetoolkit www.thinkquest.org/library www.unicef.org Click on Voices of Youth, then Explore and Education

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• War or tribal conflicts can prevent children from attending school as does the spread of diseases such as HIV and AIDS. •

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• empowers

Older children are often left to care for their younger siblings when their parents have died of disease.

o c . c e ea Id Extensionr Suggested reading: h er o st super Three Cups of Tea: One Man’s Journey to Change the World... One Child at a Time by Sarah Thomson, Greg Mortenson and David Oliver Relin. (Young Readers Edition.) The associated website www.penniesforpeace.org has a lot of teaching activities about children and education.

“Experts say that educating children, especially girls, is the key to ending the global cycle of poverty.” Use your research skills to explain what this statement means.

Children and Education

{ What is Education? } ucation. Read the facts on ed n tio s r uca Ed powe em

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• Today there are over 115 million children, mostly from developing countries, who will never attend primary school.

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• The reasons for not going to school include poverty, disease, war and natural disasters.

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• The more educated a community, the more access they have to quality health care, social justice, financial security and development.

• Education empowers people to be involved in their community.

. s correct definition it to w lo be rm te ch Join ea

Disease

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Social justice Empowers

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training people so they can learn new things and develop skills sickness or illness

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Financial security

being fair to everyone in the community

above. below using the words s ce en nt se e th te le Comp

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1. With a little money, more teachers being trained and the building of new schools, many children in developing countries can receive the ____________ that they deserve. 2. Education is not just about getting a job. Education ____________ people to be involved in making decisions that affect their community. 3. Education is important for a family’s _____________ ______________ as people learn important skills for jobs. 4. When parents are sick from ___________, it is the children who have to sacrifice their education to go to work or do the household chores.

Going to School Board Game (2 to 4 players)

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What you will need:

Board game (photocopy template on page 27, you can enlarge it if you wish)

•

Dice

•

Coin or token for each player

Rules:

1. Each player throws the dice and the highest number starts. 2. All tokens are placed on START.

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•

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How does going to school help the whole village? How does sponsorship help a village?

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Discussion Points:

. te o c How would a nearby war stop a child going to school? . che e r o r st super How does a health clinic opening help a child go to school? Why would a family only have one good dress?

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19 20

School

You must fetch water for your family. Miss a turn.

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You must help your family on the farm. Return to START.

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Your family has only one good dress. Your sister is sent to school. Return to START.

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Start

17 16

Going to School Board Game

You spo r villag aid onsored b e is y an M rgan o v e fo isation. spacrward 2 es.

A wa rb out n reaks e a r your villa ge. R e to ST turn ART.

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is fixed The well illage. in your v gain. Throw a

er is Your moth You very sick. after must look y. Go your familaces. back 5 sp

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Background Information for the

Teacher

Working Children Main Points • Child labour is the term used to refer to a child who is made to do hazardous work in harmful conditions, putting their health, education, personal and social development, and even their lives at risk.

r o e t s Bo r e p ok u S

• illegal

• developing countries • hazardous • industrialised countries • sweatshops • domestic servants

• The variety of jobs that children are forced to do include the growing of coffee, the growing of cocoa for chocolate and making clothing and sporting goods. These items appear in shops all around the world.

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Key Words • exploitation Key Words

• It was estimated that there were over 218 million children aged between 5 and 17 in forced labour in 2006.

• Not all work that children do is considered child labour. In fact, some types of work help a child and their family. For instance, a child delivering newspapers before or after school might benefit from learning about what it means to work, learn about responsibility and earn some money.

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www.unicef.org Click on What We Do. There are Fact Sheets available under Child Protection. www.worldvision.com.au/learn/ schoolresources Click on Children under What’s the Issue? There is an excellent report with follow up exercises for children in upper primary school. www.ilo.org (International Labour Organisation.) Click on Themes and Child Labour. Under Resource Guide on Child Labour, there is an excellent and brief video introducing the idea of child labour. www.savethechildren.org.uk/eyetoeye is a helpful website with an overview of child labour, its meanings, causes and what Save the Children is doing about it. Relevant photographs and stories are included that can be used in the classroom.

