Circle of Friends - Young Adolescent Edition - An Educational Curriculum by laurie delgatto

YOUNGER ADOLESCENT EDITION

C I R C L E of F R I E N D S AN EDUCATIONAL RESOURCE FOR YOUNG PEOPLE IN GRADES 6-8

This educational resource was produced by World Vision New Zealand and adapted by World Vision Resources, World Vision United States, 2008. World Vision United States is grateful to Development Education of World Vision New Zealand for allowing this resource to be adapted for use in the United States. Copyright ÂŠ 2008 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716 wvresources@worldvision.org. All rights reserved. No part of this resource may be reproduced by any means without the written permission of the publisher (unless otherwise indicated). Printed in the United States of America ISBN 978-0-9817927-9-8 Editorial Director: Milana McLead Editor-in-Chief: Jane Sutton Redner Editor: Laurie Delgatto Copy Editor: Brooke Saron Marketing and Distribution Manager: Jojo Palmer Design: Journey Group, Inc.

Acknowledgements During this resourceâ&#x20AC;&#x2122; preparation, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other pieces of information cited within 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 this information or sources listed within, please contact World Vision Resources.

Overview AIDS is no longer just a disease; it is the number-one health issue facing our world today. How do we make sense of the AIDS pandemic with young people who will increasingly face its impacts in their own lives and lifetimes? This resource explores the social and economic impacts of the AIDS crisis on young people in rural Malawi, Africa, and Romania. The stories of these families bring human faces to the issue and help the participants experience how others are responding, one community at a time. Note: The Circle of Friends video has been made with the consent of the young people and families involved. To respect the conditions agreed to with them, please refrain from using any information or images of the young people from Romania outside a classroom or ministry setting, such as on a Web site or in printed materials that leave the classroom.

Objectives Participants will: » learn about the demographic, economic, and social aspects of Malawi, Africa » learn about and discuss the impacts of HIV and AIDS on communities and families » learn about preventative and responsive community actions for dealing with HIV and AIDS

Video Synopsis The Circle of Friends video tells the stories of young people living in Nthondo, Malawi, Africa, whose lives and families have all been impacted in some way by HIV and AIDS, as well as young people in Romania, who are all living with HIV. The video is available for download at worldvisionresources.com. Simply click on the “free resources” icon and then go to “video resources.” Total running time: 20 minutes

Leader Preparation View the video. Choose which activities you will incorporate into a specific session based on time and objectives. Photocopy relevant pages, prepare newsprint and other relevant materials, and set up viewing space and equipment.

Time Required 40–50 minutes per activity

Table of Contents » Photo Puzzler............................................................................4 » About Malawi...........................................................................6 » Video: Circle of Friends..................................................................7 » Impacts on Families.....................................................................8 » Taking Action in Nthondo............................................................10 » Nthondo News........................................................................12 » A Loving Global Community.........................................................13 YO U N G E R A D O L E S C E N T E D I T I O N

Photo

Puzzler

I N THIS ACTIVITY, images capture a moment in time and become a

MATERIALS NEEDED

powerful window into the stories of others.

» one copy of each photo from resource 1, “Circle of Friends Photos,” found on pages 18–25. Cut the copied photos into puzzle pieces, creating one puzzle piece for each participant. (Black-and-white copies are fine.) » sheets of newsprint, one for each of eight small groups » masking tape, one roll for each of eight small groups » glue, one bottle for each of eight small groups » markers, several for each of eight small groups

Procedure

D I S T R I B U T E O NE PHOTO PUZZLE PIECE to each participant. Explain that the puzzle

pieces form eight different photos. The objective is for each person to find the other people who have pieces that match up with theirs. Invite the participants to move around the room to put their puzzles together.

W H E N T H E E I G HT SMALL GROUPS have formed, invite them to be seated together and then distribute a sheet of newsprint, tape, glue, and markers to each group. Invite the groups to put their puzzles together and glue them to the center of their sheets of newsprint.

A S K T H E S M A L L GROUPS to study their photos carefully and to brainstorm questions

N O W A S K T H E GROUPS to consider the following questions to form a hypothesis:

they would ask about what is happening in their photos or of the people they see in the photos. Direct the groups to write their questions on the newsprint and draw arrows to the details in the photos that relate to each question. Allow a few minutes for the groups to complete this task.

