Alive at Five - The Silent Global Crisis of Child Deaths - An Educational Curriculum by laurie delgatto

Alive at 5

The Silent Global Crisis of Child Deaths A multi-literacy, multimedia resource for grades 7 to 10

Alive at 5 The Silent Global Crisis of Child Deaths

This educational resource was produced by World Vision Canada and adapted by World Vision Resources, World Vision United States. World Vision United States is grateful to World Vision Canada’s Education and Public Engagement team for allowing this resource to be adapted for use in the U.S. World Vision U.S. Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716 wvresources@worldvision.org Editorial director: Milana McLead Editor-in-chief: Jane Sutton-Redner Project editor: Laurie Delgatto Author: Sarah Hutchison Contributing authors: Arne Bergstrom, Doug Blackburn, Lara Bozabalian, Scott Brown, Miriam Chang, Laurie Delgatto, Reni K. Jacob, Ron Lancaster, Clara Law, Danielle Lobo, Desmond Miller, Steve Simon Project reviewers: Craig Jaggers, Carolyn Kruger, Sheryl Watkins Copyediting and design: Creative Solutions, World Vision U.S. Sales and distribution manager: Jojo Palmer Printed in the United States of America ISBN 978-09819235-8-1

The Scripture in this resource is from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan. All rights reserved. During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other cited information were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources. Copyright © 2010 World Vision, Inc. All rights reserved. No part of this resource may be reproduced by any means without the written permission of the publisher (unless otherwise indicated).

Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Global Child Survival: An Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Module 1: Understanding the Basics Activity 1: Survive to 5: The Birth Lottery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Activity 2: Understanding Problems and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Resources Leader’s Script, Activity 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Role-Play Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Module 2: Child Health in the News Activity 1: Examining Media Coverage of Global Child Health. . . . . . . . . . . . . . . . . . . . . . . 21 Activity 2: “Filling the Gap” Press Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Handout Global Child Health in the Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Module 3: The Power of Numbers Activity 1: Exploring Infant and Child Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Activity 2: Reducing Child Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Handouts Handout 1: Global Child Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Handout 2: Reducing Child Mortality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Module 4: The Power of Words Activity 1: Poetry Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Activity 2: Vox Populi: Spoken Word Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Handouts Handout 1: At First Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Handout 2: Abdula’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Handout 3: Tips for Writing and Performing Spoken Word Poetry . . . . . . . . . . . . . . . . . . 34 Module 5: Making Good on the MDGs Activity 1: Millennium Development Goals Web Quest . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Activity 2: Podcasting for Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Handouts Handout 1: Web Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Handout 2: Podcasting for Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Handout 3: Creating a Video Podcast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Taking Action: Youth-Led Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Supplementary Materials Fact Sheet 1: Maternal and Newborn Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Fact Sheet 2: Pneumonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Fact Sheet 3: Diarrheal Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Fact Sheet 4: Sanitation and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Fact Sheet 5: Malaria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Fact Sheet 6: Malnutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Glossary of Technical Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Prayer Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Further Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Introduction In about the time it takes to read this sentence, a child under the age of 5 will die. That child likely lived in a developing country and died from causes that were preventable or treatable. The odds are good that this child was malnourished and that his or her mother was sick or malnourished. The medicines and health interventions he or she needed exist, but arenâ&#x20AC;&#x2122;t equally available to all. This child will be mourned by family and friends, but in the rest of the world his or her death will go unnoticed, because every 3.5 seconds the same story is repeated. Alive at 5 is a multi-literacy, multimedia approach to studying an important current global issue. Students will explore the topic of global child health and survival while developing media, technological, oral, written, visual, kinesthetic, and numerical literacy skills. Developing attitudes and skills to engage with global issues requires opportunities to acquire new information, develop understanding and empathy, and critically reflect on the issues. These skills are developed over time and through a variety of approaches. Alive at 5 helps students think critically about the topic of child health and survival, while encouraging constructive expression of their opinions. Use the modules, extension activities, and recommended resources in Alive at 5 to help students build the attitudes and skills they need to meaningfully engage with their world as local and global citizens. This resource provides tools and activities that support curricular outcomes in social studies, health sciences, dramatic arts, language arts, media studies, communications technology, and mathematics. The activities are best used with grades 7 through 10, but are easily adapted to other grade levels or less formal learning groups or settings.

social studies

health sciences

dramatic arts

language arts

media studies

communications technology

mathematics

Look for these icons at the beginning of each module to signify curricular outcomes.

The modules are designed to address differentiated learning styles by including standalone lessons, a multi-literacy approach, the use of technological tools, increasing complexity in thinking skills, and a variety of strategies for building student knowledge and constructing responses. Note: This resource includes links to various websites that access online tools and extend background information for teachers. World Vision Resources does not guarantee the content of these websites as they are subject to change, nor should the content of these websites be understood to reflect World Visionâ&#x20AC;&#x2122;s values.

Global Child Survival: An Overview In the year 2000, leaders of the world’s wealthiest nations made a commitment to the world’s children. They pledged that by the year 2015, two-thirds fewer children would die from preventable causes than in 1990 (Millennium Development Goal 4). Currently, the world is not on track to keep that pledge. Every day, more than 24,000 children die before reaching their fifth birthday. Most of these children live in developing countries and die from causes that are preventable or treatable. The main causes of death among these children are pneumonia; diarrheal diseases; pre-term births; asphyxia (lack of oxygen, often during birth); and malaria. In many of these deaths, malnutrition is an underlying issue. Many factors make it difficult to reduce child mortality. Lesser-developed countries struggle with inadequate health services, lack of clean water and sanitation, illiteracy (especially among women and girls), gender discrimination, and isolation of communities as a result of poor infrastructure, natural disasters, and conflict. Newborn and Maternal Health A significant proportion of under-5 child deaths occur in the newborn period—the first 28 days of life. Of the estimated 8.8 million children under 5 who died in 2008, more than 40 percent perished in the newborn period, with 2 million children dying the day they were born and another 2 million in their first month. While some countries have seen an improvement in the number of infant deaths, the slow progress in other regions, such as sub-Saharan Africa, is of great concern. This lack of progress is due to many factors, one being the challenge of improving the health of mothers. Currently, of the eight Millennium Development Goals (MDGs), it is Goal 5, improving maternal health, that is furthest from being realized. It is widely accepted that we will not achieve MDG Goal 4, reducing child mortality, without also addressing maternal health. Addressing the Problem Preventing the deaths of millions of children requires an integrated approach and an increase in low-cost interventions such as nutrition training; distribution of nutritional supplements such as vitamin A, iodized salt, and iron; education in breastfeeding, hygiene, and sanitation practices; birth spacing and skilled birth attendants; access to antibiotics and immunizations; oral rehydration therapy (ORT); and ready-to-use therapeutic foods (RUTFs). Changes are also needed to improve healthcare facilities and systems, remove social barriers for women, and address indirect factors, such as illiteracy, that result in poor health. World Vision takes a community-based, multi-sectoral approach to improving child health. Nutrition and health-related efforts are linked with efforts in agriculture, water and sanitation, household food security, and education to ensure greatest impact. (Sources: UNICEF, Child Survival: A Global Challenge; The Lancet: press release, “Mixed Progress in Reducing World Under-5 Mortality, with Most Regions Not on Track to Meet Millennium Development Goal 4,” September 10, 2009; Peterson, Anne, “Impatient for Revolution”; World Vision, Global Future, 2007) Permission to reproduce is granted. © 2010 World Vision, Inc.

Module 1:

Understanding the Basics Subjects of emphasis:

social studies

health sciences

Students will: • Use visual, spatial, kinesthetic, listening, and critical thinking skills • Draw meaning from various texts and work constructively in groups • Compare the health of children in the U.S. to that of children in other countries • Understand factors contributing to the health and well-being of children • Investigate low-cost, effective solutions to under-5 child mortality

dramatic arts

Activity 1: Survive to 5: The Birth Lottery

(60 minutes)

Preparation Materials Needed

“Healthy at 5” line 10 steps

Start line

“Sick at 5” line

Lesson steps

Divide the students into pairs and provide each pair with a blank sheet of paper and a marker. Ask the pairs to brainstorm the most important things a child needs to be healthy. Have them list these as the “ingredients” of a healthy child. Ask them to assign points to each ingredient based on its importance (the greater the importance, the more points). The list of points should add up to 100. Math extension: Create a pie graph to represent the percentages of each ingredient out of 100.

J oin pairs into groups of four. Provide each group with a sheet of newsprint and ask them to reach a consensus on the five most important ingredients.

Once the groups have completed this task, invite each group to share their results with the whole class. When all of the groups have presented, invite the entire class to vote on the top five most important ingredients.

9 steps

opy of “Leader’s Script, C Activity 1,” found on page 12 Copies of “Role-Play Cards” (printed and cut out), found on pages 14-20 (If you have more than 25 students, you will need two sets of cards.) Masking tape Newsprint Markers Blank sheets of paper

Mark a starting line across the middle of the room with masking tape. The line must be long enough for all participants to stand in a single line. Take 10 steps forward from the start line and create a second masking-tape line, labeling it “Healthy at 5.” Take nine steps back from the start line and create a third line, labeling it “Sick at 5.”

4 5

Lead the students in a discussion using the following questions: • Was it easy or difficult to prioritize the ingredients? • How was consensus achieved? Outline the rules of the “Survive to 5” game with the following comments: • You are about to play a game of survival. You are a child under the age of 5 in a country somewhere in the world. • You might be lucky. You might live in a country where there is good healthcare for children, you get to go to school, and your parents are employed. • You might not be so lucky. In your country, there may be many diseases that threaten your health, or you might be an orphan who has to work instead of going to school. • Your goal in this game is to survive to your fifth birthday. • Each of you will get a country identity card. Read it carefully and keep it secret. Based on what is written on your card, in this game you will take steps toward good health and survival, or steps that lead you backward to illness and possibly death. • Let’s begin.

script

Give each participant a role-play card and invite them to read their cards to themselves silently. Then ask them to line up along the start line facing toward the “Healthy at 5” line.

Using the Leader’s Script on page 12, read aloud the information for the first category (birth weight) and the corresponding instruction. Create and hold up a visible heading sign so the participants will know which “fact” on their role-play cards corresponds with birth weight. Based on what is written on their cards, the participants will respond with a step forward or a step back. Repeat this process for all other categories, following them in the order listed.

the end of the game, explain that: At • Those of you who reached the “Healthy at 5” line survived to 5 years old; those who did not are closer to illness and death. • Those of you in the middle survived your first five years, but you may have health problems as you grow older. • Those at the “Sick at 5” line are at greatest risk of dying.

participants to read aloud their countries and role-play Ask names. Then lead a discussion using the following questions: • What surprised you most during this activity? • What was the biggest challenge to your health? • How do you feel about children who were healthier than you, or those who died before age 5? • How would you help children who were less healthy than you? What would you say to them? What do they need?

Conclude by inviting participants to join you in prayer. Pray that all countries will work toward the common good of children. Pray for a day when the world’s resources are shared in such a way that no child goes without food, shelter, medical care, or education.

Lesson Extensions Distribute colored dot stickers to all game participants: green stickers to those closest to the “Healthy at 5” line, red stickers to those closest to “Sick at 5,” and yellow stickers to all others. Ask players to place stickers on their role-play countries on a world map or globe. What patterns are there in the placement of the colored stickers on the map? Why do you think these patterns exist?

Activity 2: Understanding Problems and Solutions (75 minutes) Preparation Create seven header signs, each with one of the following causes of under-5 mortality on the front and the associated percentage on the back:

Materials Needed opies of Fact Sheets, found on C pages 46-51 Blank sheets of paper Masking tape Access to computers and Internet (optional)

Neonatal causes (37%) Measles (4%) Pneumonia (19%) AIDS (3%)

Diarrheal diseases (17%) Malnutrition (underlies 35%-50% of all deaths) Malaria (8%)

Lesson steps

2 Example of a word cloud. See wordle.net for more examples.

3 4 5 6 10

P rovide each student with a blank sheet of paper. Ask students to individually brainstorm seven to 10 main causes of death for children under the age of 5 around the world. Tell them to arrange the causes in a word cloud. A word cloud (or “tag cloud”) is a list of words that describe a theme or idea. The text size of each idea reflects its importance—so the greater the number of children a participant thinks die from a given cause, the larger the corresponding text should be. ost all the word clouds for participants to see. Then lead participants in a P discussion using the following questions: • Which ideas are common? • Are there any ideas you had not thought of? • Which ones would you like to know more about? hoose six volunteers. Give each of them one of six prepared signs, which read C pneumonia, malaria, AIDS, diarrheal diseases, measles, and neonatal causes. Line up the volunteers facing the class with the headings on the signs facing out. Use the Fact Sheets to briefly describe each direct cause of child mortality. sk the class to provide suggestions for ordering the six students into a line, A ranking them from the least cause of child mortality to the greatest. Once an order is agreed upon, have the volunteers turn the signs around to reveal the corresponding percentages. Re-order the line-up if necessary. L ead a discussion using the following questions: • How did your ideas about the causes of child mortality compare with the actual causes? • What do most of these causes have in common? (Answer: They are preventable.) hoose another student volunteer to hold the “malnutrition” sign with the C percentage facing in. Explain that malnutrition is both a direct cause and an underlying factor (or indirect cause) in under-5 deaths because it impacts the function of a child’s immune system. Ask students to guess what percentage of child deaths are attributable to malnutrition. Reveal the answer.