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• In some developing countries, children work in the fields or in villages, earning money that is vital for their families’ survival.

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• plantations

• Exploitation occurs when children are not paid for the work that they do or the work is dangerous or interferes with their schooling, social development and rest.

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• Create a Country Profile with Child Labour as the main topic. Include answers to questions such as: How many children are involved in child labour in this country? What are the reasons for child labour in this country? What types of child labour are children involved in? What could the solutions be to child labour in this country?

Working Children

{What is Child Labour?} ild labour Read the facts on ch s. and complete the task

The Facts

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• The variety of jobs that children are forced to do include the growing of coffee, the growing of cocoa for chocolate, making clothing and sporting goods.

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Teac he r

• Child labour is the term used to refer to a child who is made to do hazardous work in harmful conditions, putting their health, education, personal and social development, and even their lives at risk.

• It was estimated that there were over 218 million children aged between 5 and 17 in forced labour in 2006.

• Some work that children do is not considered labour, such as when a child works in the fields or earns money for his/her family. • Exploitation occurs when a child is not paid for work, the conditions are dangerous or the work interferes with the child’s education, physical or social development.

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Social Development

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Exploitation

Hazardous

Interferes

Think Big!

exploitation, hazardous and interferes. • Iqbal was captured at the age of four and sent to work in _____________ conditions in a carpet making factory.

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Work out the definitions of the following words:

• Yeni, eight, would love to go to school but she must work all day for a lady in the city. The lady does not care that all this hard work ____________ with Yeni’s education.

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• When Iqbal was ten years old he travelled around Pakistan warning people about the _________________ of children in factories. • Gopal, seven, worked for 12 hours a day, six days a week, sewing soccer balls in a factory. He didn’t have time to play soccer with his friends. Working hard affected Gopal’s health and _______________ ______________________.

On the back of this page write down three words that you have used to complete the above sentences and then find their antonyms. Think about how these new words change the meaning of child labour. 29

Working Children

Interniteyt Activ

} {Children's Peace As wthaatrdwork

sation There are many organi escape and recover en dr il ch lp he to rd ha child labour. from the effects of

Teac he r

Choose one organisation, research their involvement in helping children escape child labour and then write a brief presentation speech. Imagine that you are the co-ordinator of the Children's Peace Award and that you have to choose an organisation to present an award to, on Awards Night.

r o e t s Bo r e p ok u S

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Answer the questions below to help you with your research. 1. What is the name of the organisation?

Examples of organisations which you could research include:

____________________________________________________________ 2. Which of their programs help children in child labour?

Anti-slavery

____________________________________________________________

International Programme on the Elimination of Child Labour

3. In which countries do these programs work?

____________________________________________________________ 4.

UNICEF

Free the Children

____________________________________________________________

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____________________________________________________________

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Using your research, write your speech in the space provided.

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____________________________________________________________

to Ladies and Gentlemen, welcome ht the Children’s Award Night. Tonig an I have the honour of presenting on. award to a very special organisati

o c . che e r o t r s super ard It gives me great pleasure to aw _ __________________________ with the Children’s Peace Award.

Working Children

{ Case Study 1 }

ons. You and answer the questi Read the case study . complete the activity will need an atlas to

to Port-au“When I first moved , the house, es sh di Prince I cleaned would beat everything. My ‘aunt’ t water. I ge ’t dn me whenever I di my body ached worked so hard that but she would and I couldn’t move, do more work. Her beat me if I didn’t to school. One three children went to fetch water. I day my aunt sent me a pot of boiling refused, so she took me and burned water and threw it at the hot cooking my face and slammed pot on my hand.”

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r o e t s BoDieusibon lives in r e _____________ p o u k S 2. Using an atlas

Dieusibon, 14, lives in Haiti. She has been working there as a domestic servant.

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1. Where does Dieusibon live?

colour and label this country on the world map below.

