More Activities for Global Citizens - Teaching Activities for Young People by laurie delgatto

more Activities for Global Citizens M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

more Activities for Global Citizens

More Activities for Global Citizens

Copyright © 2011 World Vision, Inc., P.O. Box 9716, Mail Stop 321, 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.

Editorial director: Milana McLead Contributing editors: Jane Sutton-Redner, Ryan Smith Project editor: Laurie Delgatto Copyediting: Creative Solutions Sales and distribution manager: Jojo Palmer

Printed in the United States of America ISBN 978-09827162-3-6

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. Cover photo: Jon Warren/World Vision During the preparation of this resource, 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 the information or sources listed within, please contact World Vision Resources. 4

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Table of Contents Introduction Part One: Activities for Grades 1-5

12 14 33 36 41 45 56 60 66 68

Called to Care for the World Child Sponsorship: A Lesson in Love Journey to a New Planet Splitting Image Stone Soup Survive to 5 Two Sides of a Coin Two Stories What Every Child Needs Working Hard

Part Two: Activities for Grades 6-8

72 74 80 83 85 88 95 98 101 105

Classifying Conflict Climbing the Ladder of Economic Development Conflict Stories Drawing Upon the Future Food Production Food Insecurities , Impacts, and Interventions Forming a New Government Is There Enough for Everyone? No More Bread Speak Your Peace

Part Three: Activities for Grades 9-12

110 120 128 142 145 147 150 162 165

Child Health Now: An Educational Session Child Health Now: Small Group Bible Study Child Health Now: Safari Mystery Dinner Jesus and Global Citizenship Sharing Food in a Hungry World The Earth is the Lordâ&#x20AC;&#x2122;s The Luxury Tax Initiative To Set Captives Free Why is There Hunger?

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Introduction Gl o b a l iz at io n i s shrinking the world. Daily, we are in touch with more and more cultures

and people through worldwide news reports, Internet contacts, and travel. These are not casual contacts. We are economically and politically dependent on our worldwide neighbors. What happens in Africa, Latin America, and Asia affects the way we live in our own countries. And what happens in our country affects the way the rest of the world lives. The interdependence of the global human community means we know as much as possible about that community in order to cope. But Christian responsibility goes beyond coping. Each of us has simultaneous citizenship in at least three human communities. We are citizens of the kingdom of God, citizens of the global human community, and citizens of our own nation. These overlapping citizenships mean we have responsibilities to God, humanity, and our countries. The responsibilities of citizenship in each of these three communities can be complex. As citizens of the kingdom of God, for example, we are called to be transformers of the world into God’s image. We must be winsome witnesses to the story of Jesus and what that story means for all nations and people. Simultaneously, as citizens of the human race, we not only must learn about the needs of the poor, sick, and unjustly treated, we must also do something to relieve those crushing problems. Many of the world’s cultures and people are in need. We often have the resources to help them: money, medical care, education resources, scientific technology. It is not uncommon today for the world to ask Christians what faith has to do with the massive needs we see everywhere. Jesus answered that question in Luke 10 by saying that the heart of the law and the prophets was summed up in loving God and loving our neighbors as ourselves. Yet, because of globalization, loving one’s neighbor becomes a bigger task every year. With more neighbors, more faithfulness is required. The Bible teaches to give cups of cold water in Jesus’ name. Young people must know this. We must teach them why we give cups of cold water, we must teach them where the needs are greatest, and we must teach them how to do it in a way that retains the dignity of those who receive our cup. Citizens of God’s kingdom are citizens of the world. The world is our parish. The world’s needs are our mandate. The world’s neediest are our neighbors.

About this Resource m o r e A c t iv it ie s fo r Glo b a l Cit iz ens provides 30 innovative and creative learning

activities to help prepare young people to live in an increasingly globalized world and to be active, participating citizens who can contribute to shaping a better future. The resource includes standalone activities intended for young people in grades 1 to 12. Activities vary in length from 20 to 60 minutes and can be implemented on their own or added to an already existing church or school curriculum. Within these pages you will find activities, exercises, and games that introduce issues such as: child health, human trafficking, creation care, human rights, child labor, peace, economic development, poverty, hunger, and global citizenship.