Wordles Visit www.wordle.net to create word clouds using text from the fact sheets. Students print and post the word clouds for a “walk-past,” noting which ideas are emphasized most in each fact sheet and why.

E xplore some of the direct and indirect causes of child mortality in more detail using the Fact Sheets and one or more of the suggested activities below. Summarize and clarify Pairs of students read a fact sheet. One partner verbally summarizes the contents to the other without reading from the sheet. The other partner then clarifies what was heard by repeating the information. The summarizer corrects anything that was missed or misinterpreted. KWL stations Create charts with the headings “What I Know,” “What I Want to Know,” and “What I Learned.” Students rotate in six small groups through Fact Sheet stations. Before moving to a new station they fill in the first two columns for that fact sheet, filling in the third column after reading and discussing the Think and Debate questions. Each group contributes to a collective response on one of the fact sheets for presentation to the class. Expert groups Students work in groups to become experts on one of the fact sheet topics. New groups are formed with one member from each expert group. Each expert teaches the others in the group about their topic.

fter students have worked with the fact sheets, discuss A the links between the different causes and interventions. Create a mind map to show the connections visually. Note: Pneumonia, malaria, and diarrheal diseases are direct causes of child mortality, while maternal health and water and sanitation are indirect factors. Malnutrition is considered to be both a direct cause and an indirect factor: cases of acute malnutrition can lead to death, but even moderate malnutrition makes children more susceptible to deadly diseases like pneumonia and diarrhea.

Discuss the connections between the direct and indirect causes of child mortality. What interventions or solutions exist to tackle the complexities of improving child survival? Can you think of others? Who is responsible for implementing these solutions?

hoose one of the prayers found on pages 53 through 56 C to conclude your class time.

Debates Students discuss the questions from the fact sheets by researching pro and con arguments and hosting a formal debate.

Lesson Extensions Explore techniques used in effective public health advertising campaigns. Refer to the “Design Your Own Health Campaign” resource shown in Further Resources (page 57). Design a public health ad campaign around one of the issues from the fact sheets. Respond to the following quotations in informal discussions or formal debates, within the context of the issue of child health and survival: • Only the educated are free. —Epictetus (Greek philosopher) • There can be no keener revelation of a society’s soul than the way in which it treats its children. —Nelson Mandela (former president of South Africa) • Millions of children are dying because they are poor, forgotten, or just unlucky enough to be born in the wrong place. —David Morley (Save the Children) • Children are the world’s most valuable resource and its best hope for the future. —John F. Kennedy (35th U.S. president) 11

Module 1: Leader’s

Script, Activity 1 Birth Weight In many poor countries, pregnant women don’t get sufficient food or healthcare to deliver healthy weight babies. A child born underweight will struggle to develop strong bones and muscles and will have trouble reaching a proper weight. The child’s immune system will be too weak to fight off disease and the child may have learning difficulties later in life. game direction

Take one step forward if you were born at a healthy weight; Take one step back if that wasn’t your fate.

Healthcare When you are young you get shots, or vaccinations, to protect you against preventable diseases like measles and polio. However, in some countries healthcare is not easily available and many people are too poor to see a doctor. If a family lives in a remote area, a mother may not be able to get her child to a medical clinic. Children who don’t get their shots can get sick and die from preventable diseases. game direction

Take one step forward if you’ve had your shots; Take one step back if you have not.

Food Proper nutrition is one of the most important factors in staying healthy. Good food helps children grow strong. In the United States we have an abundance of high-quality food. But in many other countries, children eat only one or two meals a day. Some children may go for days without eating because food is hard to find and expensive to buy. game direction

Take one step forward if you get three meals a day; Take one step back if you eat less and are too hungry to play.

Water and Sanitation The United States is blessed with dependable fresh water sources and good public sewer systems. However, large numbers of people around the world do not have access to safe, clean water. Because they don’t have proper toilets, sewers, or water treatment systems, the water they drink contains dangerous parasites and bacteria that cause disease and diarrhea in young children. When children have untreated, chronic diarrhea, they cannot keep enough nutrients or fluids in their bodies. That’s why diarrhea is a leading cause of death in children under 5. game direction

Take one step forward if you drink clean water from a tap; Take one step back if this is what you lack. Take one step forward if there’s a toilet in your home; Take one step back if you are forced to roam.

Education

Employment

In the United States, school is free for all children, no matter who they are or how much money their family has. But for many children around the world, school is not an option. If their parents donâ&#x20AC;&#x2122;t have money to pay school costs, children may have to work or stay home to do chores. Girls are often kept at home to look after their brothers and sisters while their mothers go to work. Children who attend school are more likely to be healthy and able to get better jobs in the future so that one day they can take care of their own families. Children in school are also safer than those who work or live on the streets.

Parents who work can pay the costs of raising healthy children. They can buy nutritious food, pay medical fees, and pay for school costs. Children of unemployed parents may get poor-quality nutrition and may not get the healthcare they need. These children are also more likely to work instead of going to school, and may be exposed to unsafe and unhealthy working conditions, such as scavenging in garbage dumps. game direction

game direction

ake one step forward if your days T are spent in school; Take one step back if this is not the rule.

ake one step forward if one or both T parents work for your daily bread; Take one step back if you or your siblings work instead.

Malaria Malaria is a serious and sometimes deadly disease carried by certain types of mosquitoes. It is a leading cause of death worldwide. Although we have many mosquitoes in the United States, none of them carry the malaria parasite. Mosquito bed nets treated with special chemicals are cheap to make and very effective in preventing mosquito bites. Yet in many countries where malaria is a problem, many children under the age of 5 do not sleep under a treated bed net. game direction

ake one step forward if you T have a mosquito net; Take one step back if this is something you didnâ&#x20AC;&#x2122;t get.

HIV and AIDS The human immunodeficiency virus, or HIV, causes AIDS, a fatal disease of the immune system that affects more than 33 million people worldwide. The rate of AIDS in the United States is very low, but in some countries it is as high as one in every four adults. Although there is no cure for AIDS, lifesaving drugs exist that can control it. But in poor countries, the drugs are either too expensive or not available at all. Many children have been orphaned because one or both of their parents died as a result of AIDS, and many children have been infected with HIV themselves. game direction

Take one step forward if your parents are alive; Take one step back if one or both have died. Permission to reproduce is granted. ÂŠ 2010 World Vision, Inc.

Module 1:

Role-play cards

USA YOU ARE

Andrew

Canada Julia

YOU ARE

Steven

Caroline

Pacific Ocean Pacific Ocean Atlantic Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat three meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • No one in my family has HIV or AIDS. • Both my parents have jobs.

Atlantic Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat three meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • No one in my family has HIV or AIDS. • Both my parents have jobs.

Alive at 5, Module 1: Role-play cards

Haiti YOU ARE

Emmanuel

Alive at 5, Module 1: Role-play cards

Dominican Republic Johanne

YOU ARE

Marciel

Ana

Atlantic Ocean

Pacific Ocean Pacific Ocean

• I was born underweight. • I did not receive any shots when I was young. • I get only one meal a day. • I have a water tap near my home but do not have a toilet.

• I am not able to attend school. • I have a mosquito net. • My father died because of AIDS. • My mother does not have a job and my siblings work. Alive at 5, Module 1: Role-play cards

Atlantic Ocean

• I was born underweight.

• I am able to attend school.

• I received all my shots when I was young.

• I do not have a mosquito net.

• I eat three meals a day.

• Neither of my parents has HIV or AIDS.

• I have a water tap and toilet in my home.

• Only my father has a job.

Alive at 5, Module 1: Role-play cards

El Salvador YOU ARE

Antonio

Nicaragua

Claudia

YOU ARE

Ernesto

Talia Atlantic Ocean

Atlantic Ocean

Pacific Ocean Pacific Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat two meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • Neither of my parents has HIV or AIDS. • Only my mother has a job.

• I was born with a good birth weight.

• I am able to attend school.

• I received all my shots when I was young.

• Neither of my parents has HIV or AIDS.

• I eat two meals a day.

• Only my father has a job.

• I have a mosquito net.

• I have a water tap and toilet in my home.

Alive at 5, Module 1: Role-play cards

Brazil YOU ARE

Augusto

Peru Maria

YOU ARE

Andres

Cecelia

Pacific Ocean

Atlantic Ocean Atlantic Ocean

• I was born underweight.

• I am able to attend school.

• I received all my shots when I was young.

• I do not have a mosquito net.

• I get only one meal a day.

• My mother died because of AIDS.

• I have a water tap and toilet in my home.

• Only my father has a job.

Alive at 5, Module 1: Role-play cards

• I was born with a good birth weight. • I received all my shots when I was young. • I eat two meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • Neither of my parents has HIV or AIDS. • Only my mother has a job. Alive at 5, Module 1: Role-play cards

Module 1:

Role-play cards, continued

Mexico YOU ARE

Alejandro

United Kingdom Gabriela

YOU ARE

Daniel

Emma

Atlantic Ocean EUROPE

Pacific Ocean

Atlantic Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat three meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • Neither of my parents has HIV or AIDS. • Both my parents have jobs.

• I was born with a good birth weight.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net.

• I received all my shots when I was young. • I eat three meals a day.

• No one in my family has HIV or AIDS.

• I have a water tap and toilet in my home.

• Both my parents have jobs.

Alive at 5, Module 1: Role-play cards

Ukraine

France YOU ARE

Thomas

Mathilde

YOU ARE

Ivan

Katerina

EUROPE EUROPE

Atlantic Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat three meals a day. • I have a water tap and toilet in my home.

AFRICA

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • Neither of my parents has HIV or AIDS. • Both my parents have jobs. Alive at 5, Module 1: Role-play cards

Atlantic Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat three meals a day. • I have a water tap and toilet in my home.

AFRICA

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • My father died because of AIDS. • Only my mother has a job. Alive at 5, Module 1: Role-play cards

Niger

Sierra Leone Samuel

YOU ARE

Mariama

YOU ARE

Ibrahim

Hadiza

Atlantic Ocean Atlantic Ocean

AFRICA

• I was born underweight.

AFRICA

• I am not able to attend school.

• I did not receive any shots when I was young.

• I do not have a mosquito net.

• I eat one meal every other day.

• Both my parents died because of AIDS.

• I do not have a water tap or toilet in my home.

• My brothers have to work because my parents died.

• I was born underweight.

• I do not have a mosquito net.

• I did not receive any shots when I was young.

• Neither of my parents has HIV or AIDS.

• I get only one meal a day.

• Only my father has a job.

• I do not have a water tap or toilet in my home. • I am not able to attend school.

Alive at 5, Module 1: Role-play cards

Ethiopia YOU ARE

Aamina

Tanzania Bekele

YOU ARE

Endari

Amidah

Atlantic Ocean

AFRICA AFRICA

Indian Ocean

• I was born underweight. • I did not receive any shots when I was young. • I get only one meal a day. • I do not have a water tap or toilet in my home. • I am not able to attend school.

• I do not have a mosquito net. • Both my parents died because of AIDS. • I work because both my parents have died.

Alive at 5, Module 1: Role-play cards

Indian Ocean

• I was born underweight.

• I am able to attend school.

• I received all my shots when I was young.

• I do not have a mosquito net.

• I eat two meals a day.

• My father died because of AIDS.

• I have a water tap near my home but do not have a toilet.

• Only my mother has a job.

Alive at 5, Module 1: Role-play cards

Module 1:

Role-play cards, continued

Uganda YOU ARE

Willy

Malawi Eseeri

YOU ARE

Chikumbu

Saliza

Indian Ocean

Indian Ocean Atlantic Ocean

Atlantic Ocean

• I was born underweight.

• I am able to attend school.

• I was born underweight.

• I have a mosquito net.

• I did not receive any shots when I was young.

• I do not have a mosquito net.

• I received all my shots when I was young.

• My father died because of AIDS.

• I get only one meal a day.

• My mother died because of AIDS.

• I get only one meal a day.

• My older siblings work to support my family.