3. In the box provided, draw Dieusibon working in her job.

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World Map

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Dieusibon ran away and found help from h an organisation whic . en helps childr

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Working Children

{ Case Study 2 }

ons. You and answer the questi y ud st se ca e th ad Re . complete the activity will need an atlas to

r o e t s Bo_____________ r e p ok u 2. Using an atlas S colour and label this Mohen and Nihal live in

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Brothers Mohen and an. Nihal live in Pakist They began working on ey carpet looms when th ve fi d were four an years old. caused to us "The health hazards are trimmed are that our fingers all day long. and we have to work days in Often for a couple of for the rk a week, we have to wo Mohen often whole day and night. tigued with gets miserable and fa rk and he the long hours or wo the master tries to escape. Then watch on weaver keeps a strict m move for him and never lets hi three or four days.”

Teac he r

1. Where do Mohen and Nihal live?

country on the world map below.

3. In the box provided, draw Mohen and Nihal working in their jobs.

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World Map

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Working Children

{ Children Helping Children }

Read the stories of Iqbal and Craig. The story of Craig

When Canadian born Craig Kielburger was 12 ye ars old he heard the story of Iqbal Masih and decided to make a difference in the lives of children just like hi m. When Craig went to scho ol that morning he met with 11 of his friends and began maki ng people aware of child labo ur. That was in 1995. Today Craig and some of those 11 fr iends are part of the world’s largest network of children helping children. The organi sation is called Free the Chil dren.

The story of Craig

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The story of Craig

The story of Iqbal

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l Masih Pakistani born Iqba d when ol s was only four year rced fo to in sold was he he s ar ye labour. For six r fo y da a worked 12 hours et rp ca a in six days a week a loom. factory chained to s old, ar ye When he was ten able s wa d Iqbal escaped an also l ba Iq to go to school. end to te became an advoca 12 s wa he en child slavery. Wh ed er rd mu s years old, Iqbal wa s hi t si vi when he tried to d ha He . an family in Pakist s at re th h at been receiving de ly re o wh rs from factory owne . on cheap child labour

Teac he r

The story of Craig

The story of Iqbal

The story of Craig

The story of Iqbal

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ur. d help end child labo ul wo u yo w ho be ri sc De

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Background Information for the

Teacher

Child Trafficking Main Points • Child trafficking is different to child labour. Trafficking is the act of transporting children away from their communities and involving them in exploitative work. • Children are bought and sold across countries to be used for begging, on construction sites, plantations, mine sites and for domestic work. Often they never have contact with their families and they are at the mercy of their employers. • Child trafficking is an increasing global problem. Some agencies believe that as many as 1.2 million children are being trafficked each year. Often the child’s family is unaware of the dangers of trafficking and have been tricked into handing over their child. • Trafficked children are often arrested and detained as illegal aliens. • The reasons behind child trafficking are numerous, but the main reason tends to be poverty. Many families in developing countries are desperate for food and money and believe that their children are going to a safe workplace where they can earn money. • War and natural disasters are also causes for child trafficking, as families become homeless and dislocated. • Girls are usually at higher risk, as in many cultures they have a lower status than boys. Girls are generally trafficked into domestic service whilst boys are used in agriculture, mining or factories. • Child trafficking occurs in every region of the globe, with the main areas being within Asia. • Unfortunately the wealthier, developed countries are often part of the problem as it’s the more wealthy citizens who demand the services of trafficked children.

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Key Words

• trafficking • fair trade • recruitment • discrimination • illegal aliens

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r o e t s Bo r e p ok u Key Words S

Further Information

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www.unicef.org.uk Click on Campaigns and then End Child Trafficking. This website provides great information and resources. www.tear.org.au Click on Projects and View Projects Involving, then choose Children at Risk. You will find a useful article on I Am A Child – Anti-ChildTrafficking Strategy. www.stopthetraffik.org There are some very useful resources available on this website. Discretion is required.

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• exploitation

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• “Trafficking is a violation of fundamental rights.” What does this mean? • Create a Venn diagram for My Household Chores, Child Labour and Child Trafficking. Are there any similarities? What makes each issue different?

Child Trafficking

{ Word Search }

child trafficking Read the facts about search. and complete the word

The Facts

r o e t s Bo r e p ok u S construction sites, coffee or cocoa plantations, mine sites and for domestic work.

• Often children never have contact with their families. • Child trafficking is an increasing global problem. Some agencies believe that as many as

• Children are bought and sold across countries to be used as beggers, on

• Often a child’s family is unaware of the dangers of trafficking having been tricked into handing over their child. • Trafficked children are often arrested and detained as illegal aliens.