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Activities Overviews Activities for Grades 1-5 C a l l e d t o C a r e fo r t he Wo r ld

In this activity, the participants explore the value of caring and how God asks us to care for others. C h il d S p o ns o r s h ip: A Lesso n in Lo v e

This session seeks to educate children about the impact they can have on other childrenâ&#x20AC;&#x2122;s lives through World Vision sponsorship. J o ur n e y t o a N ew Pla net

In this activity, the participants will differentiate between wants and needs and demonstrate understanding of basic human rights. S p l it t in g I m a g e

In this activity, the participants understand that some children have limited school resources. S t o ne S o up

In this activity, participants describe ways that individuals can contribute to the common good of a community. S urv iv e t o 5

In this activity, the participants explore factors that affect child health. Two S ide s o f a Co in

In this activity, the participants understand that with rights come responsibilities in the classroom, home, and community. Two S t o r ie s

In this activity, the participants identify cultural and lifestyle similarities and difference in the ways communities around the world meet their needs. W h at E v e ry C h ild Needs

In this activity, the participants discuss and determine the human and material resources every child needs to thrive. W o r k in g H a r d

In this activity, the participants will discuss and define child labor.

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Activity Overviews (continued...) Activities for Grades 6-8 C l a s s if y in g C o nflic t

In this activity, the participants demonstrate understanding of the causes of conflict and identify types of conflict. C l im b in g t he L a dder o f ec o no mic dev elo pment

In this activity, the participants obtain perspective of the worldâ&#x20AC;&#x2122;s population while gaining a greater understanding of the poverty trap that the extreme poor are caught in. C o n f l ic t S t o r ies

In this activity, the participants are introduced to the concepts of negative peace, positive peace, and structural violence. D r aw in g U p o n the Fut ur e

In this activity, the participants envision probable, possible and preferred futures. F o o d P r o duc t ion

This activity introduces the participants to trade issues, using fruits as an example of the way that world trade sometimes works to the disadvantage of poor producers. F o o d I ns e c ur it ies , impa c t s, a nd int erv ent io ns

This activity helps participants gain a greater understanding of the ripple effect of food insecurity on families. F o r m ing a N e w Go v er nment

In this activity, the participants distinguish between wants and needs and understand that basic needs can be considered rights. I s T he r e E n o ug h fo r Ev ery o ne?

This activity helps participants understand that resources, such as access to education and appropriate school supplies, are not distributed equally. N o M o r e B r e a d

In this activity, the participants reflect on personal eating habits and the differences between food consumption in developed and developing countries. S p e a k Y o ur P e a c e

This activity invites participants to learn about global situations where conflict exists and peace is needed.

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Activities for Grades 9-12 C h il d H e a lt h N o w: A Educ at io na l Sessio n

This session invites participants to explore the causes of under-5 mortality around the world; reflect on the character and promises of God within this context; and to take a simple campaign action calling for an end to preventable child deaths. c h il d h e a lt h no w: sma ll gr o up b ib le st udy

This study invites participants to explore what Scripture has to say about caring for those in need, especially children. c h il d h e a lt h no w: Sa fa r i My st ery Dinner

This activity introduces World Vision’s Child Health Now Campaign in a fun and engaging way. The activity is based on a group meal and is a cross between a safari dinner, a murder mystery and twenty questions. J e s us a n d Gl o ba l Cit iz enship

In this activity, the participants consider examples of globalization in Jesus’ Gallilee and look for lessons about active global citizenship in the story of the feeding of the five thousand. S h a r in g F o o d in a Hungry Wo r ld

This activity demonstrates, in a simple way, the relationship between the distribution of people and food in the global setting. T h e E a rt h is t he Lo r d’s

In this activity, the participants explore what the Scriptures say about water. T h e L uxury Ta x Init iat iv e

In this activity, the participants explore global food insecurity in light of the Lenten disciplines of prayer, fasting, and almsgiving. T o S e t C a p t iv e s Fr ee

This Bible study helps participants explore Jesus’ role as an advocate who embodied Isaiah’s call to justice. W h y is T he r e H u nger ?

In this activity, the participants brainstorm possible explanations for hunger.

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Part One

Activities for Young People in Grades 1-5 AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Called to Care for the World

In t his a c t iv it y, the participants explore the value of caring and how God asks us to care for the people and the world around us.