• I have a water tap nearby but no toilet in my home.

• Only my father has a job.

• I have a water tap and toilet in my home. • I am not able to attend school.

Alive at 5, Module 1: Role-play cards

South Africa YOU ARE

Mamello

Puleng

Alive at 5, Module 1: Role-play cards

Afghanistan YOU ARE

Assef

Soraya

China Indian Ocean

AFRICA

India

Atlantic Ocean Indian Ocean

• I was born underweight. • I received all my shots when I was young. • I get only one meal a day. • I have a water tap and toilet in my home.

• I do not have a mosquito net. • Both my parents died because of AIDS. • I have to work because my parents died.

• I was born underweight. • I received all my shots when I was young. • I rarely eat because my parents cannot afford food. • I do not have a water tap or toilet in my home.

• I am able to attend school. Alive at 5, Module 1: Role-play cards

• I am not able to attend school. • I do not have a mosquito net. • No one in my family has HIV or AIDS. • I have to work because my parents do not have jobs. Alive at 5, Module 1: Role-play cards

China YOU ARE

India Ying

Vikram

YOU ARE

Priyanka

Pacific Ocean

AFRICA Pacific Ocean

Indian Ocean

AFRICA

• I was born underweight.

• I am able to attend school.

• I was born underweight.

• I am able to attend school.

• I received all my shots when I was young.

• I do not have a mosquito net.

• I did not receive any shots when I was young.

• I do not have a mosquito net.

• I get only one meal a day.

• My mother died because of AIDS.

• I get one meal every other day.

• My mother died because of AIDS.

• I have to work since my father doesn’t have a job.

• I live near a water tap but do not have a toilet in my home.

• I have to work since my father doesn’t have a job.

• I live near a water tap but don’t have a toilet in my home.

Alive at 5, Module 1: Role-play cards

Sri Lanka YOU ARE

Kasun

Japan Dilini

YOU ARE

Hiroshi

AFRICA

Yoko

ASIA

Pacific Ocean

AFRICA Pacific Ocean Indian Ocean

• I was born underweight. • I received all my shots when I was young. • I get only one meal a day. • I have a water tap but no toilet in my home.

Indian Ocean

• I do not have a mosquito net.

• I was born with a good birth weight.

• No one in my family has HIV or AIDS.

• I received all my shots when I was young.

• Only my father has a job.

• I eat three meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. Alive at 5, Module 1: Role-play cards

• I am able to attend school.

• I live in an area without malaria and don’t need a mosquito net. • No one in my family has HIV or AIDS. • Both my parents have jobs. Alive at 5, Module 1: Role-play cards

Role-play cards, continued

Module 1:

Australia YOU ARE

Jack ASIA

Isabella Pacific Ocean

AFRICA

Indian Ocean

• I was born with a good birth weight. • I received all my shots when I was young. • I eat three meals a day. • I have a water tap and toilet in my home.

• I am able to attend school. • I live in an area without malaria and don’t need a mosquito net. • No one in my family has HIV or AIDS. • Both my parents have jobs. Alive at 5, Module 1: Role-play cards

World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. World Vision serves all people, regardless of religion, race, ethnicity, or gender.

Module 2:

Child Health in the News Subjects of emphasis:

Students will: • Use appropriate conventions and techniques to create a media release • Design and participate in a mock news conference

language arts

media studies

communications technology

Activity 1: Examining Media Coverage of Global Child Health (50 minutes) Materials Needed opies of “Global Child C Health in the Media” handout, found on page 23 Copies of Fact Sheet 2: Pneumonia (page 47), Fact Sheet 3: Diarrheal Diseases (page 48), and Fact Sheet 5: Malaria (page 50) Access to computers and the Internet

1 2 3

Lesson steps ive each student a copy of the “Global Child Health in the Media” G handout and the fact sheets on pneumonia, diarrheal diseases, and malaria (see sidebar). Review the assignment instructions on the handout.

On completion of the assignment, discuss the following as a class: • What gaps exist in the news coverage on global child health? • Which stories do you think need more coverage? • Why don’t global child health issues receive more media attention, given the numbers of children they affect? • How would media coverage differ if 24,000 children were dying in the U.S. each day? Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Activity 2: “Filling the Gap” Press Conference

(150 minutes)

Lesson steps Materials Needed ccess to computers and the A Internet

rganize students into groups of three. Ask each group to brainstorm and O record story ideas. They can recall interesting topics from their Internet searches in Activity 1, or they may want to conduct more Internet research for additional ideas. The following websites are good sources for stories on health issues:

Lesson Extensions

Explore another current news topic using the activities in this module. Invite a journalist or news editor into the class to observe the press conferences. Ask the guest to talk about how editorial decisions are made and how to attract media attention for a neglected story or issue.

• World Vision Report: radio programs (www.worldvisionreport.org) • World Vision International News Room (www.wvi.org) • World Health Organization: Media Center (www.who.int) • UNICEF Press Center (www.unicef.org)

Once groups choose a topic, they are responsible for hosting a “press conference” to publicize the story and the issue. They will need to assign a group member to each of the following tasks: • Create a five-minute, one-page script for the spokesperson delivering the information. • Create visuals to support the spokesperson’s presentation, including a five-frame PowerPoint slideshow. • Create a one-page “press release” to be distributed in advance of the press conference. Students can reference the media sites listed in Step 1 for sources of style, language, and voice in creating their press releases and press conference. Direct students to the Media Awareness Network at www.media-awareness.ca for suggestions and tips, including: • Media Toolkit for Youth Tip Sheet, Writing a News Release, Making a Communications Plan, and How to Hold a Media Event

Before conducting each press conference, distribute copies of the group’s press release to the rest of the students so they can compose questions to ask in their roles as reporters at the conference. Suggest question-starters that encourage development of critical thinking skills such as analysis, synthesis, and evaluation. Examples: What conclusions can you draw about . . .? Can you elaborate on . . .? In your opinion, what will be the result of . . .? How do you explain . . .? (Activity adapted from Beyond Media Messages: Media Portrayal of Global Development, Media Awareness Network)

4 22

Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Alive at 5

Module 2 Handout: Global Child Health in the Media Every day, more than 24,000 children die of preventable causes. Most of the treatments and preventions are easy and cost-effective. For example, a simple mixture of water, salt, and sugar, or a single dose of a common vaccine, can mean the difference between life and death for many children who live and die in developing or lesser-developed nations. Given the high numbers of children who die before reaching their fifth birthday, there’s no question this is a legitimate news story.

Assignment

Choose “Past Week” or “Past Month” from the list on the left. Note the number of articles that come up for each issue, and record this in the chart.

(Note: If desired, choose another health topic in current news and modify the following directions accordingly.)

1 2

Go to Google News at www.googlenews.com. Search recent health articles to determine the current worldwide death toll from the H1N1 virus. Also visit the World Health Organization at www.who.int for H1N1 situation updates. The first recorded deaths due to H1N1 occurred in the last week of April 2009. Calculate the number of weeks between the last week of April 2009 and today’s date. Divide the current death toll from H1N1 by the number of weeks to get the average number of deaths per week. Record this in your chart.

Enter the health issues from the “Google Search” column in the chart below into the search field.

Determine the ratio of the number of articles published per deaths for each of the four health issues. Divide the total number of articles per week by the number of deaths per week to get the article per death ratio. Skim a few of the articles you found and answer the following questions: • What observations can you make and what conclusions can you draw from your article searches and your calculations? • Why are global child health issues not as widely and frequently covered as issues like H1N1? • Which health issue do you think deserves more of your attention? Why?

Google Search

Number of Articles/Week

Number of Deaths/Week

Article/Death Ratio

e.g., “H1N1 Virus”

125,000

100

125,000/100 = 1,250 articles per death

“H1N1 Virus” “Under-5 Mortality”

169,000

“Pneumonia + Child”

32,000

“Diarrheal Disease + Child”

28,700

“Malaria + Child”

13,500

Module 3:

The Power of Numbers Subjects of emphasis:

mathematics

social studies

Students will: • Use mathematical data to problem-solve about a global issue • Represent and interpret data in various graph formats • Interpret patterns and relationships using comparative analysis • Calculate first differences and construct a line of best fit Note: This module requires understanding of how to calculate averages and first differences, and how to construct bar, line, and scatter graphs.

Activity 1: Exploring Infant and Child Mortality

(30 minutes)

Lesson steps Materials Needed alculators C Rulers Pencils and paper Markers Newsprint

Write the following statement on a sheet of newsprint and hang it on the wall or board. Ask students to record their responses to this statement on the paper. • In 2009, 8.8 million children under the age of 5 died.

Discuss the following: • Imagine you saw this statistic on a billboard. Would you stop and take notice? • How do statistics help us understand an issue? • What do statistics not tell us?

3 4 5 6 24

Invite students to work in pairs to break down the above statistic and calculate how many children died in 2008 per day, hour, minute, and second. They should reach the following answers: • 24,110/day • 1,005/hour • 17/minute • One child every 3.5 seconds Discuss the following: • Which of these statistics has the most impact for you? • What else do you want to know? Using the definition on page 52, explain the concept of under-5 mortality rate (U5MR) to students. Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Lesson Extensions Create a paper “billboard” that displays the statistic for child deaths in the previous year—and its breakdown—in a public area of the school. Do this to raise awareness for Universal Children’s Day (November 20) or World Health Day (April 7). Invite other students to write their responses to these statistics on the paper billboard.

Activity 2: Reducing Child Mortality

(100 minutes)

Lesson steps Materials Needed alculators, rulers, pencils, C paper Copies of Handout 1, “Global Child Survival,” found on page 27 Copies of Handout 2, “Reducing Child Mortality,” found on page 28 Downloaded video: “Reducing Child Mortality,” from www.gapminder.org

students to calculate the minimum amount of money they need to live each Ask day, including food, shelter, clothing, entertainment, transportation, etc. Share answers with the class and discuss differences.

Explain that more than 1 billion people live on less than $1 per day. Discuss the following question: • Could you live on this amount? Why or why not?

Connect the discussion to the Millennium Development Goals (MDGs) as an international response to improve the lives of people around the world. Distribute copies of Handout 1, “Global Child Survival,” and review the MDGs.

4 5

Give each student a copy of Handout 2, “Reducing Child Mortality.” In this assignment they will examine child mortality rates by creating a graph and drawing a line of first differences, then drawing conclusions about Millennium Development Goal 4: Reducing Child Mortality. When students have completed their assignments, show the Gapminder video “Reducing Child Mortality.”

(continued)

Activity 2: Reducing Child Mortality, continued . . .

Discuss: • What did you discover when you plotted your graph? Compare your findings to those in the Gapminder video. • What variables affect the downward trend in child mortality? • How might we speed up reductions in child mortality? • Which areas of the world still struggle with reducing child mortality? Why is there such concern for these areas? • Do you think we will achieve MDG 4 by 2015? Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Lesson Extensions Use the Gapminder World interactive tools (available at gapminder.org) to explore correlations between under-5 mortality and other indicators like births attended by skilled health staff, maternal mortality, income growth, etc. The graphs show changes over time, and geographical distribution is displayed on a world map. Create a multimedia school display using the student graphs created in this module, a demonstration of Gapminder tools and videos, and an online survey to gather qualitative data on student understanding about issues of global child health and mortality (using SurveyMonkey). Use statistics and mathematical principles to create short children’s stories that convey data management concepts learned in this module. See Counting Stories, an innovative math project for facilitating student understanding of mathematical concepts. (http://www.edu.uwo.ca/mpc/ ShirleyDalrymple/index.html)

Alive at 5

Module 3, Handout 1:

Global Child Survival

In the year 2000, leaders of the world’s wealthiest nations made a commitment to the world’s children. They pledged that by the year 2015, two-thirds fewer children would die from preventable causes than in 1990 (Millennium Development Goal 4). Currently, the world is not on track to keep that pledge. Every day, more than 24,000 children die before reaching their fifth birthday. Most of these children live in developing countries and die from causes that are preventable or treatable. The main causes of death among these children are pneumonia; diarrheal diseases; pre-term births; asphyxia (lack of oxygen, often during birth); and malaria. In many of these deaths, malnutrition is an underlying issue. Many factors make it difficult to reduce child mortality. Lesser-developed countries struggle with inadequate health services, lack of clean water and sanitation, illiteracy (especially among women and girls), gender discrimination, and isolation of communities as a result of poor infrastructure, natural disasters, and conflict. Newborn and Maternal Health A significant proportion of under-5 child deaths occur in the newborn period—the first 28 days of life. Of the estimated 8.8 million children under 5 who died in 2008, more than 40 percent perished in the newborn period, with 2 million children dying the day they were born and another 2 million in their first month. While some countries have seen an improvement in the number of infant deaths, the slow progress in other regions, such as sub-Saharan Africa, is of great concern. This lack of progress is due to many factors, one being the challenge of improving the health of mothers. Currently, of the eight Millennium Development Goals (MDGs), it is Goal 5, improving maternal health, that is furthest from being realized. It is widely accepted that we will not achieve MDG Goal 4, reducing child mortality, without also addressing maternal health. Addressing the Problem Preventing the deaths of millions of children requires an integrated approach and an increase in low-cost interventions such as nutrition training; distribution of nutritional supplements such as vitamin A, iodized salt, and iron; education in breastfeeding, hygiene, and sanitation practices; birth spacing and skilled birth attendants; access to antibiotics and immunizations; oral rehydration therapy (ORT); and ready-to-use therapeutic foods (RUTFs). Changes are also needed to improve healthcare facilities and systems, remove social barriers for women, and address indirect factors, such as illiteracy, that result in poor health. World Vision takes a community-based, multi-sectoral approach to improving child health. Nutrition and health-related efforts are linked with efforts in agriculture, water and sanitation, household food security, and education to ensure greatest impact. (Sources: UNICEF, Child Survival: A Global Challenge; The Lancet: press release, “Mixed Progress in Reducing World Under-5 Mortality, with Most Regions Not on Track to Meet Millennium Development Goal 4,” September 10, 2009; Peterson, Anne, “Impatient for Revolution”; World Vision, Global Future, 2007) World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. World Vision serves all people, regardless of religion, race, ethnicity, or gender.