Word List © R e a d y E d P u b l i c a t i o n s T X A Z H L G V F G E J D I • DISCRIMINATE D• Cf Io S X J Y U F X Y E I T rr evi ew pur poseso nl y• • HOMELESS Y A V H N M O I L W X C P

N C T O E R T D G V F G V

I A R L M A I T R Q W Q W

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I Q E H T G L E Q A B C H

F S P I I M L I U I Z C K

S Z O X U D E O K I Q A D

H L W D R L G V B P K R H

P P F F C U A C S A G B A

W P Y Z E G L N W A L W T

R A C B R V R J T M O A K

U L A B O U R V X K J M F

S C R I M I N A T E K I U

C Q O C I T S E M O D F R

• DOMESTIC • ILLEGAL

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D R V H T U O Y O Y X X J

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A O U Q P R S J U H Q N F C T

1.2 million children are being trafficked each year.

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Trafficking is the act of transporting children away from their communities and involving them in work that exploits them.

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•

• EXPLOITATION • LABOUR

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• GLOBAL

• RECRUITMENT • HAZARDOUS

Child Trafficking

{ Chaga & the Chocolate Factory }

aga and the Read the story of Ch d complete the Chocolate Factory an ss the story, go tasks below. To acce opthetraffik. to the website www.st d the Chocolate org and type Chaga an Factory in search.

Teac he r

blue and one in red.

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r o e t s Bo r e p ok u Using your atlas and the map of the world below, locate and label the two S countries mentioned in Chaga and the Chocolate Factory. Colour one in

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. teis the act of transporting children away fromotheir Trafficking cthem. . communities and involving them in work that exploits ch e r e o t r s s r up Explain why you think Chaga was part of e child trafficking.

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Child Trafficking

{ Chocolate Survey 1 }

ts g to survey 15 studen in go e ar u yo r, ne rt e With a pa about their chocolat s, rd wa up d an t gh ei aged ch people eat way to see how mu gr a is is Th e. dg le know at they are eating. really know about wh

r o e t s Bo r e p ok u S With your partner write down five questions that people who you survey Before You Conduct Your Survey - Be Prepared!

may ask you. 1.

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Teac he r

As you conduct your survey, people are going to ask you more about the cocoa plantations and child trafficking in the chocolate industry. Make sure that you know the answers.

_________________________________________

2. _________________________________________ 3. _________________________________________ 4. _________________________________________

find the answers to the above questions.

_________________________________________

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2. _________________________________________ 3. _________________________________________

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4. _________________________________________ 5.

Name Tag

Design a name tag. As well as your name, include a motto and a logo on the tag. Wear it when you do your survey. 37

Child Trafficking

{ Chocolate Survey 2 }ps: 8-10,

om different age grou Survey 15 students fr low and them the questions be 11-12 and 13+. Ask tally their answers.

=5,

=7)

r o e t s Bo r e p ok u TALLY S Never

QUESTIONS

Five times or less

How many times a week do you eat chocolate? Do you know what plant your chocolate is made from?

Yes

Everyday

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Teac he r

(How to tally, e.g. =1,

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If children were exploited in the making of your chocolate, would you stop buying this brand of chocolate? 8 - 10

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Maybe

What age are you? 11-12

13 +

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Think Big! 38

Yes

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Do you know that African children may have been exploited (taken advantage of) to make your chocolate?

Graph your results from the Chocolate Survey to record which age group thinks more about what they are eating.

Child Trafficking

{ What Are You Buy,inthge?ch}ocolate

hes that you wear the Think about the clot you stand on and even at th g ru e th t, ea that you products ound – all of these ar ck ki u yo at th y foot child have been produced by plus many more, may ing. lt of child traffick labour and as a resu

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There are two campaigns that are working towards guaranteeing that children are not involved in the production of their items. Find out more from their websites:

Rugmark

Fairtrade Mark

www.rugmark.org

Log onto this website to answer the questions below. •

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Teac he r

Interniteyt Activ

How did the organisation begin?

www.fairtrade.org.uk

Log onto this website to answer the questions below. • What is Fairtrade?