Mat erials N eeded

TIME REQUIRED: 20 MINUTES | INTENDED FOR GRADES 3-5

1 2

» A blank CD » Downloadable audio clips of a variety of sounds (animals, transportation, nature, etc.) found at GRSites.com » A CD player » Download several audio clips and burn them onto a blank CD

Activity Steps PLAY THE SOUNDS for the participants, and ask them to identify the sounds. Then talk

through some of the ways the young people may care for the things they have identified. Continue with the following comments, pausing for a few seconds between each one:

» Close your eyes. It’s time to imagine. Don’t make a noise or even whisper. Be as silent as you can, and think back . . . way, way back. Think back to the beginning of time. » Imagine the sounds of the world before God switched the light on. Imagine the sounds of the world before God said, “It’s time for the sun.” Try to imagine the design God might have drawn before God began creation. » Now listen to what God said as God was making this beautiful world: “Let there be light!

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Let there be day. Let there be a sun to shine. Let there be sky and land and sea and creatures to run over the earth, and fish to swim in the seas, and birds to sing for joy.” » God said it, and so it happened just the way God wanted. God made the first man and the first woman, to look after the world and to care for one another, and to love God.

3 4 5

» You may open your eyes. Invite a volunteer to act out the following sound effects one at a time. Encourage the

participants to repeat the sounds. » “Ow!” cough, cough » Sniff, sniff, “I’m so unhappy!” » “Oi! Where’s the water gone?” » “Oh no! It’s dark in here . . . ” » “Please, I haven’t got enough . . . ” » “Hold on! I need help here!” A s k t he pa rt ic ipa nt s to think about the sounds they have just made. What kinds of prob-

lems might these sounds represent? illness? unhappiness? environmental damage? I nv it e t h e pa rt ic ipa nt s to once again close their eyes. Then proceed with the following

comments, pausing for a few seconds between each: » Think about how the world has changed over time. What happened? Why did the world stop being the beautiful place God designed? When did the world first start sounding unhappy, like those sounds we just heard? » Raise your hand if you think humans had anything to do with it. Do you think it was because we didn’t act the way God wanted us to act? Maybe we weren’t caring enough . . . Maybe we were greedy and used the world badly so that the rich got richer and the poor got poorer. » I wonder if we took too many of the world’s good things, making it grow sick . . . When did that start? Was it yesterday, or last month, or many years before? » It doesn’t have to be this way, because that is not how God wants it. What might we do to change this situation? What else might we be able to do? Whom might we be able to help? » Take a moment to pray for our world, for those we sometimes turn our backs on. Pray that God will give us the courage and grace to care for our world and all the people in it.

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Child Sponsorship:

A Lesson in Love

This lesso n helps the participants explore what poverty means and how they can make a difference in the life of a child through sponsorship.

Mat erials N eeded

time required : 4 5 - 6 0 minutes | i N T E N D E D F O R G R A D E S 2 - 5

» Copies of Handout 1, “Country Cutouts,” found on pages 20-24, one for each participant » Mustard or other small seeds, one for each participant » Tape or glue » Newsprint » Marker » Pens or pencils, one for each participant » Copy of Resource 1, “Community Images,” found on page 25, you will need one copy of each photo » A Bible » A copy of “The Sponsorship Difference” slideshow which can be viewed and downloaded at www.worldvisionresources.com. Click on the “free resources” icon and go to the “video” section. » A computer with Internet (access to a projector if available) for viewing the slideshow presentation and videos » Copies of Resource 2, “Sponsorship Stories,” found on pages 26-30, one story for each group of four to five participants

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» A large world map (large enough to place on a wall for viewing) » “Sponsorship Rachael” video available at worldvisionresources.com. Click on the “free resources” icon and go to the “video” section. » A copy of Resource 3, “Thank You Sponsors!” found on pages 31 » “Small Gift, Big Difference,” video available at worldvisionresources.com. Click on the “free resources” icon and go to the “video” section. » Copies of Handout 2, “The Basics of Sponsorship” handout, found on page 32, one for each participant

Preparation Needed » You will need to cut out the maps found on the handout “Country Cutouts,” and glue or tape a seed to each cutout. » Post two sheets of newsprint on the board or wall. » Download and preview videos from worldvisionresources.com. Just click on the “free resources” icon and go to the “video” section.