» Where do you think this photo was taken? » Who do you think the person / people in the photo is / are (e.g., a teacher, a caregiver)? » What do you think is happening in the photo?

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Photo Puzzler (continued) Encourage the participants to use the details and clues from their groupâ&#x20AC;&#x2122;s photo, previous knowledge or experience, and ideas formed during their initial questioning of the photo to form their hypothesis. They should then write their hypothesis on their groupâ&#x20AC;&#x2122;s sheet of newsprint. Again, allow several minutes for the groups to complete this task.

5 6

A S K T H E G R O UPS to post their newsprint on the wall, and then invite everyone to

circulate to view the other photos and group hypotheses. G AT H E R T H E PARTICIPANTS back into the large group and explain that these

photos provide a glimpse into the lives of a circle of friends in Malawi, Africa. As the participants complete the remaining activities and view the Circle of Friends video, they will learn more about the people they see in the photos.

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About

Malawi

M AT E R I ALS N EED ED

IN THIS ACTIVITY, the participants explore Malawi, “the warm heart of Africa,” before viewing the Circle of Friends video.

» a world map or world atlas (optional) » copies of handout 1, “Information on Malawi,” found on page 16, one for every two participants » pens or pencils, one for every two participants » four sheets of newsprint » a marker » a roll of masking tape

Procedure

O R G A N I Z E T H E PARTICIPANTS into pairs. Explain that the photos they previously

explored and formed hypotheses about were of people living in a rural community in Malawi, Africa. Point out Malawi on a map or atlas, if you have one available.

D I S T R I B U T E A COPY of handout 1 and pen or pencil to each pair. Tell the pairs to read

N O W R E G AT H E R THE PARTICIPANTS back into the large group to organize each

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alternate paragraphs from the handout aloud to each other. When they are finished reading, ask them to circle information in the paragraphs that describes aspects of Malawi’s geography (e.g., climate). Pause to give them time to re-read, if needed, and to circle the information. Next ask the pairs to draw boxes around information that describes Malawian people and culture (e.g., demographics, education, health). Again, pause to allow them time to do this. Then ask the pairs to underline information that describes Malawi’s economic characteristics (e.g., industries, communication). Pause to give them time for this. Finally, ask them to doubleunderline information that describes Malawi’s history.

category of information into four charts. Add one of the following headings to each sheet of newsprint: “Geography,” “People and Culture,” “Economic Characteristics,” and “History.” Then record the participants’ ideas as they share aloud the information they organized. Tape the charts on a wall in the room and display them for the remainder of the session, allowing the participants to continually refer and add to them.

Video:

Circle of Friends

MAT ERIA LS N EED ED

IN THIS ACTIVITY, the participants view the Circle of Friends video.

1 2 3 4 5 6

» copies of handout 2, “Anticipation Guide,” found on page 17, one for each participant » pens or pencils, one for each participant » the video Circle of Friends, available for download at worldvisionresources.com » a television and a DVD player

Procedure I N V I T E T H E PA RTICIPANTS to gather around the television. Explain that the video

they will be watching is about young people living in Romania and in a rural community in Malawi, Africa. It focuses on the ways community members are affected by HIV and AIDS and the strategies they use to cope with this disease. O R G A N I Z E T H E PARTICIPANTS into pairs. Distribute a copy of handout 2 and a pen

or pencil to each participant. Ask the pairs to complete the handout individually first. They should read each statement and then decide whether they agree or disagree with it, circling the appropriate response in the “Before Viewing” column. Allow a few minutes for the participants to complete this task. N O W I N V I T E T HE PAIRS to share their responses with each other to see where their

answers are the same and where they differ. Encourage discussion where there is disagreement. G AT H E R T H E PARTICIPANTS around the television. Play the video. A F T E R WAT C H I NG THE VIDEO, have the participants complete the “After Viewing”

column of handout 2 individually. Then encourage partners to share their responses and discuss whether any of their opinions changed as a result of the video. R E V I E W A N D D ISCUSS the participants’ observations and opinions on the topics raised by

the video. Use the following questions to guide the discussion: » Did your opinions change as a result of watching the video? If so, on which topics? Why? » What, if anything, surprised you about Nthondo?