© ReadyEdP_________________________________ ubl i cat i ons _________________________________ _________________________________ •f orr evi ew pur posesonl y• _________________________________ _________________________________ _________________________________

•

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How does the organisation help the children after they have been freed from the factories?

_________________________________

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_________________________________

•

• Write down two products that are selling under the label Fairtrade. _________________________________ _________________________________

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_________________________________ •

_________________________________

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_________________________________

Read some of the Children’s stories on the website. Draw and colour the Rugmark label below.

_________________________________ _________________________________ • Draw and colour the Fairtrade logo below.

Background Information for the

Teacher

Children as Soldiers Main Points • The typical definition of a Child Soldier is “any person under 18 years of age who is a member of, or attached to, the armed forces or an armed group, whether or not there is an armed conflict. Child soldiers may perform tasks such as direct participation in combat, military activities such as scouting, spying, sabotage, acting as decoys, couriers or guards, training, drill and other preparations, supporting functions such as portering and domestic tasks.” Child Soldiers 1379, the CSC.

Key Words Key Words

Teac he r

• armed conflict

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• Using children as soldiers is the most severe form of child trafficking.

• clans

• decoys • military • protection

• UNICEF estimates that more than 300 000 children are currently being exploited in over 30 armed conflicts worldwide.

• The majority of child soldiers are aged between 15 and 18 with some as young as seven or eight years of age.

• enlist

The areas using child soldiers tend toi be inn Africa where © Read• y E d P u b l i c a t o s nine year olds have been found to be involved in armed Further Information conflicts. Other countries using child soldiers include Asia •f orr evi e wpartsp r p os esand on y• and ofu Latin America, Europe thel Middle East.

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• Conflicts involve political and religious groups as well as clan based groups. There continues to be forcible abductions of large numbers of children in some countries, but most of the time the children see no way out of their poverty so they see enlisting as a better alternative.

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www.childsoldiers.net is a good website for background information. www.icrc.org/eng is the website of the International Committee of the Red Cross. For background information for teachers on child soldiers click on Focus and then Children in War. Webquest on Child Soldiers on www. cyberschoolbus.un.org is suitable for older children. There is a link to a book entitled Marie - In the Shadow of the Lion. This book can be downloaded and used in the classroom. Discretion must be used by teachers as content can be confronting.

• Some children join the armed forces as a way of revenge after they have witnessed their family members being tortured and killed.

o c . che e r o t r nsion Idea s supe te Exr • Create a series of posters to be displayed around your school making students aware of the plight of child soldiers.

Children as Soldiers

{ Child Soldiers } diers using the words below. sol ld chi on ts fac the te Read and comple

r o e t s Bo r e p ok u S

Key Words

• armed conflict

• clans

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Teac he r

While many children enjoy playing soldiers in the back garden or on the computer, for over 300 000 children the game is real. A child soldier is any person under 18 years of age who fights with an army, whether or not there is an _________ ____________. Child soldiers have to perform tasks such as fighting, spying, acting as ________ or guards. Sometimes they have to carry equipment and do other domestic tasks. Child soldiers are found in every region of the world where there is armed conflict.

• military

• protection • enlist

How old are the soldiers? While most child soldiers are aged between 15 and 18 years of age, some children as young as ten years old have been seen fighting with the _____________.

• decoys

© ReadyEdPubl i cat i ons Most of the children come from very poor families. Many children _______ in the army •f or ethe vi ew puthem r pwith os e smaybe on l ymoney • to survive. They feelr that army will provide food and even Why do the children join armed forces?

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for their family. In a lot of the cases, this has turned out to be wrong. Other children may have lost their parents to the war or through illness and they join for _______________. Unfortunately, many other children are members through ____________ where they have been taken from their villages and forced to fight and kill. Many children who live in Uganda, Africa are called ‘night commuters’ for this reason. They don’t want to be abducted by the army so each night they walk, sometimes many kilometres to schools, hospitals or churches, to stay the night. They do not want to be in their village if the army comes to find them.