Alive at 5

Module 3, Handout 2:

Reducing Child Mortality

The Millennium Development Goals (MDGs) committed all countries around the world to eight goals for reducing poverty and improving the lives of all people by the year 2015. Millennium Development Goal 4 focuses on reducing child mortality by two-thirds of 1990 levels. Child mortality rates around the world have been dropping throughout the past 50 years. But are they dropping fast enough to reach MDG 4 by 2015?

Assignment Refer to Table 1, Levels and trends in under-5 mortality (19902008), below.

Analysis ased on your calculations of first differences, is this a B perfect linear relationship?

hat relationship does your graph show between time W period and under-5 deaths?

redict the number of under-5 deaths in 2010 and 2015 P based on the current rate of progress.

Compute first differences for the “Under-5 Deaths” column of Table 1. Record these values in the chart. Graph Table 1 as a line graph with Year along the x-axis and Under-5 Deaths along the y-axis. Compose the graph on paper or, if available, use Microsoft Excel, following the instructions below. • Enter the table information in the cells. • Highlight the columns and under “insert” choose “Scatter Chart.” • Click on the chart area. • Under “Layout,” then “Gridlines,” add Major/Minor Grid lines for x-axis (horizontal) and y-axis (vertical). • Under “Layout,” then “Trendline,” select “Linear Trendline.” • Choose “More Trendline Options.” Under “Forecast,” input 7.0 periods forward. • Under “Layout,” enter a “Chart Title” and the “Axis Titles.”

4 5

illennium Development Goal 4 aims to see a two-thirds M reduction in child mortality from 1990 levels by 2015. Based on your graph, are we on track to meet that goal? hat factors might account for the steady decline in W average world child mortality rates?

If Microsoft Excel is not available, draw a line of best fit using a ruler.

Table 1: Levels and trends in under-5 mortality (1990-2008)

Year

Worldwide Under-5 Deaths (in millions)

1990

12.5

1995

11.4

2000

10.4

2005

9.3

2007

8.9

2009

8.8

First Differences

Module 4:

The Power of Words Subjects of emphasis:

dramatic arts

language arts

Students will: • Employ elements of writing style and form appropriate to the purpose and audience • Understand and apply technical aspects of writing poetry • Use written and oral language conventions to enhance meaning and artistry • Engage in active listening • Create a critical and personal response to a global justice issue

Activity 1: Poetry Prompts

(60 minutes)

Lesson steps Materials Needed Copies of Handout 1, “At First Glance,” found on page 32 (remove photo caption for separate distribution) Downloaded MP3 of the World Vision Radio podcast “Fake Malaria Drugs,” from www.worldvisionreport.org Copies of Handout 2, “Abdula’s Story,” found on page 33

Begin by explaining: Each of the following exercises are prompts for creating “found” poetry. This type of poetry takes words, phrases, or even entire passages from other sources and reframes them as poems by changing meter, rhythm, and layout (and thereby meaning) or by altering the text through additions and/or deletions.

Play the podcast “Fake Malaria Drugs.” As they listen, ask students to record descriptive words and phrases (e.g., “hole-in-the-wall pharmacy”) that catch their attention. If needed, play the podcast more than once. Then ask students to use their lists of words and phrases to create a short poem.

Ask the students to divide into pairs. Provide one copy of Handout 1, “At First Glance,” with the caption removed, to each pair. One student will write down the first word or phrase that comes to mind when looking at the photo. The second student will write a word or phrase below their partner’s. The pair will continue this alternating pattern until all ideas are exhausted.

(continued)

Activity 1: Poetry Prompts, continued . . .

4 5 6

Share the photo caption with students and instruct them to add any additional ideas generated to their lists of words and phrases. Then ask the pairs to use the completed lists to compose a poem. Give each student a copy of Handout 2, “Abdula’s Story,” and ask them to highlight or underline points that grab their attention. Ask them to imagine Abdula’s life: What would a typical day be like for him? What are his dreams and aspirations? What are his fears? Ask students to brainstorm ideas and use them to write a poem in Abdula’s or his mother’s voice. Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Activity 2: Vox Populi: Spoken Word Activity (150-200 minutes) Materials Needed ord processor W Recording device Microphone (optional) Copies of Handout 3, “Tips for Writing and Performing Spoken Word Poetry,” found on page 34

Lesson steps

egin by offering the following comments: B • Spoken word involves one or more people performing a poem orally using techniques such as voice, gesture, rhythm, and pacing to enhance the poem’s meaning. • Spoken word makes use of stage techniques and voice as instruments of expression, blending poetry and storytelling, music, multimedia, sound art, and performance art. • It’s not mandatory to follow established grammar rules as long as the message is clear. There are no formal rules or structure to spoken word poetry; informal language and free verse can be used for deliberate effect. • Spoken word poetry can be about any topic, but lends itself well to social justice and human rights issues. It can be a tool for advocacy, allowing people whose voices typically go unheard to be heard in a free and socially democratic forum. Spoken word is a contemporary vox populi art form made popular by the hip-hop influenced Def Poetry Jam, poetry slams, and spoken word festivals.

Give one copy of Handout 3, “Tips for Writing and Performing Spoken Word Poetry,” to each student.

3 4 5

Ask students to create a one- or two-minute spoken word poem expressing their views on an issue such as global child survival. Begin with research on related topics of interest (e.g., under-5 mortality rates, malnutrition, deaths from preventable causes, malaria, access to healthcare and education, gender discrimination, or child labor) and refer to Handout 1 from Module 3, “Global Child Survival,” found on page 27; the Fact Sheets found on pages 46 through 51; and Further Resources, found on page 57. After writing, editing, and rehearsing their pieces, students can share their spoken word poems with the class or perform them in a poetry slam for a broader audience to enjoy. Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Lesson Extensions In the late 1980s, Marc Kelly Smith, a Chicago poet and construction worker, introduced spoken word “poetry slams,” competitive events where spoken word is used as a medium for social commentary. A poetry slam is an event where artists compete at the microphone and may be judged by the audience on their performances. Although some slams incorporate a competitive angle, the real point of the slam is to experience the poets and their words. For ideas on organizing a slam, see How to Plan a Spoken Word Contest or Holding a Poetry Slam by Nancy Blalock.

Alive at 5

Module 4, Handout 1:

At First Glance

At first glance, this is a photo of young boys playing soccer on a patch of dirt. But a closer look reveals that the soccer match is taking place near a graveyard—a graveyard where many victims of AIDS rest. Without a thought to the usual rituals associated with cemeteries, these friends play and laugh as the sun slowly sets behind them. Playing, laughing, friendships—these are important parts of growing up. Even amidst the death and devastation of AIDS, children will find ways to have fun.

Alive at 5

Module 4, Handout 2:

Abdula’s Story

This story was writen in March 2009 by Marie Bettings of World Vision. Five-year-old Abdula Kair Abrahim’s fragile body is slowly recovering from the scourge of malnutrition. The swelling in his face, arms, and legs, brought on by a lack of food, has now receded, leaving the skin over most of his body dry and cracked. At least the majority of his pain is gone. Peculiarly, little Abdula is in relatively good spirits and even smiles as a health worker examines him. This is the second time in the last six months that Abdula has been admitted to World Vision’s Stabilization Center, a small two-room operation in a health clinic that is part of the larger response to malnutrition in the town of Hirna, Ethiopia. “I was so scared he would die,” recalls Fatuma Mohamed, Abdula’s mother. “I was thinking since I could not make him better at home, maybe I wasn’t feeding him right or taking care of him right and that’s why it happened. I felt it was my fault.” Fatuma has been caring for Abdula and three other children on her own ever since her husband died a year and a half ago. “There are times when we don’t even have injera [local flat bread] to eat. I have nothing to feed my child,” laments Fatuma as she rubs Abdula’s hand. “I still don’t have enough at home, so when he’s cured here I fear about what will happen when I take him home.” Families in this region of Ethiopia faced extreme hunger months ago when the main rainy season failed to come and most people lost the bulk of their harvest. Since many families are subsistence farmers, when their harvests failed, they had nothing to feed their children. It is estimated that, as of March 2009, more than 4.2 million people across Ethiopia are in need of immediate food aid. Millions of those are children like Abdula. Following reports of alarming rates of malnutrition a few months ago, World Vision set up the Community-Based Management of Acute Malnutrition (CMAM) program. CMAM relies strongly on community support to reach children in need and focuses on children under the age of 5 who are at various stages of malnutrition. “It’s possible to save a child from death, but the community has to be part of that solution,” explains Dereje Regass, World Vision’s program coordinator in Hirna. “We train the community so they can help in identifying, assessing, and screening the children. They also help us by going door-todoor to tell other women about the program.” In the initial stages, the challenges of setting up the program were substantial. Eight of the treatment areas were set up in remote areas, with medication and supplies transported by donkey for hours through the highland mountains. Among World Vision staff, no one doubts the need or complains about the workload. “Had this program not been running, children would have died,” Dereje continues. “There was no other option for those families.” Fatuma sits beside Abdula on one of the old hospital beds, rubbing her son’s hands—a mother’s touch calming her sick child. “My priority is just to see him live through this.” World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. World Vision serves all people, regardless of religion, race, ethnicity, or gender.

Alive at 5

Module 4, Handout 3: T ips for Writing and Perform-

ing Spoken Word Poetry

Getting Ready Begin by researching a number of spoken word performances. Analyze the artists’ use of language, pacing, rhythm, voice intonation, facial expression, and gesture. Memorize the work and imitate the style of an artist you admire. Some places to start your research: YouTube • “A Single Rose” by 12-year-old Mustafa Ahmed • “Sudanese Children” by Shannon Leigh • “Never Let Me Down” by J. Ivy • “Speak With Conviction” by Taylor Mali • “What I Will” by Suheir Hammad

Writing Spoken Word Poetry When you start writing, don’t edit. Write fast or slow, but don’t pre-judge your ideas. Write from your own honest observations, experiences, and thoughts. The point is to get something down on paper to edit and polish later. You don’t even have to write your thoughts in order; random lines or verses can be re-organized more coherently at the editing stage. Rewrite. Few people write a masterpiece in one sitting, so edit and re-edit your work. Play with the flow and beat of the lines, use lots of concrete imagery (nouns, adjectives, and active verbs), and choose precise words and phrases to make your meaning clear. Try to focus the poem on one specific topic. Set it aside for a day or two, then go back and read it with fresh eyes. Read your poem out loud. Get to know the feel of the words in your mouth and their sound in your ears. Commit them to memory. You’ll be performing at some point, so look critically at both the strong and the weak elements of your poem. Record and listen to your reading in order to make improvements.

Read to a trusted friend or classmate. Once you are satisfied with your poem, share it with someone whose opinion you trust. Ask for honest feedback on how to improve both the poem and your performance. Be receptive to suggestions, but remember it is your decision whether or not to make any changes.