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Impacts

on Families

I N THIS ACTIVITY, the participants explore stories and photos to examine

M AT E R I A LS N EED ED

the impact of HIV and AIDS on families in Nthondo.

» bottles of glue, one for each of eight small groups » copies of resource 2, “Photo Captions,” found on pages 26-27, and envelopes, one of each for each of eight small groups. Cut out the photo captions from each copy and put one set of captions in each envelope. » sheets of newsprint, one for each of eight small groups » three copies of resource 3, “Stories from Nthondo,” found on pages 28-30, cut apart so that each of eight small groups gets one story » markers, one for each of eight small groups » self-stick notes, one pad for each of eight small groups » a sheet of newsprint with the heading “Impacts on Nthondo” written on it, hung at the front of the room

Procedure

O R G A N I Z E T H E PARTICIPANTS into the same small groups they worked in for the

“Photo Puzzler” activity. Ask the small groups to collect their newsprint with the hypothesis they had formed about the puzzle photo their group was assigned. Distribute a bottle of glue, an envelope of photo captions, and a sheet of newsprint to each small group.

E X P L A I N T O T HE GROUPS that their first task is to match their photo with the caption

I N V I T E E A C H S MALL GROUP to briefly share its photo and accompanying caption with

D I S C U S S T H E MEANING of the word impact with the participants. Use the following

that best describes what is happening. They should glue the correct photo caption onto the bottom of their sheet of newsprint.

the large group. Encourage the small groups to share their hypotheses and compare them to what they later determined was happening in their photos.

points to help with the discussion: » The word impact means “the effect of one thing on another.” » The impact of HIV and AIDS on Nthondo has meant that many parents in Nthondo have died and left their children orphaned. This impact has many further impacts on the larger community.

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Impacts on Families (continued)

D I S T R I B U T E A STORY from resource 3, a marker, and a pad of self-stick notes to each

T O C O N C L U D E THE ACTIVITY, work together as

small group. Explain that the next task for each group is to identify and record how HIV and AIDS has impacted Nthondo and the families that live there. Ask the small groups to read through their stories and underline the impacts of HIV and AIDS (or evidence of an impact) within the text. Suggest that the participants think about what has changed or is different for the community because of HIV and AIDS. Ask the groups to also identify the evidence within their photo captions of an impact of HIV and AIDS. Each time the groups identify an impact, they should record it on a self-stick note. When the groups are done, they should place their notes on the â&#x20AC;&#x153;Impacts on Nthondoâ&#x20AC;? chart at the front of the room.

a large group to organize the impacts of HIV and AIDS on the chart so that similar ideas are grouped together and emphasized. This process will allow the small groups to share the key impacts they each identified.

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Taking

Action in Nthondo

I N THIS ACTIVITY, the participants learn how Nthondo community

M AT E R I A LS N EED ED

members are tackling HIV and AIDS head-on.

» copies of handout 3, “Family Scenario,” found on page 31, one for each small group of three to five » copies of the handout 4, “News from Nthondo,” found on pages 32-33, one for each small group of three to five » sheets of newsprint, one for each small group of three to five » markers, one for each small group of three to five » scissors, one pair for each group of three to five » bottles of glue, one for each small group of three to five

Procedure O R G A N I Z E T H E PARTICIPANTS into small groups of three to five. Distribute to each

group a copy of handout 3, a sheet of newsprint, a marker, a pair of scissors, and a bottle of glue.

A S K E A C H G R O UP to recreate the continuum at the top of handout 3 in an enlarged form

W H E N E A C H S MALL GROUP reaches a consensus, they should glue the cards in place

A S A L A R G E G R OUP, discuss ideas of intervention or action that can be taken to deal with

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on the newsprint. Then have each group cut out the cards and decide together where to place them on their continuum.

on the continuum. Each group will likely organize the cards in a different order. It is not important that all groups follow the same order, but it is important that the participants understand that without intervention HIV and AIDS will cause increasingly severe impacts for families and communities. Reinforce this point with the participants after having the small groups share their continuums with the large group.

the spread of HIV. Some of the actions will be preventative (to prevent the spread of HIV) and some will be responsive (to care for and support people affected by HIV). Discuss the difference between these two types of actions. Ask the participants to recall examples of actions that are being taken in Nthondo from the video. Then explain that they are going to learn more about what is being done.