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o c . che e r o t r s s Acrostic Poem s uper

Many children in the army escape. Create two acrostic poems using positive words such as: hope, dreams, free, harmony, optimism, promises, utopia and friendship. An example has been provided for you.

Trust

Respect Unity Strong Ties

Children as Soldiers

{ Care for Kids }

urself and give Make one badge for yo away the other three.

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Colour in the badges. Cut them out and glue them on to heavy card. Punch a hole at the top of each badge and place a safety pin through each hole.

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•f orr evi ew pur posesonl y•

o c . Pebble che e r o t r s s r u e p Power

Create your own design! 42

Children as Soldiers

{ Build a Display }

brary hats and design a li Put on your creative are of the plight of aw ts en ud st ng ki ma display your Teacher-Librarian or ur yo k As . rs ie ld so child your build the display in to r he ac te m oo sr as cl school reception. library, classroom or

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r o e t s Bo r e you p o s g n i h T u k ed: e n l l i w S

Use the space below to design your display. Remember to use your display board for posters and information and your table to display any books that you may find. Think creatively when using items for display.

• Display board

• Basic information on child soldiers

• Cardboard

or maps

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• Coloured paper

• Small tables • Books

• Lengths of colourful material

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• Book holders • Any items suitable for display

Background Information for the

Teacher

Children in Charge Main Points • The definition of a child-headed household is a household which is led by someone under the age of 18. A child who heads a household assumes the responsibilities usually carried out by parents.

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• Due to the increased mortality rate caused by HIV and AIDS in parts of Africa, child-headed households are becoming more common.

• responsibility • HIV/AIDS

• extended family • discrimination • pandemic • epidemic

• Many child-headed households live close to their extended families and these families can offer some support.

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Key Words

• Currently there are 15 million children orphaned by the AIDS pandemic.

• There are many reasons given for the existence of child-headed households. After a child’s parents have died, it may be the case that no other relative can be identified to take care of the child. It may also have been the wishes of the parents or the children left behind to be kept together.

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• These types of households also have to cope with the grief of losing family members and the stigma and discrimination from community members.

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Suggested background reading for the teacher: A Long Way Gone, Memoirs of a Boy Soldier by Ishmael Beah.

• The major issues facing these types of households include poverty, the struggle to meet basic needs and the lack of access to education and health care.

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www.youth.tearfund.org An excellent resource can be found on this website called The Brothers. It can be downloaded and played through the computer. A useful overview and introduction of child-headed households is found on this website. www.uthandoproject.org is a useful website which contains patterns for dolls to be sent to child-headed households. An entire unit of work can be created using this site. www.tearfund.org Click on Youth and Student, then HIV, find Shoulder to Shoulder and click on the film The Brothers. The film can be downloaded and played through your computer. A useful overview and introduction of child-headed households is found on this website.

Write a poem about a child taking on the family’s responsibilities. Research the difference between a ‘pandemic’ and an ‘epidemic’.

Children in Charge

{ Children in Charge } s.

mplete the task Read the facts and co

The Facts

Another is it is the wish of the parents and the children left behind that the family stay together.

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• Due to the increased mortality rate cause by HIV and AIDS in parts of Africa, child-headed households are becoming more common.

• Currently there are 15 million children orphaned by the AIDS pandemic. • There are various reasons for child-headed households. One is that no other relative can look after the children once their parents have died.

• Apart from coping with the grief of losing a family member, the children must cope with poverty, lack of access to education and healthcare.

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• The definition of a childheaded household is a household led by someone under the age of 18. This child assumes the responsibilities usually carried out by parents.

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• Many child-headed households live close to their extended families and these families can offer some support.

• The family can even suffer discrimination from their own community.

the

An example of an acrostic has been provided for you.

R eal Intense Ever Forever

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Discrimination

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Pandemic

Epidemic

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to find Use your dictionary e words the meanings of th below.