Performing Spoken Word Poetry Voice. This is your most important and powerful tool and all you need to carry off the performance well. Work on pitch (high/low sound tone), intonation (the melody established by varying patterns of pitch), and pace (the speed of speech, which sets mood and tone). In pure spoken word performance, costumes, props, and instruments are not allowed. While this may seem intimidating or even boring, think of performers or speakers you admire whose voices alone mesmerize the audience. Body language, gesture, and facial expression. Use your body to convey the nuances of your poem. Enhance the words with facial expression, hand gestures, and movement, exhibiting confidence through your placement on stage and your use of voice and/or microphone. Behaviors such as stuttering, shuffling, avoiding eye contact, nervous hand gestures, etc., are generally considered bad form, but are allowable if used deliberately for a specific effect. Memorization. Reading from a paper is allowed, but consider memorizing if at all possible. Memorization allows you to make eye contact with the audience, pay closer attention to your delivery, and appear more confident and prepared onstage. Audience awareness. Be aware of your audience and speak to them. You are confiding your thoughts and asking them to relate. Think about Shakespeare’s use of asides and soliloquies to draw the audience into a character’s confidence. Technical elements. This includes observing time limits, microphone use, and physical use of stage space (also called blocking).

Module 5:

Making Good on the MDGs Subjects of emphasis:

communications technology

social studies

Students will: • Identify theme, purpose, and audience for media productions • Use multimedia technology and appropriate conventions and techniques in creating a media production • Work constructively in groups, using communication, problem-solving, and organizational strategies to achieve a common goal • Understand the significance of the Millennium Development Goals Note: This module requires prior student knowledge of video recording devices, video editing software and uploading procedures.

Activity 1: Millennium Development Goals Web Quest (120 minutes) Lesson steps Materials Needed Self-stick notes Markers Newsprint Copy of “Global Child Survival” handout, found on page 27 Copy of Handout 1, “Web Quest,” found on page 38 Downloaded video: “GOOD: The Millennium Declaration,” from www.youtube.com Access to computers and the Internet

ivide participants into groups of three or four. Give each group 10 self-stick D notes and a marker. Tell them to imagine that they are working with a group of youth on an international campaign to eradicate extreme poverty around the world. They should determine five to 10 priority areas of focus for the campaign (e.g., the elimination of world hunger) and write each idea on a separate selfstick note.

Ask the groups to place all of their notes on the board or on newsprint. Review the ideas and determine broad categories or themes that emerge. Group the self-stick notes with similar ideas into these categories.

Recap the Millennium Development Goals, giving each student a copy of the “Global Child Survival” handout. Review the handout together.

Show the video “GOOD: The Millennium Declaration.” Compare students’ campaign priorities with the MDGs.

Discuss the following: • What similarities do you see between your campaign priorities and the MDGs? • What ideas are missing from the class campaign priorities? From the MDGs?

Activity 1: Millennium Development Goals Web Quest, continued . . .

Give each student one copy of Handout 1, “Web Quest.” Ask the students to read the overview and complete the Web Quest, either individually or in pairs.

When students have completed their Web Quests, facilitate the sharing of information with one of the following techniques. • E xpert Hotseat: One student “expert” sits in the center of a circle formed by the rest of the class. Other class members ask the “expert” questions (either from the Web Quest assignment or of their own making). He or she can be replaced by anyone who challenges the answer or has more information to share on the topic. • Jigsaw Groupings: Number students from 1 to 4. Organize students into “home groups” composed of the same number (i.e., all “1’s” in a group, all “2’s,” etc.). Assign each home group a few questions from the Web Quest. Groups discuss the assigned questions, then reorganize into new groups composed of experts from groups 1 through 4. Each expert shares information from the home group discussions with the newly formed groups. • On-the-Spot Response: Divide students into equal groups. Have members of each group count off, beginning with “1.” Randomly call out the number of a question from the Web Quest assignment; each group will have 30 seconds to huddle and agree on a response. Call out one of the numbers assigned to group members, and have all students assigned that number stand up. Choose one or two of them to answer the question. Keep the questions, huddle time, and response time quick, and give positive validation to all answers.

Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Activity 2: Podcasting for Progress (120 minutes) Lesson steps Materials Needed Copy of Handout 2, “Podcasting for Progress,” found on page 39 Copy of Handout 3, “Creating a Video Podcast,” found on pages 40 through 44 Videocameras (or other recording devices such as cellphones), microphones, lights, tripods, computer editing software (optional)

iscuss: D • What is a video podcast? • What devices can be used to watch them? • Which podcasts are your favorites, and why has podcasting become so popular?

Organize students into groups of three or four. Distribute copies of Handout 2, “Podcasting for Progress.” Tell the students that in this assignment they will represent a nongovernmental organization (NGO) with a mandate to improve global child health and well-being. The organization is creating a podcast to garner media and public attention on the issue of child health and the MDGs.

3 4 5 6

Review the assignment requirements as noted on the handout. Then invite groups to brainstorm a name and specific mandate for their organization. Distribute copies of Handout 3, “Creating a Video Podcast.” Use one or more of the facilitation strategies from step 7 of Activity 1, the Millennium Development Goals Web Quest (see page 36) to review information on pre-production, production and post-production, camera techniques, and storyboards. Ensure students understand technical elements before creating storyboards and podcasts. When the podcasts are complete, share them with the class. Groups can devise one or two discussion questions to engage the audience after viewing each video. Choose one of the prayers found on pages 53 through 56 to conclude your class time.

Lesson Extensions Post video podcasts to websites or blogs, or enter them in online contests. Send podcasts to politicians or relevant organizations. Host a screening for other classes, families, or community members. Send your best video podcasts to wvresources@worldvision.org for possible online publication.

Alive at 5

Module 5, Handout 1:

Web Quest

Instructions: Write a personal response to the opening question below. Then answer the Web Quest questions, consulting the suggested online resources as well as others. Remember to paraphrase the information you find and keep a bibliography of all sites you use.

Opening Question: More than 1 billion people survive on less than one dollar per day. Could you? Why or why not?

Web Quest Questions

Briefly describe the Millennium Development Goals and list the target for each goal. online resource

Are we on track to achieve MDG 4? Why or why not? Which other MDGs must be achieved in order to reach MDG 4? online resource

“UN Millennium Campaign: Goal 4 – Child Health” (video), www.youtube.com

“Child health depends on maternal health.” Agree or disagree and support your opinion. online resource

“End Poverty 2015: Goal 4” (document), http:// www.un.org/millenniumgoals/2008highlevel/pdf/ newsroom/Goal%204%20FINAL.pdf

“Under-5 mortality is a critical indicator of overall child health.” Explain. online resource

UN Cyberschoolbus: The Millennium Development Goals (website), http://cyberschoolbus.un.org/mdgs/ index.asp

“UN Millennium Campaign: Goal 5 – Maternal Health” (video), www.youtube.com

Why is the GapCast video called “Bangladesh Miracle”? What caused this miracle to happen? online resource

If under-5 mortality rates are dropping in countries like Bangladesh, should we still be concerned about MDGs 4 and 5? Explain.

online resource

What is the G8? Which countries take part?

online resource

World Vision’s Child Health Campaign (website), www.childhealthnow.com

What is the difference between the G8 and the G20?

online resource

G8 Summit 2010 (website), http://g8.gc.ca/g8-summit/

What happens at the G8 Summit each year? Where is it being held next?

online resource

“Reducing Child Mortality” (video), www.gapminder.org

“UNICEF: The J8 Meets the G8” (video), www.youtube.com

How would you convince G8/G20 leaders to make global child health a priority?

online resource

“Huntsville G8 Summit” (video), www.youtube.com

“Bangladesh Miracle” (video), www.gapminder.org

Alive at 5

Module 5, Handout 2:

Podcasting for Progress

Assignment due date _____________________________ You and your peers work for a U.S. nongovernmental organization (NGO) focused on improving global child health and well-being. Your organization fully supports the Millennium Development Goals and is working hard to see that Goal 4: Reduce Child Mortality and Goal 5: Improve Maternal Health are achieved by 2015. In June, the world will watch as country leaders from the eight most powerful nations meet for the G8 Summit. Your organization wants to put global child health and the MDGs on the agenda at this summit. To do this, you need to gain media and public attention. Your group is being challenged to create a video podcast that draws attention to the issues and also suggests progressive solutions.

Guidelines: • Podcasts should be three to five minutes in length. • A ll content in your podcast must be appropriate and teacher-approved before production. • Each group member must play an active role in the planning and production of the podcast. • To create a successful podcast, follow the steps and techniques in Handout 3, “Creating a Video Podcast.” • Have fun! After your podcast is completed and handed in for evaluation, detach and complete the Peer Evaluation Form below. Submit your forms individually to your teacher.

Peer Evaluation Form Name: Instructions: • Write your name above and give this form to your group members to complete. • Each group member will fill in constructive comments below. (Use other side for more space.) • Read your comments to understand what you did well and where you might improve. • Submit this form to your teacher. You contributed best to the project when you …

Your most helpful ideas were …

Some contributions you might make in the future …

Alive at 5

Module 5, Handout 3: Creating

a Video Podcast

What is a video podcast? A video podcast is a video file distributed over the Internet for playback on mobile devices and personal computers. How do you create a video podcast? A video podcast can be created on a cell phone, a video camera, a webcam, or any device that records video. The process can be as simple or as complex as you wish, edited or unedited, with music or without.

Pre-production Start with a plan The first thing to do is ask yourself some key questions, such as: • What is the main message I want to convey? Will it be fiction or nonfiction? • What style (realistic, stylized, abstract), tone (serious, light-hearted, tongue-in-cheek), and genre (drama, documentary, docudrama, mockumentary, comedy-parody, satire, or slapstick) will best connect my audience to my message? • What visuals and technical elements, such as sound or camera angles, will support my story and help get my message across? • What other elements may affect my story, such as location, people who can help me, and specific props? Sometimes it is wise to plan your concept around these elements.

Interviews If you are writing interview questions, they should: • Elicit conversational replies rather than single-word answers like yes and no • Lead to a discussion or exchange • Provide information • Create controversy • Quell or dispel controversy • Elicit questions from an audience Make sure to formally invite any interviewees to participate and verify their credentials.

Script Once you have worked out the details of your main message and have an idea of how you hope to communicate the message visually to your audience, it is time to commit your ideas to paper. Essentially you will be writing a script that will be the blueprint for your video podcast. In the script, you will need to identify how the sequence of images and audio (dialogue, sound, and music) will appear. If you are creating a nonfiction podcast, your script will be quite a bit different than a narrative one. Ideas may shift considerably based on the words and actions of the people

Alive at 5

Module 5, Handout 3: Creating

a Video Podcast (page 2 of 5)

you interview or the events you are focusing on. Your script will be a list of events and images that you need to collect and record. Remember that if you are using images or sounds that someone else produced or recorded, you will need permission to use them in your podcast.

Storyboards Once your script is complete, you are ready to create your storyboard. Don’t worry about whether you can draw realistically. Many talented filmmakers create very simple drawings. Storyboards are useful in many ways. For example: • They help solidify the images you want to capture. The process of creating storyboards makes you focus on the type of shot, camera angle, and camera movement for each sequence. • They are an excellent communication tool. You can show others (especially the people who are working with you) exactly how the story will unfold. Because they can have many meanings and implications, words alone can cause confusion. A visual representation is much clearer and easier to understand. • They make it easy to determine the shooting order for your project. When reviewing your storyboard, make a note of the shots that are similar enough to be covered by the same camera position. For example, if your storyboard shots 4, 9, and 15 are close-ups of your subject sitting in the same location, then all three shots could be recorded one after the other.

Shot list A shot list is the order in which you plan to shoot your video. List your shots in order of location and match ones that have a similar set-up. In addition to the shot list, you may want to create lists for your sound effects, props, costumes, and equipment.

Finalizing your plan Some quick tips to consider before starting the production phase: • Make sure you’ve charged the batteries for any equipment you’ll be using. • Bring extra batteries, extension cords, rolls of electrical and masking tape, and extra videotape (or whatever format you are recording in). When choosing your locations: • Be sure you have permission to film at the location you select. If you are filming at your school, you will need permission from your teacher or principal. If you are filming at a business or a private home, you will need permission from the owner. If you are shooting in a park or a public location, you may need a permit. (If this is the case, have a teacher assist you.) • If your location is indoors, make a note of the accessibility, location, and number of electrical outlets. • Make a note of what the light and sound is like at your chosen location. Are there any elements (water from a stream, traffic noise, a hum from a ceiling fan) that will cause a distortion in sound? Will you need additional lights for proper illumination?