Taking Action in Nthondo (continued)

A S K T H E PA RT ICIPANTS to return to their small groups. Distribute a copy of handout

I N V I T E T H E S MALL GROUPS to share

4 to each group and ask them to cut out each article. Then groups should decide where on the continuum it would be appropriate for each intervention to occur. For example, peer education groups that teach about how HIV spreads are used as a preventative measure, so this news item would fit on the continuum before the parents become infected with HIV, as a way to prevent the spread of the disease.

their continuums with everyone. Then discuss how the programs in Nthondo are working to both prevent the spread of AIDS and care for and support the community members who have already been affected by the disease. Finally, encourage the participants to think about ways they can help combat the spread of HIV. Brainstorm ways the class can take action (e.g., sending e-mails to Congress in support of increased funding for HIV and AIDS programming in high-incidence countries; fundraising for community-based programs like World Visionâ&#x20AC;&#x2122;s prevention, care, and advocacy programming).

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Nthondo

News

I N THIS ACTIVITY, the participants work in small groups to create a radio broadcast

that communicates what they have learned about Nthondo and HIV and AIDS.

MAT ERIA LS N EED ED

INTENDED FOR GRADES 9-12

» sheets of newsprint, one for large group use and one for each small group of three or four » a roll of masking tape » markers, one for each small group of

Procedure

B R A I N S T O R M WITH THE PARTICIPANTS the components of a typical radio broadcast

D I V I D E T H E L A RGE GROUP into small groups of three or four. Tell the small groups

S E T A N E X P E C TATION for the length of the broadcasts. Give the small groups a

W H E N T H E S M ALL GROUPS are ready, have them perform their broadcasts for the large

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(i.e., news segments, commercials, interviews, documentaries). Note these components on a sheet of newsprint and tape it on a wall in the room where all can clearly see.

that they have the task of creating a mock radio broadcast that includes at least three of the components from the brainstormed list. Each group should imagine they are broadcasting in Nthondo. They can interview community members of Nthondo, create public service announcements that educate about HIV and AIDS, or report on new community programs or initiatives. The content of the broadcasts should reflect the diversity and vibrancy of the community and not just center on the realities of AIDS, as this would not be realistic for a radio program in Nthondo.

designated amount of time to complete the task, or assign a deadline if they will be working on the tasks outside of meeting time.

group. Consider having them also perform their broadcasts for other groups to share what they have learned about Nthondo and HIV and AIDS.

three or four

A Loving

Global Community

I N THIS ACTIVITY, the participants are reminded that God challenges us

M AT E R I A LS N EED ED

to love others as God loves us.

» a Bible » a sheet of newsprint » a roll of masking tape » scissors, one pair of each participant » markers, several for each participant » bottles of glue, one for each participant » sheets of colored paper, several for each participant » squares of white paper, 10 x 10 inches in size, one for each participant » a large sheet of paper to attach the 10 x 10 squares to (size dependent on number of participants)

Procedure

R E F E R T O T H E PREVIOUS ACTIVITIES (or to handout 4, “News from Nthondo”) to

H E L P T H E PA RTICIPANTS to recognize that just as God loves us, God wants us to love

highlight how community members in Nthondo are helping one another deal with the impacts of AIDS. Discuss how the actions they take are expressions of love for the other members of their community. Talk about ways your school or church community shows love to others around you. Then introduce the idea of a global community, where we are all responsible for caring for our neighbors, whether they live close to us or far away.

one another. Invite a volunteer to come forward and read aloud Matthew 25:31–40 and John 15:12. Then make the following points: » Loving others means helping them when they need help. » God sees helping others as an expression of love. » HIV and AIDS brings challenges and hardships for families and communities. » People who are impacted by HIV and AIDS need the loving support of others.

L E A D A L A R G E - GROUP DISCUSSION using the following points to guide the conversation:

» How can we show love for people who have been impacted by HIV and AIDS?