_____________________

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of the people Write down the names ly. in your extended fami

Children in Charge

{ Compare Your Day }

d. erent around the worl ff di e ar en dr il ch , The lives of that of Lawrence, 12 to e in ut ro y il da ur ng in Compare yo headed household livi dil ch a in n so st the olde the table below. Africa, by filling in

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3.00pm

3.30pm

7.00pm 9.00pm

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Think Big! 46

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8am 10.30am 11am 1pm 1.30pm

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7am

YOU r o e t s B r e oo p u k S

LAWRENCE Wake and wash face Work in the vegetable garden Wake the rest of the family and make sure they wash their faces No food. Walk to school with family School lessons Break and play outside Back in school Lunch - porridge Find work as there is no food at home. May get paid for gardening. Some farmers give food for work Go back to school and walk home with rest of family Spend three to four hours gardening, fetching water, collecting firewood and cooking Eat food available with family Sleep

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TIME 6am

Imagine that you are suddenly the head of your household. There are no adults to help you. What sort of activities would you have to sacrifice so that your family will survive?

Children in Charge

} e rg a h C in n re d il h C g in lp {He uilt } { We Can Do It Q school aware of

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your Get creative and make en around the world. the plight of childr

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As a class, brainstorm ways to help children in developing countries.Your ideas may include fundraising activities, creating awareness campaigns or getting involved in projects established by aid organisations. Try to come up with at least 12 ideas. On sheets of 20 centimetre squared paper, label and illustrate each idea. By placing one idea on each piece of paper, you should end up with around 12 sheets of paper to create a quilt. Paste the squares on to a larger coloured sheet of card or thick paper and display in a prominent position in your school. If you’re feeling really creative why not try sewing a real quilt?

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The orphaned children of Africa do not have the opportunity to play. They have no toys, no Mum or Dad and nothing to look forward to. There are organisations that send dolls to these children. Create a special doll for an orphaned African child and watch Pebble Power in action. Visit www.uthandoproject.org for patterns and sewing instructions. They are so simple to make.

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a special Zulu Get creative and make African child. doll for an orphaned

What will you call your doll?

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Here are some suggestions in Zulu: Alusa meaning Bunge g meaning Chipo p meaning Mandla meaning Duduza meaning Qhawe meaning

to watch over good luck gift brave comfort hero

{A Pledge for PeaIfcyoeu}are

r o e t s Bo r e p ok u S Peace Pledge

Children all around the world are living in poverty.

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fully. Read the PLEDGE care challenge, sign. ready to take up the

Some children will never go to primary school due to factors such as poverty, war, natural disasters and disease.

It is time to make a stand so that ALL children can live in a planet in peace and harmony.

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Yes, I will take action to spread the message of peace and freedom for all.

Yes, I will encourage my friends and family to follow my example.

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Yes, I do want to make a difference.

SIGNED

DATE

TEACHER

Decorate and colour your peace pledge. 48

ANSWERS What is Poverty? Page 8 Poverty, standard of living, health care, sanitation, malnutrition. GDP, population, per capita. Think Big! Students should notice that the GDP per capita is twice as great in one group as it is in the other. This demonstrates that wealth cannot be determined by GPD alone.

Thirsty Word Search Page 21

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Making Comparisons Page 9

Think Big! Ugali is made from maize flour and water and it varies in consistency from a porridge-like substance to a dough.

How Many Zeroes is That? Page 10 One billion is 1 000 000 000 Australia: 21 007 310 (2008) Fiji: 931 741 (2008) China: 1 330 044 544 (2008) Indonesia: 237 512 352 (2008) India: 1 147 995 904 (2008) (1) India has just over one billion people. (2) Fiji has nearly one million people.

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L X P I N X F S A O L J D K E

P H T P S W P N B N F C T X L

T R A E X U I U X G N E B L N

E W H Z W T Y W W K V W F G D

N O I T A N I M A T N O C I K

L M K T T R X R S E R O B Z J

H F I Z E I D S B T Q Y K X K

U O B X R A Y O I N G G Z Y S

N Q V G B M U K U S N A E G E

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Y M E N R H H W R Z R R U G Z

A R O Z N S M I V O P J C I L

D C S S E Q N S J P S B E I A

E X X D I S E A S E J Z A S F

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(5) Annual rainfall is as little as two millimetres per year with the rain evaporating before it hits the ground. Conditions are not suitable for widespread farming. Niger is one of the poorest countries in the world. There is widespread drought and disease. (6) Rice, fish, chicken, beans and cassava.