Alive at 5

Module 5, Handout 3: Creating

a Video Podcast (page 3 of 5)

• If you plan to film outdoors, pay attention to the weather forecast three to four days in advance. You may need to plan around the weather or change the shooting day. • Do not include scenes containing physical conflict, violence, or weapons of any kind. If you plan to shoot a scene of crisis (verbal arguments, emotional distress, or staged injuries) in a public place, take extra precautions such as notifying proper authorities, acquiring any necessary permits, involving certified professionals, and posting public notices. Please have your teacher assist you if you are planning such a scenario. • Give advance notice of when and where you will be filming to the people who are helping. Let them know ahead of time what their roles will be. • Make sure to let people appearing on camera know to avoid wearing clothes with visible logos or brands, as these are copyrighted images. • Review your camera’s operating manual. Make sure you are familiar with the key functions you will need, and practice using the camera before your shooting day. Bring the operating manual with you in case you need to troubleshoot. • Have your pre-production notes with you at all times, as they will help you stay on track while shooting.

Production Camera Some quick tips for working with a video camera: • Check the lens periodically to make sure it is free of dust and hair. Use the lens cap when you are not recording. • At each location, perform a white balance to help ensure that the camera registers colors properly. Each location will have its own unique lighting situation, creating different hues. To perform a white balance, zoom in on a sheet of blank white paper and select the white balance button on your camera (or select it from the menu). • Use a tripod. Tripods will give you steady, professional-looking shots that will be easier to match when editing. However, if your intent is to make your story feel like a home video, documented footage, or a police drama, you may prefer a hand-held approach. Practice all camera movements before you shoot. When recording, don’t stop until after you complete the motion. • Use manual focus. Although automatic focus ensures sharpness, you run the risk of losing focus if there is movement near the lens or a change in lighting. To avoid these problems, set the camera to automatic focus, then zoom in on your subject. Once your image is in focus, switch the focus to manual and zoom out to re-establish your original framing. Your subject will now be in focus for the duration of the shot. • When setting up for filming, it’s good practice to tape down cords with electrical tape so that people will not trip and hurt themselves, or unplug or damage equipment. • Keep a log of all your shots. Include information such as shot number, duration of the shot, and whether you felt it was a good take. This will save you time in editing. • Keep the subject close to the camera. Your podcast in its final form will be viewed

Alive at 5

Module 5, Handout 3: Creating

a Video Podcast (page 4 of 5)

online in a smaller screen size. Extreme long shots will be difficult for your audience to see. Close-ups create a sense of intimacy and importance, and make sound recording easier if you are relying on your camera’s internal microphone. Most video camera microphones will not pick up much sound beyond what is directly around the camera. • Record longer versions of each shot than you need. You can always edit each shot down in post-production, but you can’t make it longer. Be aware that with some video cameras the tape rolls back when you stop recording, erasing some of the footage. • If your subject is moving either through or out of a frame, wait until he or she leaves the frame before you stop recording. • Take extra shots for cutaways. These come in handy during editing for inserting between sequences that don’t quite match up. Extra shots can be a close-up of a person, prop, or hand movement. If you need to establish a location, using shots of the setting—such as the exterior of a building—can help your audience easily identify the location.

Lighting Lighting can help your project look professional. Here are a few quick tips. Working with natural light When it comes to making judgments on lighting, trust your video display rather than your eyes. Eyes automatically adjust to light levels in ways that lenses can’t. That’s why a bright, sunny day with lots of natural light appears clear and crisp to us, while on a camera it may appear overexposed and washed out. The best time to shoot outside is when the sun is not directly overhead. If possible, avoid windows during interior shots—especially placing your subject in front of one. The bright light from outside will make it hard to see your subject. You may need to cover windows and introduce artificial light.

back

subject

key

camera

fill

Working with artificial light Try using a three-point approach: • The main light used to illuminate your subject is called the key light. The key light is usually the most intense light in the setup and is placed at a 45-degree angle from your subject and the camera. • The fill light is the secondary light used to offset any shadows created by the key light. The fill light is located on the opposite side of the camera from the key light. • A back light, a light pointed at your subject from behind, is used to distinguish your subject from the background.

Alive at 5

Module 5, Handout 3: Creating

a Video Podcast (page 5 of 5)

Sound Sound is extremely important. Audiences are often more forgiving of poor-quality video than bad sound. Here are a few quick tips that will help you get the best sound possible, plus additional options for editing: • If your subject is too far away or too close, the sound will be unusable during editing. If the sound is distorted, cracks, or is too loud, then your subject is too close to the microphone. (If you are using an independent sound recorder, your levels are too high.) • If the subject is too far away, the audio may blend into the background noise.

Post-production Editing Your options during editing will vary depending on what software you use. Here are some general tips: • Give yourself plenty of time to edit. You’ve worked hard to get to this point and you don’t want to be rushed during this important final phase. • Make sure your computer has more than enough space for your project, including original footage, extra files such as music, and the final product. If space is limited, refer to your shot log and use only the footage you need. • Keep it simple. Once a scene has made its point, move to the next scene. Don’t include shots just because they are interesting. Let the story be the focus. Your podcast should be three to five minutes in length, so don’t get carried away with transitions or special effects. • If things are not working, try experimenting. Sometimes just changing around sequences can enhance or clarify the story.

Adding audio Use music to create the mood. You will most likely need to create the music yourself, have it created by a friend (or a friend’s band), or use royalty-free music. Don’t get carried away with sound effects. You want any effects to blend into the scene and enhance the environment rather than distract the audience. If possible, include background sound, recorded on location, to help fill gaps in the soundtrack.

(Adapted from Student Tool Kit Handout: “What Is a Video Podcast?” at www.media-awareness.ca. Used with permission.)

Taking Action: Youth-Led Initiatives Educators can help young people identify issues they are passionate about and support them in taking meaningful actions. To support action from youth in your classrooms, encourage students to:

> Identify their interests and passions > Conduct research to become informed about issues > Reflect on issues they want to change or improve > Determine goals and objectives > Establish a project plan and timeline > Identify and access resources and support > Challenge and motivate others to participate > Execute their plan > Evaluate their efforts > Communicate their results to others

Resources for Youth-Led Action Plans • Take students through the process of visualizing, initiating, executing, and evaluating an action project. Download a copy of the “TakingITGlobal Guide to Action: Simple Steps Towards Change” at www.tigweb.org/action/guide/. • The Millennium Campaign informs, inspires, and encourages the involvement of young people in the realization of the MDGs. A downloadable guide discusses what needs to be done to reach the goals, how youth are specifically affected, and what they can do to raise awareness. The guide is available at http://tig.phpwebhosting .com/themes/mdg/action_guide_en.pdf. • Showcase student work from Alive at 5 modules in a public space. • Organize a school assembly or open forum debate.

• Fundraise for a child-health-focused organization or project. Educate donors on how funds are used.

• Write children’s stories about child health, and host readings at local schools and libraries.

• Start an online petition or join a campaign working to put global child health and survival on the G8 agenda.

• Host a school or community dinner to inform others about the causes and effects of malnutrition on children.

• Create a webpage or blog on youth action websites, or start a school group or educational radio show.

• Organize a prayer vigil and invite friends, family, neighbors, and other community members to join you in praying for child health throughout the world.

• Research the U.S. commitments to global child health. Invite a local politician to speak about government priorities in a Q-and-A session.

Alive at 5

Fact Sheet 1:

Maternal and Newborn Health

The first days are the most vulnerable. Almost 40 percent of under-5 child deaths in the world occur in the first 28 days of life (the neonatal period). Most neonatal deaths are preventable. The majority of newborn deaths are caused by severe infections, asphyxia (oxygen deficiency), and premature birth. Most of these deaths can be prevented by access to prenatal care, birth attendants, and emergency care; improved nutrition, screening, and immunizations for pregnant mothers; and clean water and sanitation. Maternal and newborn health are intertwined. The health of a child is first influenced in the womb. It is estimated that 15 percent of all newborns are underweight, an underlying factor in 60 percent to 80 percent of all newborn deaths. There is a strong connection between maternal undernutrition and low birth weight. Poverty is a factor. Ninety-nine percent of maternal deaths due to pregnancy or childbirth complications, as well as 99 percent of under-5 child deaths, occur in low- and middleincome countries, particularly sub-Saharan Africa and South Asia. Poverty increases the rate of infections, reduces access to healthcare, and results in malnutrition. Low-cost solutions work. A variety of cost-effective interventions can improve maternal and newborn survival rates. These include prenatal care to screen for infections; monitoring of the health of the fetus and provision of nutritional support; skilled birthing attendants; emergency obstetric and newborn care; improved nutrition for newborns and nursing mothers; and postnatal (after-birth) care for mother and baby.

Model Mother, Healthy Child With three young, healthy children, 27-year-old Mrs. Kham reflects on how her life in Phonthong village, Laos, has changed in just a few years. Her first three pregnancies ended tragically: one miscarriage and the deaths of two infants within days of birth. Health services and health education in her community did not exist, leaving Mrs. Kham to cope with her losses alone. Now, with the services and health education provided through World Vision’s Pakkading Mother and Child Health Project, she is able to raise a healthy family with the certainty that her children have a promising future. Working alongside the Pakkading district government, World Vision provided financial support and training to district health workers. District health clinics were made more accessible by setting up drop-in hours for pregnant women and mothers. The infant mortality rate in Phonthong dropped from between 14 and 15 infant deaths per year to one or two per year. Mrs. Kham has also benefited from the “Model Mothers” program. Model Mothers are female volunteers who participate in training on basic healthcare, hygiene, nutrition, and pre/postnatal care. Upon completing the training, these women return to their communities to share their knowledge.

Research, Think, Debate Research … the rate of premature births in North America compared to African countries, as well as the link to reproductive health technologies. Think: If you were unable to have children, would you turn to assisted reproduction techniques? Why or why not? Debate: “The benefits of North American reproductive technologies do/do not outweigh the resulting increases in preterm births.”

(Sources: UNICEF, The State of the World’s Children 2009: Maternal and Newborn Health; UNICEF, The State of the World’s Children 2009; World Health Organization, Poverty and Health: Children held hostage: Working towards equity in child survival, 2006)

Alive at 5

Fact Sheet 2:

Pneumonia

Pneumonia is the leading cause of death in children. An estimated 1.8 million children under the age of 5 die each year from this acute respiratory infection, 40 percent of them in Africa. Poverty is a factor. More than 95 percent of all new pneumonia infections each year occur in children under the age of 5 living in developing countries. Children with weak immune systems are at greatest risk. Infants and children who are malnourished or suffering from other illnesses, such as AIDS or measles, are more likely to develop pneumonia. Pneumonia can be prevented. Immunization, good nutrition, and the addressing of environmental factors, such as overcrowded living conditions or poor air quality from indoor cooking fires, can decrease the chances of contracting the disease. A pneumonia vaccine for children is available, but at $50 per dose it is out of reach for most people in the developing world. Most cases of pneumonia are treatable. Antibiotics can be used in the most severe cases, which are often a result of bacterial pathogens. However, a high level of resistance to antibiotic treatment is a problem in many parts of the world. Early diagnosis is critical. Pneumonia is treatable only if caught in time. Even though it is the number-one killer of children in the developing world, only one in five parents know the telltale symptoms of pneumonia, such as fast or difficult breathing. Educating parents to recognize the early symptoms helps to ensure that children receive prompt medical care.

Research, Think, Debate Research ... the controversies surrounding the safety and ethics of widespread immunization programs. Think: Do you get the yearly flu vaccine? Are you in favor of widespread use of vaccines? Debate: Pneumococcal vaccination is available, but not part of routine immunization programs for American children. Should it be?

Afghanistan: Immunization and Education Twelve years ago, Ghulam Sahee Mohammadi’s 8-monthold daughter fell ill with pneumonia. The ruling Taliban would not let a male pediatric specialist examine her because she was a girl. She died soon after. Mohammadi works as a vaccinator in the city of Karokh, in Herat province. “I was the first to work in immunization in Karokh. That was even before the Taliban,” he recalls. “When we started, there was no electricity here. No radio. No newspapers. No education. We had only a small broken fridge, and almost no stock of medicines.” The desperate situation of women and children in Afghanistan is ranked among the worst in the world: worst infant mortality; second-worst maternal mortality; thirdworst child mortality; and fifth-worst neonatal mortality. World Vision’s Better Health for Afghan Mothers and Children (BHAMC) project in Herat province helps community-based health workers deliver “timed counseling” messages for mothers at each stage of the birth cycle, from birth preparedness to infant feeding and immunization. “We talk about the benefits of vaccinations with the women,” says Mohammadi’s daughter Paristu, also a vaccinator, “the good results they’ll see for their child’s future. I hope in 20 years we will have succeeded in increasing the immunization level of women and children in the community—eradicating diseases like tetanus, diphtheria, polio, TB, measles, hepatitis, and influenza.”