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A Loving Global Community (continued) » What can we do to encourage others to show love to these neighbors? Record the participants’ responses on a sheet of newsprint and tape it to a wall in the room where everyone can clearly see.

A S K T H E PA RT I CIPANTS to choose an action or loving gesture from the list. Then

W H E N A L L T H E PARTICIPANTS have completed their quilt squares, invite each young

C O N C L U D E T H E ACTIVITY by inviting the participants to prayer. Pray for all those who

CIRCLE OF FRIENDS

distribute a pair of scissors, several markers, a bottle of glue, several sheets of colored paper, and one white square to each participant. Explain that the participants are going to illustrate, on their white squares, the action or loving gesture they chose from the list. They may use any of the supplies to decorate their squares how they wish. When everyone is finished, each square will become a patch in a loving global community quilt. All the patches will be put together to form the quilt. The quilt can hang in your classroom or church as a reminder to show love to others who may need our help.

person to come forward, one at a time, and tape his or her square to a larger sheet of paper. Ask each participant to also share with the group the action he or she chose.

suffer from the stigma associated with HIV and AIDS, and for those who face every day with the reality of having AIDS. Pray for all those who are affected by HIV and AIDS, especially children who are infected or have been orphaned as a result. Pray for the people of Nthondo. Pray that all people will come to understand God’s call to love the least amongst us.

C I R C L E of F R I E N D S

Handouts and Resources 15

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HANDOUT 1

Information on Malawi M A L AW I I S a beautiful place, often referred to as “the warm heart of Africa” because the people

are so friendly. Tourists visit Malawi to see its national parks, where there are leopards, elephants, zebras, and other animals. The country is home to about twelve million people, ninety percent of them depending on agriculture to make a living. Most people live in rural areas, growing enough maize to feed their families, plus a little extra to sell. There are two seasons each year—a wet season from November to March, and a dry season from April to October. For four months during the dry season, there is no rain at all, so farmers can usually plant and grow their crops only during the wet season. Sometimes the country experiences a drought, when there is hardly any rain at all, so the maize crops fail. The country has had a long drought in recent years, with up to twenty-five percent of the people experiencing food shortages for six to nine months of the year. Malawi is a very poor country. The main crops are tobacco, sugar cane, and tea. There are tobacco, tea, cement, and cotton factories in the cities of Lilongwe and Blantyre. A number of health risks exist in Malawi. Hunger, protein malnutrition, and diarrhea cause many problems, especially for young children. Many people get sick because they do not have clean drinking water. Mosquitoes carry the disease malaria, which causes ongoing chills and fevers. The main health problem that affects Malawi now is HIV and AIDS. Fifteen percent of the people carry the virus. Newspapers are published in the main cities, but approximately forty percent of adults cannot read or write. More than 2.6 million radios tune in to fifteen radio stations. The main language spoken in Malawi is Chichewa, but most people who have been to school can speak some English. Religion is important to people in Malawi. Approximately ninety percent of people in Malawi go to a church or a mosque. Most of the countryside has no electricity, so people use firewood for cooking. Mobile phones outnumber telephones, because the telephone system is limited to towns. Offices in the cities use computers. Malawi was ruled by Britain from 1878 to 1964, when the country became independent from Britain and was ruled by a dictator, President Hastings Kamuu Banda. In 1994 it became a democracy, with an elected government and elections held every five years. Handout 1: Permission to reproduce is granted. Copyright © 2008 by World Vision, Inc.

CIRCLE OF FRIENDS

HANDOUT 2

Anticipation Guide BEFORE VIEWING

STATEM E N T S

AFTER VIEWING

Agree

Disagree

The children who live in Africa have very different goals in life than the children who live in the United States.

Agree

Disagree

Agree

Disagree

There is no reason why children should have to work and go to school.

Agree

Disagree

Agree

Disagree

AIDS doesnâ&#x20AC;&#x2122;t affect anyone but the people who have it.

Agree

Disagree

Agree

Disagree

Doctors and medicine are available for everyone.

Agree

Disagree

Agree

Disagree

Getting an education is one of the most important ways to make sure we get jobs.