Water Stories Page 23 Zenebach - Ethiopia: The animals would contaminate the water and cause disease which would spread in the community. Yeni - Bolivia: Yeni cannot attend school due to fetching water. Yeni’s education would suffer. Mary - Kenya: Without proper sanitation, Mary and her community would suffer disease.

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What is Education? Page 25 Education – training people so they can learn new things and develop skills. Disease – sickness or illness. Financial security – having enough money to provide for basic needs. Social justice – being fair to everyone in the community. Empowers – to give power to. (1) education (2) empowers (3) financial security (4) disease

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Feed the World Page 13 Malnutrition: poor health due to not eating good food over a period of time. Chronic: constant, over a long period of time. Famine: serious shortage of food, an emergency. Nourishment: food to grow healthy. Emergency: a sudden or serious event. Chronic hunger is the lack of good food over a period of time. Famine is a sudden shortage of food due to a natural disaster, war or drought.

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Relief Care Packages Page 14 Package One: canned foods, medicines, sanitary items. Items necessary for short-term relief in an emergency. Package Two: canned foods, powdered milk, rice, seeds for planting, pencils, exercise books. Items required for long-term relief. Reporting from Niger Page 17 (1) West Africa. Bordering countries include Algeria, Libya, Mali, Nigeria, Chad, Benin and Burkina Faso. (2) Desert plains with hills in the north. Hot, dry and dusty desert conditions, tropical climate in the far south. (3) 12 894 865 (2007). (4) Australia has over 20 million people.

What is Child Labour? Page 29 Social development: learning behaviour which will help children fit into and function in their community. Exploitation: when a child is not paid for the work that they do. The children are used for the benefit of the employers. Hazardous: dangerous. Interferes: disrupts. hazardous, interferes, exploitation, social development. 49

Think Big! Hazardous - safe Interferes - aids or helps Exploitation - proper treatment, respect

stop exploiting children. In September 1994, Rugmark Foundation was formed. The first carpets made under the Rugmark label were exported from India to Germany in 1995.

If children have to go to work to help support their families, their work environments should be safe and their working hours should be structured around their education. Children who need to work should be treated with respect. Case Study 1 Page 31 (1) Haiti

Word Search Page 35 T D D R V H T U O Y O Y X X J

X C Y A V H N M O I L W X C P

A I N C T O E R T D G V F G V

Z S I A R L M A I T R Q W Q W

H X I Q E H T G L E Q A B C H

L J F S P I I M L I U I Z C K

FAIRTRADE MARK

G Y S Z O X U D E O K I Q A D

V U H L W D R L G V B P K R H

F F P P F F C U A C S A G B A

G X W P Y Z E G L N W A L W T

E Y R A C B R V R J T M O A K

J E U L A B O U R V X K J M F

D I S C R I M I N A T E K I U

I T C Q O C I T S E M O D F R

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Child Soldiers Page 41 Armed conflict, decoys, military, enlist, protection, abduction.

Children in Charge Page 45 Responsibility: duty or care. Discrimination: to treat badly or unfairly because of a difference. Pandemic: a disease affecting many people in all areas even more than one country. Epidemic: a disease affecting many people in author to complete

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What Are You Buying? Page 39

1. During the 1980s there was world-wide attention on the use of child labour in the carpet industry. No matter how many children were saved from bonded labour in India and other developing countries, there were many more to replace them. There had to be incentive for carpet manufacturers to

2. Fairtrade Coffee and Fairtrade Chocolate

Chaga and the Chocolate Factory Page 36 1. Chaga’s family was tricked into allowing him to go to work. 2. Chaga’s family was poor and needed the money that they thought Chaga could earn. 3. Chaga was unaware of the dangers of trafficking. 4. Chaga’s parents wanted their son to have a better life.

RUGMARK

1. Fairtrade helps to create fairer prices, better working conditions and fair terms of trade for the farmers and workers in developing countries.

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A O U Q P R S J U H Q N F C T

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Case Study 2 Page 32 (1) Pakistan

2. Once the children are rescued Rugmark tries to reunite them with their families. The children are then encouraged to attend school and a health clinic. The children are given proper nutrition and support through Rugmark.

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