(Sources: PBS, “Deadly Diseases: Pneumonia,” March 2006; UNICEF, Childinfo: Pneumonia, January 2009; UNICEF, Pneumonia: The Forgotten Killer of Children, 2006)

Alive at 5

Fact Sheet 3:

Diarrheal Diseases

Diarrheal diseases are the second leading cause of death (after pneumonia). Diarrheal diseases caused by pathogens such as rotavirus, cholera, E. coli, and salmonella result in an estimated 1.5 million child deaths every year, making this the second-biggest killer of children under 5. Deaths from diarrhea are disproportionate among the poor. Children in developing countries are at greatest risk of diarrheal disease as a result of malnourishment, lack of access to clean water, poor environmental sanitation, limited parental education, and poor healthcare. Children who survive persistent diarrhea generally suffer from stunted growth and learning difficulties. Dehydration can be deadly. Water and food contaminated by fecal matter or disease-causing bacteria, viruses, or parasites contain microscopic organisms that multiply in the intestines and release toxins that cause vomiting and diarrhea. Left untreated, the resulting loss of water and electrolyte minerals such as sodium, potassium, and chloride can lead to severe dehydration and death. ORT is an effective treatment for diarrheal diseases. Considered one of the most important public health breakthroughs of the 20th century, oral rehydration therapy (ORT) has saved the lives of millions of children. This simple solution of common ingredients—salt, sugar, and water— restores hydration levels and prevents death from diarrhea. ORT has saved an estimated 50 million lives at a cost of less than 30 cents per treatment. Child deaths due to diarrhea are preventable. Improved access to safe water and proper sanitation; good hygiene practices such as hand washing; educating mothers on the benefits of breastfeeding for infant health; oral rehydration therapy; distributing zinc and vitamin A supplements; and providing the rotavirus vaccine are all ways to stop diarrhearelated child deaths.

Singing a Public Health Message In Singida, Tanzania, children in school health clubs at Kisaki Primary School have fun learning about sanitation through songs, games, and drama. Cholera and diarrheal diseases can mean days of missed school for sick children. School health clubs provide a way for children to educate their families and communities about good sanitation practices. A simple change in behavior—washing hands with soap and water—can reduce the incidence of diarrheal diseases by 40 percent. Simple songs such as this one are saving lives: We can prevent diseases like cholera, bilharzia, and diarrhea. We have to get rid of them completely and wipe them out. We should not walk barefoot by water. We should boil water before drinking it. We should wash our hands after going to the latrine and before eating. Don’t wash at the waterpoint. We can get rid of diarrhea. Listen to a recording of this song at WaterAid.org: http://www.wateraid.org/international/what_we_do/ where_we_work/tanzania/5679.asp

Research, Think, Debate Research ... interesting examples of public health campaigns. Think: In what ways does having access to public health education improve health? Debate: “Public health education is/is not the most important solution in fighting diarrheal disease.”

(Sources: Institute for One World Health; PATH, Diarrheal Disease: Solutions to Defeat a Global Killer; PBS, “Rx for Survival: Diarrheal Diseases,” 2006)

Alive at 5

Fact Sheet 4:

Sanitation and Disease

Millions of children are at risk. Of the 120 million children born in the developing world each year, half will live in households with no access to improved sanitation facilities such as pit latrines or flush toilets. One in five will not have access to improved water sources, such as covered wells. Every day, close to 4,000 children die as a result of unsafe drinking water and poor sanitation. Clean water means life. Unsafe water is a breeding ground for disease. Water-related diseases include those caused by microorganisms in drinking water, waterborne diseases such as cholera, and vector-borne diseases such as malaria (carried by mosquitoes). No other humanitarian intervention has a more dramatic effect on mortality rates than access to clean water and sanitation. Poor hygiene and sanitation cause infection. Intestinal infections caused by parasites are contracted through poor hygiene and sanitation and contaminated food or drinking water. Parasites consume nutrients, causing malnutrition and hindering a child’s physical and mental development. Regional disparities are distinct. In most developed countries, more than 90 percent of the population has access to improved sanitation, compared to 50 to 56 percent in developing countries. Nearly 80 percent of the unserved population lives in Southern Asia, Eastern Asia, and sub-Saharan Africa. Nearly 1 billion people—about one-sixth of the world’s population—do not have access to safe drinking water. About 75 percent of these live in rural areas. Lack of access to sanitation slows achievement of the Millennium Development Goals. The MDG goal is that by 2015, 75 percent of people will have access to improved water sources. Child and maternal health, universal primary education, and environmental sustainability all require access to clean water and improved sanitation. Although 1.2 billion people gained access to improved water sources between 1990 and 2004, world population growth will leave 900 million without access by 2015. The problem is greatest in sub-Saharan Africa, where the unserved population will grow by 47 million.

Safe Water, Safe Children In Mataba, a village in the eastern Democratic Republic of the Congo, getting clean water for households used to be a dangerous undertaking. Girls walked two hours every day to fetch water for their families, putting them at risk of attack, rape, and abduction. The labor-intensive task was also causing them to miss school and lose their chance for an education. Today families in Mataba are benefiting from World Vision’s Water, Sanitation and Hygiene (WASH) project. The health center in Mataba gets funding from World Vision to help doctors properly run the facility. Taps have been installed in the area so women and children no longer need to walk two hours to the closest clean water point. The water in these taps is piped from springs three miles away, and there are 15 accessible water points along the pipe. The WASH project has also constructed 33 blocks of six latrines in and around Mataba. This clean water system is so successful that people from other villages come to use the taps, and are eager to get taps in their own villages.

Research, Think, Debate Research ... the difference between waterborne and vector-borne diseases and treatments. Think: If you had limited access to good water or sanitation facilities, how would your daily life be affected? Debate: “Providing access to safe water and sanitation is/is not the most important intervention for reducing child mortality.”

(Sources: UNICEF, Progress for Children: A Report Card on Water and Sanitation, 2006; World Vision Canada News Center, “Water and Sanitation,” 2009; World Health Organization and UNICEF, Meeting the 49 MDG Drinking Water and Sanitation Target, 2006)

Alive at 5

Fact Sheet 5:

Malaria

Malaria has a “middle man.” In the late 1890s, malaria was found to be caused by the Plasmodium parasite, which is transmitted to humans through the bite of infected Anopheles mosquitoes. Malaria is the fourth leading cause of child deaths worldwide, and the top killer in many parts of Africa. Nearly 2,000 children under 5 die from malaria each day. That’s one child every 40 seconds. Undernourished children are the most vulnerable. An estimated 57 percent of malaria deaths are attributable to underlying malnutrition.

Zeinabou’s Story: Safe with Bed Nets Zeinabou, 14, lives in Niger and has five brothers and sisters. She used to have six.

Malaria threatens the health of pregnant mothers and newborns. Malaria is a prime cause of low birth weight, anemia, and infant deaths. Every year, more than 10,000 maternal deaths are caused by malaria.

Zeinabou, the eldest, helps care for her younger siblings. She teaches them how to draw and solve math problems. She helps her mother fetch water, clean clothes, and sweep the house. But she will never forget that someone is missing.

Malaria is preventable. Preventing the mosquito bite prevents the disease. Approximately 99 percent of mosquitoes carrying the malaria-causing parasite bite at night. Sleeping under an insecticide-treated bed net and spraying insecticide inside homes is a simple, effective way to prevent malaria.

“One of my brothers died. He died from malaria a long time ago,” she says. Zeinabou’s brother, Issakou, was 3 years old when he died from malaria. With a high fever and spreading infection, help couldn’t come fast enough for his small body.

Malaria is treatable. The proper combination of drugs can effectively treat malaria. However, treatment efforts are being undermined by counterfeit drugs and growing drug resistance. Additionally, many communities lack the health facilities and access to drugs needed to treat malaria.

Research, Think, Debate Research ... the ban on DDT in industrialized countries. What makes DDT an effective insecticide? Think: If global warming leads to malaria cases in the U.S., should DDT be reintroduced to control mosquito populations? Why or why not? Debate: “Spraying of DDT should/should not be used to kill malaria-carrying mosquitoes in affected areas.”

Zeinabou knows what malaria feels like. “I feel cold. I feel fever,” she explains. “I can’t sleep because I get a headache. When I was sick, World Vision carried me to the clinic and bought medicine for me. ” Her family has received other gifts from World Vision: food, goats, clothes, school supplies, and two mosquito nets to protect the entire family. Zeinabou’s mother says, “There is a change [since] before we got mosquito nets and now. When we didn’t have mosquito nets, mosquitoes used to bite us, but now that we have them, they don’t. Our health is better.” Now Zeinabou sleeps easier knowing she and her siblings are protected. “It makes me happy,” she says.

(Sources: PBS, “Rx for Survival: Malaria,” 2006; UNICEF, The State of the World’s Children 2008; World Food Program, World Hunger Series 2007: Hunger and Health)

Alive at 5

Fact Sheet 6:

Malnutrition

The term “malnutrition” covers a broad range of nutritional issues. Stunting is a restriction of growth caused by chronically insufficient nutrients and calories. Wasting (or acute malnutrition) is the result of rapid weight loss or a failure to gain weight. Undernutrition is associated with stunting and wasting caused by a lack of sufficient micronutrients (vitamins and minerals), calories, and proteins. Overnutrition is associated with obesity, caused by too many calories being consumed. Diagnosis is simple. Testing with the mid-upper arm circumference tool (MUAC) is used to determine the severity of malnutrition in children aged 6 months to 59 months. The circumference of the upper arm is measured with a paper band called the “bracelet of life.” An arm circumference less than 110 mm indicates severe acute malnutrition (SAM). Almost 20 million children suffer from SAM. Most live in South Asia or sub-Saharan Africa. It can be either a direct or indirect cause of death, as it increases the chance of dying from preventable diseases such as diarrhea and pneumonia. Poverty, poor access to health care, and lack of education about healthy feeding all contribute to child malnutrition. Between 35 percent and 50 percent of all under-5 deaths can be attributed in part to malnutrition. Malnutrition weakens the immune system and increases the risk that a child will die as a result of premature birth, pneumonia, diarrhea, malaria, AIDS, or other diseases. Malnutrition can be prevented. Ready-to-use therapeutic foods (RUTFs), such as peanut-butter-based Plumpy’nut, are used to treat severe cases of child malnutrition. Education about proper nutrition and the benefits of breastfeeding, access to nutritious food and vitamin and mineral supplements, immunization of children, and access to clean water and sanitation are all important interventions for preventing malnutrition.

When Different Is Good Positive Deviance (PD) is based on the observation that in every community there are individuals or groups practicing uncommon behaviors resulting in solutions to challenging problems. These people are positive deviants: positive because they are doing something right, and deviants because they are behaving outside of the norms. They face the same challenges and have access to the same resources as their peers, but get results where others do not. One example of PD in practice occurred in Vietnam in 1991. Jerry Sternin, director in Vietnam for Save the Children, was studying how some families in poor communities managed to avoid malnutrition. Sternin discovered that the caregivers in these families were collecting tiny shrimps and crabs from rice paddy fields and adding them, along with sweet potato greens, to their children’s food. These foods were available to everyone, but other community members thought them inappropriate. The PD families were also feeding their children three or four times a day, instead of the customary two times. The community developed an activity to teach others these uncommon feeding behaviors. The pilot project resulted in the rehabilitation of several hundred malnourished children.

(Source: Positive Deviance Initiative at www.positivedeviance.org)

Research, Think, Debate Research ... the benefits of ready-to-use therapeutic foods (RUTFs) and the Plumpy’nut patent controversy. Think: Plumpy’nut is patented for manufacture only by Nutriset until 2018. Should humanitarian organizations be allowed to make their own version of Plumpy’nut? Debate: “Humanitarian interventions that can save millions of lives should/should not be free from patents.”

(Source: WHO, Community-Based Management of Severe Acute Malnutrition)

Glossary of Technical Terms Acute respiratory infection is severe infection of the upper or lower respiratory system, such as pneumonia.

Neonatal refers to the newborn period, defined as the first four weeks (28 days) after birth.

Copenhagen Consensus is a project that seeks to establish priorities for advancing global welfare based on the theory of welfare economics.

Oral rehydration therapy (ORT) is the administration of special fluids by mouth to treat acute dehydration.

Group of Eight (G8) is an annual forum or summit meeting of the heads of state of the wealthiest nations in the world. The members are Canada, the U.S., the U.K., France, Italy, Germany, Japan, and Russia. Improved sanitation facilities include flush toilets, pit latrines, and composting toilets. Ideally they are private and not shared between households. They are hygienic and ensure no contact with human waste.

Positive deviance (PD) is based on the observation that in every community there are certain “deviant” individuals or groups whose “abnormal” practices or behaviors result in a better solution to a prevalent problem than the behaviors of other community members with access to the same resources.

Improved water sources are protected from outside contamination, particularly contamination from human waste. They include water piped into dwellings, public water taps, protected wells, and collected rainwater or spring water.