Agree

Disagree

Agree

Disagree

One of the biggest challenges for communities struggling with HIV and AIDS is to care for and support the children orphaned by this disease.

Agree

Disagree

Agree

Disagree

One of the most important roles of a parent is to teach her or his children new skills.

Agree

Disagree

Agree

Disagree

Nothing is being done about HIV and AIDS in Africa.

Agree

Disagree

Handout 2: Permission to reproduce is granted. Copyright ÂŠ 2008 by World Vision, Inc.

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RESOURCE 1

Circle of Friends Photos

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RESOURCE 2

Photo Captions

Chimwemwe visits her parentsâ&#x20AC;&#x2122; grave with her family for the first time. It is a sad occasion, reminding them of their loss and difficulties. There are many small cemeteries like this around villages in Nthondo because so many parents have died from AIDS.

Benwell and Benson are studying plant nutrients and soil in agriculture class and the life cycle of the housefly in science. They do their schoolwork in English. With no electricity or windows, itâ&#x20AC;&#x2122;s too dark inside to read. They miss their father, who used to teach them lots of things and help them to learn English.

This second-grade class learns to write in their language, Chichewa. Their parents are helping to make concrete tiles to finish the classroom roof. There is a teacher shortage because of AIDS, so some classes have up to ninety students. Some schools have to teach outside because there are not enough classrooms with desks and chairs.

Jessie and her classmates perform an anti-AIDS song that helps people learn how to prevent the virus from spreading. All community events include music, and because AIDS is such a big issue, everyone remembers the words to the song.

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RESOURCE 2

Cooking takes a while when you have to collect wood to build your fire first. Benson and Benwell have a pot of water on the fire to boil. They also sweep around the house, do the dishes, look after livestock, wash their clothes, and work in the garden.

Community volunteers run a childcare center for orphans and vulnerable children. The pre-school children get a meal, play games, and prepare for school. The volunteers check the children’s health too. If parents are sick or working, they send their children here two mornings a week so older brothers and sisters can stay at school.

Chimwemwe and Lute earn some extra money for food to help their family survive. They work for other people after the maize harvest, removing husks from the cobs. Their grandmother can’t provide for all of their needs.

On weekends and holidays, Lute and Chimwemwe pound maize kernels in a wooden bowl to make flour. It takes a long time and is hard work. If they do some of this pounding by hand, they might have enough money to finish the grinding at the flourmill.

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RESOURCE 3

Stories from Nthondo Meet Jessie J E S S I E I S E L E V E N Y E A RS OLD. She is in seventh grade at school and is a good

student. She enjoys singing, playing netball, and playing games like hopscotch and handball with her friends. Jessie lives with her mother, Veronica; her brother, Gift, who is five; and her sister, Theresa, who is two. Their home is about a mile away from Jessie’s school. About two years ago, when Jessie was ten, her father died after a long illness called AIDS. “Things changed after my father died. Mom had to pay for hospital costs with the money they had saved,” remembers Jessie. When Jessie’s father was healthy, the family was very successful and had plenty of crops to sell. They owned a small grocery stall run by her father, and a teashop run by her mother. Now Jessie’s mother is a widow, looking after the family on her own. Jessie and her mother do casual work on other people’s land, but this doesn’t earn them enough to meet their basic needs. Jessie’s mom has to do the work the children’s father used to do, and she needs Jessie to help her take care of the family. “I never used to do so many tiring tasks, but now I have to do many things that I think I shouldn’t have to do,” says Jessie. Every day Jessie does household chores like sweeping, fetching water, cooking, washing the dishes, and working in the garden. She also looks after her brother, Gift, and her sister, Theresa. Some days Gift goes to a childcare center at a nearby church. He gets an extra meal and has fun playing games and learning skills for starting school. A few months ago, their mother was admitted to hospital, so Jessie looked after the younger children and did all the chores. There was almost no food in the house, and it was a very difficult time for them all. These days when they have difficulties, they get help from World Vision for things like household supplies and school. Jessie’s mom also gets paid for the works she does making tiles for the school roof. Jessie wants to get a good education and become a doctor. “I really want to help people when they are sick—giving them medicine, even giving them food. I want to see a person who is really suffering get help. I want to give them back their life.”

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RESOURCE 3

Stories from Nthondo Meet Chimwemwe and Lute C H I M W E M W E (Chim-WAY-way) is twelve

years old and in sixth grade at school. Her sister Lute (LOO-tay) is ten. They have fun playing netball and hopscotch with Jessie and their other friends. Chimwemwe and Lute have a younger brother, Pemphero (Pem-PAIR-o), who is five. The children live with their grandmother Matilda. Their house is about a two-hour walk from their school. The children’s parents died of AIDS when Pemphero was a baby and before the girls had started school. The children are now orphans because they have no parents. After their mother died, they had almost nothing because their family’s money and land went to their father’s relatives when he died. Their grandmother didn’t expect her daughter to die so young. Now she has three grandchildren to look after, and she has very little money or food. The maize they grown doesn’t last the whole year, so often they miss out on breakfast, and the children go to school hungry. Miriam, the children’s older sister, is in high school at a boarding school. She comes home only on holidays. World Vision is paying her school fees to help her get a good education. She will eventually become the main provider for the family, so she needs skills to earn a living. Chimwemwe misses her older sister a lot and looks forward to her coming home and caring for them. World Vision also gives the children’s grandmother some household supplies. Sometimes Pemphero isn’t well, so it really helps that he goes to the childcare center where community volunteers feed the children and check on their health. Chimwemwe and Lute do everything they can to help their family. They earn money working in other people’s gardens, harvesting and carrying maize for them. They also collect firewood and leftover maize to sell. At home they do chores like cooking, washing the dishes, fetching water from the pump, and pounding maize into flour. On the weekends and during school holidays, when they have more time, they save money by pounding the maize at home first so that it costs less to finish the job at the flourmill. Chimwemwe would like to become a teacher because it’s important to learn how to read and write. Lute thinks she would like to become a doctor and treat patients.

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Stories from Nthondo Meet Benson and Benwell F O U RT E E N - Y E A R - O L D TWINS Benson and Benwell look almost identical, but you

can tell them apart because Benson has just had a haircut. They are in seventh grade. Benwell enjoys agriculture and science, and Benson likes English and science. They both love playing soccer and are best friends. Benson and Benwell live with their mother, Margaret, who is a widow. Their house is quite close to their school. The boys have three brothers and four sisters, most of whom are older than them. Their mother is secretary for the district AIDS committee and is often away from home attending meetings and sharing information. Their older brother helps the family by growing maize and tobacco plants and keeping livestock. Their younger brother and sister live with someone else. The twins’ father died of AIDS eighteen months ago, when they were just twelve. He used to be a village leader and a successful farmer, leasing twenty acres of land for growing maize, tobacco, and peanuts. Now the family has only a small garden to cultivate. Their father showed them how to grow crops, construct a hut, and make ropes from tree bark. He also taught them math and English. They were close to him and miss him a lot. “Previously he was our guide, our leader,” remembers Benwell. “But now we have to do these things on our own.” Benson and Benwell are used to taking care of things around home. They sweep outside, heat water for bathing, make tea and banana bread for breakfast, and look after the chickens and goats. After school they work in their garden, watering the vegetables and looking after the banana palms. They sell some of the vegetables door-to-door or at the trading center and use the money they earn to buy extra things, like soap. They also hunt for small animals, like rabbits. “We now have so many responsibilities,” says Benwell. “Many things our father used to do, or we used to do together, we now have to do ourselves if we are to survive.” Benson and Benwell have a positive attitude. They work hard and help each other keep up with their homework. When they finish school, Benson wants to get a job as district commissioner, and Benwell wants to be a truck driver so he can travel to other countries.

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Family Scenarios HIV AND AIDS INFECTION

P R O G R E S S I N G TO AIDS

D E AT H O F PA R E N T ( S )

F A M I LY S C E N A R I O

SERIOUS ILLNESS

CHILDREN IN CRISIS

The family struggles to work to grow or buy enough food.

Parents become increasingly ill, and older children must take on tasks to help.

Without guidance from parents, the children lack the skills to look after the family’s land and home.

Orphans lack the skills and education to improve their situation.

Parent(s) become infected by HIV.