Ready-to-use therapeutic foods (RUTFs) are foods designed for specific nutritional and therapeutic purposes.

Malnutrition develops when the body lacks the vitamins, minerals, and other nutrients needed for healthy functioning. It can be caused by inadequate food intake, imbalance of nutrients, and/or poor absorption of nutrients.

Under-5 mortality rate (U5MR) is the probability, expressed as a rate per 1,000 live births, of a child born in a specific year to die before the age of 5.

Maternal health refers to the health of women during pregnancy, childbirth, and the postnatal period. Micronutrients are vitamins and minerals needed in small daily quantities for healthy growth and metabolism. Mid-upper arm circumference (MUAC) is a measurement of the circumference of the upper arm at midpoint, used as a quick assessment of a child’s nutritional status and upper arm wasting. Millennium Development Goals (MDGs) are eight development goals agreed to by 189 U.N. member countries. The goals focus on reducing poverty, hunger, ill health, gender inequality, lack of education, lack of access to safe water, and environmental degradation by the year 2015.

Plumpy’nut is a peanut-butter-based, ready-to-use therapeutic food used to treat severe malnutrition in children.

Stunting is the chronic restriction of height growth for age, usually due to insufficient nutrient and caloric intake.

Vector-borne diseases are transmitted to humans by insects or animals. This includes mosquitoes carrying the malaria parasite. Wasting (also called severe or acute malnutrition) develops as a result of rapid weight loss or failure to gain proper weight for height. Undernutrition is the outcome of insufficient food intake and repeated infectious diseases. It includes being underweight for one’s age, too short for one’s age (stunted), dangerously thin for one’s height (wasted), and deficient in vitamins and minerals (micronutrient malnutrition).

Prayer Resources Each lesson includes an opportunity for students to bring their insights and concerns to God in prayer. Choose one of these prayers, or consider preparing one of your own. Gracious God, lover of all whom you have made, we place before you this day the hopes and dreams of all children — those we can name and those we cannot. We promise you, we will keep them in our hearts, prayers, and actions until the day that no child will beg for food, weep for water, or cry out for a loving touch. As Jesus said to let the little children come to him, we ask you that we might be Jesus for a child who is hurting. Amen.

Father, you see the pain of your children: the illness, the despair, the lack of a future. Give us the wisdom to know how to step in and bring health to the poor. Touch the hearts of those who can use their bounty to make a difference in the lives of people they have never met. Reach down and put your hand on the shoulders of the poor, and allow hope to enter into their hearts and remain throughout their lives. Amen. —Scott Brown, VisionFund International

—Author unknown

We acknowledge with full consciousness the existence of poverty and child abuse. We understand the fact that millions of children around the world are suffering and dying due to a lack of food, lack of clean water, lack of healthcare, lack of shelter, and lack of proper care. We confess that we have failed in protecting the rights of the children and have failed in fulfilling our responsibilities to them. O God, forgive us for our negligence and indifferent attitude. Empower us with love and compassion, that we may be mindful of suffering children, that we may protect them from exploitation, and that we may provide for their basic needs. Amen. —Reni K. Jacob, World Vision India

Watch, dear Lord, with those who wake, or watch, or weep tonight, and give your angels charge over those who sleep. Tend your sick ones, O Lord Christ, rest your weary ones. Bless your dying ones. Soothe your suffering ones. Pity your afflicted ones. Shield your joyous ones. And all for your love’s sake. Amen. —Saint Augustine

When I look in the eyes of the children of the world And see their tears, the pain, and the sadness of living Where is the hope, where is the joy, where is the love, where is their tomorrow And I cry, Oh Lord, how long, how long till there’s no more dying Oh Lord, open our hearts, open our eyes to see their sadness and crying When I look in the faces of the people of the world And see the hunger, the struggles, and weariness of living Where is their hope, where is their joy, where is their strength to face their tomorrows And I cry, Oh Lord, how long, how long till there’s no more sighing Oh Lord, open our hearts, open our eyes to how they are suffering For God so loved the world, that he gave his own Son And when we believe we are his children We are his hands, we are his feet, and we are his love to the world And I cry, Oh Lord, how long, how long till there’s no more struggling Oh Lord, open our hearts, open our eyes to see the hearts that are willing —Arne Bergstrom, World Vision U.S.

Prayer Resources, continued Merciful God, we thank you for reminding us of our responsibilities toward suffering children. We thank you for making every child precious and special. We pray for all children of this world. Bless each one of them, O Lord. Protect them from all dangers and evils of this world. Provide all their needs. Grant them good health and the privilege of good education and care. Change the hearts of their oppressors and exploiters. Let all children grow up to their full potential physically, mentally, emotionally, and spiritually. Let their lives reflect your love and concern for them. Bless us, O Lord, to be mindful of our responsibilities toward these children, and help us to become like children so that we may enter into your kingdom along with them. We ask this in the name of our Lord Jesus Christ. Amen. â&#x20AC;&#x201D;Reni K. Jacob, World Vision India

Dear Lord, please help all doctors and health workers working in remote and geographically difficult areas. Give them greater commitment to helping all people. Protect them from any harm or illness so that they can give optimal services for the well-being of millions of poor and unreached families, especially children. Be with them, strengthen them, and lift up their spirit, Lord, when they get frustrated at working with minimal facilities and support. Let the grateful smiles of the people they help be their source of joy and contentment. Let their faith in you be their daily guide. Amen. â&#x20AC;&#x201D;Hendro Suwito, World Vision Indonesia

Dear God, your Son, Jesus, commanded us to care for the poor, particularly for children, and we want to follow you in this. There are millions of poor families who are unable to provide food, clothes, education, and healthcare to their children. In addition, there are many, many child-headed households in Africa, in which the adults have died from the AIDS epidemic. We pray that you would help these hurting children and their families, and that you would make us a conduit for your blessing. May our gifts from your hands be used to assist them, so that they can look after their children. 54

â&#x20AC;&#x201D;Dick Richards, VisionFund International

O Lord, Father of all children, Watch over your little ones Who are poor and abandoned . . . They cry, for they hunger for food, For the cold chills their bones, For their bodies suffer with disease, For they never know the tenderness of love. Lord, grant that these little ones come to you! Warm their tender hearts, Gather them under your wings, That they may feel the care of your heart And ever enjoy your kindness as their Father. —Xaverian Missionary Society, Burundi

Gracious Heavenly Father, you are the author and perfecter of life and love. Your way calls us to live in service of each other just as Jesus himself does. We acknowledge that we have failed to care for every member of this human race, but especially the needs of a helpless mother and child. Holy Spirit, Let our hearts be torn by the things that tear your heart, Let our hands, once still, touch what is needed, Let our voice speak up for those whom disease has silenced. Raise up your Church to work together with national leadership to keep children healthy and to use their strengths, expertise, and influence to help save children dying each year from preventable causes such as pneumonia, diarrhea, and malaria. —World Vision International

those who are too shy to speak, but you give them power to overcome fear. Help us to reach out to our own communities, to make a difference in a child’s life in our own neighborhood. Your Son, Jesus, said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these” (Matthew 19:14). Multiply our efforts for your glory. —Juanita Quijada, World Vision U.S.

Litany on the Millennium Development Goals Leader: In the spirit of the Millennium Development Goals, let us pray that God’s justice and peace will prevail in the world. Let us pray for the poor, hungry, and neglected all over the world, that their cries for daily bread may inspire works of compassion and mercy among those to whom much has been given. Lord, in your mercy . . . All: Give us the will to eradicate extreme poverty and hunger. Leader: Let us pray for schools and centers of learning throughout the world, for those who lack access to basic education, and for the light of knowledge to blossom and shine in the lives of all God’s people. Lord, in your mercy . . . All: Give us the will to achieve universal primary education. Leader: Let us pray for an end to the divisions and inequalities that scar God’s creation, particularly the barriers to freedom faced by God’s children throughout the world because of gender; that all who have been formed in God’s image might have equality in pursuit of the blessings of creation. Lord, in your mercy . . . All: Give us the will to promote gender equality and empower women.

My Father, there are so many children in this world, yet you know them all by name. You knew us before we were born. There are those who have no father, but you are their Father. There are those who barely have the necessities to make ends meet each day, but you are their Provider. There are

Leader: Let us pray for the health of women, children, and families around the world, especially for an end to maternal and child mortality, that in building healthy families, all God’s people may be empowered to strengthen their communities and repair the breaches which divide nations and peoples. Lord, in your mercy . . .

Prayer Resources, continued All: Give us the will to improve maternal health. Leader: Let us pray for an end to pandemic disease throughout the world, particularly the scourges of HIV and AIDS, malaria, and tuberculosis; that plagues of death may no longer fuel poverty, destabilize nations, and inhibit reconciliation and restoration throughout the world. Lord, in your mercy . . . All: Give us the will to combat HIV and AIDS, malaria, and other diseases. Leader: Let us pray for an end to the waste and desecration of Godâ&#x20AC;&#x2122;s creation, for access to the fruits of creation to be shared equally among all people, and for communities and nations to find sustenance in the fruits of the earth and the water God has given us. Lord, in your mercy . . . All: Give us the will to ensure environmental sustainability. Leader: Let us pray for all nations and people who already enjoy the abundance of creation and the blessings of prosperity, that their hearts may be lifted up to the needs of the poor and afflicted, and that partnerships between rich and poor for the reconciliation of the world may flourish and grow. Lord, in your mercy . . . All: Give us the will to develop a global partnership for development.

(This prayer was used on September 25, 2008, by the Ecumenical Women of the United Nations at an Interfaith Service of Recommitment and Witness to the Achievement of the Millennium Development Goals at The Cathedral Church of Saint John the Divine in New York City. All rights reserved. Used with permission.)

Further Resources Classroom Activities • Youth and Schools Lesson Plan: Design Your Own Health Campaign. Available at www.cancerresearch.org.uk. • Child Survival: A Global Challenge—UNICEF Educator’s Guide. Available at www.youth.unicefusa.org. • R x for Survival: A Global Health Challenge—For Teachers (2006). Available at www.pbs.org.

Online Resources • Find engaging videos, interactive graphs, and current statistics on child health and other development issues at www.gapminder.org. • Learn more about World Vision’s work to improve child well-being in specific countries at www.worldvision.org. • Global Future: Child Health—Generating the Will (Edition 2, 2009). Published by World Vision, this journal of essays by child health and political experts examines the actions needed to realize Millennium Development Goals 4 and 5. Available at www.globalfutureonline.org.

Media • Video: “Rx for Survival” (series). Explore various health topics with this PBS series. Available at www.pbs.org. • Millennium Development Goals—Student Videos. Students participating in the first Global Model United Nations in August 2009 in Geneva were invited to submit short videos highlighting the progress being made in their countries, or globally, on one of the Millennium Development Goals. Available at www.youtube.com. • Video: “GOOD: The Motorcycle Doctors” (2:46). Learn about an innovative strategy to reach rural communities in Zambia with primary healthcare. Available at www.good.is. • Audio: World Vision Report. World Vision Report podcasts highlight development issues around the world. Available at www.worldvisionreport.org.

About World Vision World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. We envision a world in which each child experiences “fullness of life” as described in John 10:10, and we know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World Vision is unique. We bring 60 years of experience in three key areas needed to help children and families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across many areas of expertise to each community we work in, enabling us to care for children’s physical, social, emotional, and spiritual well-being. Partnering with World Vision provides tangible ways to honor God and put faith into action. By working together, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org.

About World Vision Resources Ending global poverty and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world. World Vision Resources is the publishing ministry of World Vision, which educates Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world.

For more information, contact: World Vision Resources Mail Stop 321 P.O. Box 9716 Federal Way, WA 98063-9716 Fax: 253.815.3340 E-mail: wvresources@worldvision.org Web address: www.worldvisionresources.com

In about the time it takes to read this sentence, a child under the age of 5 will die. That child likely lived in a developing country and died from causes that were preventable or treatable. The odds are good that this child was malnourished and that his or her mother was sick or malnourished. The medicines and health interventions he or she needed exist, but arenâ&#x20AC;&#x2122;t equally available to all. This child will be mourned by family and friends, but in the rest of the world his or her death will go unnoticed, because every 3.5 seconds the same story is repeated.

www.worldvision.org World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. World Vision serves all people, regardless of religion, race, ethnicity, or gender.

PAIR102074_0710 ÂŠ 2010 World Vision, Inc.

Alive at 5 is a multi-literacy, multimedia approach to studying an important current global issue. Students will explore the topic of global child health and survival while developing media, technological, oral, written, visual, kinesthetic, and numerical literacy skills. As they do, they will build the attitudes and skills they need to meaningfully engage with their world as local and global citizens.