Other people may take the orphans’ land and homes.

Children withdraw from school when they can’t afford school fees and are needed to work for the family.

It becomes clear that the parent(s) are sick, so the family may be shunned or mistreated by others. Fear about their sickness may mean that parent(s) don’t seek treatment.

Parent(s) die and relatives may not be able to look after the children.

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News from Nthondo People Living with HIV and AIDS Get on with It Themselves Nthondo People Living with HIV and AIDS (PLWHA) is a group of people living openly with the virus, supported by World Vision. More than just a self-help group, they are credited with a breakthrough in overcoming stigma and denial, an increase in people going for testing, and a change in attitudes. The members conduct open-air education campaigns, and also visit and care for the sick.

Caring for the Sick Under the leadership of village and church leaders, volunteers have formed groups of home-based caregivers. These groups visit and care for the sick and offer practical support for other family members (for example, doing the washing and providing food).

Skills Training for Orphans World Vision places teenage orphans and young widows who are caring for children with local tradespeople. They provide skills training in such fields as tailoring, carpentry and joinery, and bricklaying. These skills enable the orphans and widows to earn incomes and live independent lives.

Feeding the Children Imaginative community efforts, authorized by village and church leaders, have resulted in volunteer womenâ&#x20AC;&#x2122;s groupsâ&#x20AC;&#x2122; providing food and education to orphans and vulnerable children at childcare centers.

Income Generation Schemes Macadamia seedlings, maize seed and fertilizer, potatoes, groundnuts, and soy beans have been distributed to people living with HIV and AIDS, families hosting orphans and vulnerable children, and home-based care groups. These new crops increase food security and household incomes because families sell the surplus at the market.

Peer Education for Young People World Vision staff has trained thirty teenagers from local youth clubs in life skills and health education. They now educate their peers on AIDS awareness and prevention, promoting practices and behaviors that reduce the spread of HIV.

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Keeping Young People at School Scholarships for a secondary education pay for the school fees of vulnerable young people affected by HIV and AIDS. These young people would otherwise drop out of school because their parents or relatives are unable to pay. This opportunity is a lifetime investment in the community. World Vision raises the funds through child sponsorship and donations from supporters in developed countries.

Community Gardens Over one hundred community gardens have been established to produce food for orphans and vulnerable children, home-based care patients, and people living with HIV and AIDS. Volunteers grow and distribute the food. World Vision has added to their efforts by providing seeds and tools.

Training for Key Players in the Fight Against HIV and AIDS Village leaders, church leaders, traditional birth attendants, and traditional healers are key people in the fight against HIV and AIDS. World Vision staff has provided training and passed on knowledge and skills to enable them to make a difference in their area of influence. With these community leaders on board, much has been achieved in eliminating the stigma and denial that have hampered past efforts. Community events now include drama and choir performances with AIDS prevention messages and the distribution of printed materials about HIV and AIDS.

Voluntary Testing and Counseling Until recently it was impossible to test people’s blood for the HIV virus in Nthondo. The donation of two refrigerators by World Vision has changed all that. Blood specimens can now be preserved while waiting to be dispatched to the district hospital’s laboratory for testing. People may choose to have the test, and counseling is also available.

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»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 see a world where 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, 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. A B O U T W O R L D V I S I O N 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. World Vision Resources 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 about our resources, contact: For more information about our resources, contact: World Vision Resources Mail Stop 321 P.O. Box 9716 Federal Way, WA 98063-9716 Fax: 253-815-3340 wvresources@worldvision.org worldvisionresources.com

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A I D S I S N O L O N G E R J UST A DISEASE; it is the number-one health issue facing

our world today. How do we make sense of the AIDS pandemic with young people who will increasingly face its impacts in their own lives and lifetimes? The Circle of Friends video tells the stories of young people living in Nthondo, Malawi, Africa, whose lives and families have all been impacted in some way by HIV and AIDS, as well as young people in Romania, who are all living with HIV. The stories of these families bring human faces to the issue and help young adolescent experience how others are responding, one community at a time. The Circle of Friends Leaderâ&#x20AC;&#x2122;s Guide offers lessons and activities for young adolescents to explore the social and economic impacts of the AIDS crisis.