Activity Steps

1 2 3

B e g in t he l e s s o n by giving each participant one of the country cutouts you have prepared.

Ask them to hold onto these during the presentation. Do not tell them why you have distributed the cutout; simply let it remain a mystery for now.

L e a d a l a r g e g r o up disc ussio n inviting the participants to share what comes to mind when they hear the word “poverty.” Note the responses on a sheet of newsprint.

E xp l a in t hat:

» Millions of people around the world do not have homes, enough nutritious food, clean water, a school where they can learn, or money to buy clothes and medicine. » 1 billion people live on less than $1 a day. These people are living in poverty, meaning that they do not have enough money, and their communities do not have enough resources to live healthy, full lives.

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N e xt, s h o w t h e pa rt ic ipa nt s the images from the resource “Community Images.”

You might consider passing the images around so the participants can get a closer look. Invite the participants to share what differences they see between the villages, noting their responses on a new sheet of newsprint. Then ask the participants which community they would prefer to live in, and why? Allow for several responses.

R e a d a l o ud what Jesus says in John 15:12, “My command is this: Love each other as I have loved you.” Explain that this means that we are called to love and care for people with our words and actions. Then lead a group discussion asking the following questions:

» Did someone ever give you a present or do something really nice for you? Explain what happened. How did it make you feel? » When others do something nice for you, do you want to do something nice for them in return?

D ur in g t he dis cussio n, be sure to share the following key points:

» Jesus also says we are to be generous to the poor (Deuteronomy 15:11) and always remember the poor (Galatians 2:10). » God has blessed us with many things we can use to help others. We can be generous with our friendship, our creativity, our money, and our time. » One way to love the poor is to sponsor a child who is living in poverty. » There are children around the world who are living in poverty and one way that we can help them is through child sponsorship programs like the one offered by World Vision. » Sponsoring a child is a long-term, serious commitment that your family, class, or church undertakes. You decide to sponsor a boy or a girl from one of the many countries in the world where sponsorship is offered. When you become a sponsor, you will get a picture of your child and information about him or her. » Your monthly sponsorship contribution is used to help fund programs in the community where your sponsored child lives. » The money helps build a stronger community for your sponsored child. » He or she may benefit from increased access to clean water, education, and healthcare, or his or her parents may receive training to start a new business or grow better crops to provide for their family. » Whatever the projects are, your sponsorship will give hope to a child and help him or her to live a full, healthy life.

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S h o w t h e “ T he Spo nso r ship Differ enc e” slideshow 2 reading the following

caption with each slide.

S l ide 3 : F oo d – World Vision gives agricultural assistance to improve health and food security. Communities learn new farming techniques, start growing new crops, and are educated about good nutrition. World Vision may also supply farming tools, seeds, and animals. Many children today do not have enough to eat, and many have died because their bodies don’t get necessary nutrition. World Vision helps make sure that children do not go hungry. With help getting started, communities can grow enough food and have enough animals of their own to continue without World Vision’s help.

S l ide 4 : C lea n Wat er – Clean water is important for our health and necessary

S l ide 1 : E d uc at io n – Many families around the world do not have enough money

to meet their daily needs, let alone send their children to school. So, children often miss school because parents cannot afford simple things like school fees or uniforms, or even pencils and paper. And, children must often stay home to help their parents work in the fields. Some families do not realize the importance of education, especially for girls. Depending on what the families and community needs, the money sponsors send may help to raise awareness on the importance of education, or help parents receive agricultural or business training so they can earn more money and send their children to school. In some cases, the money may even help provide school materials or improved school buildings or facilities. S l ide 2 : H ea lt hCa r e – Many poor communities do not have a hospital or health

clinic. World Vision helps communities so they have access to medicine, places to go for medical services.

for activities like washing clothes, watering crops, and keeping clean, healthy bathrooms. Many children and adults become very sick because they don’t have clean water to drink. When people do not have water at home or there is no community well, they spend hours each day walking to get water for their family. To help, World Vision provides communities with what they need to build wells for clean water and improved sanitation. S l ide 5 : a nd mo r e … – When a child is sponsored through World Vision, the sponsor

and the child get to send each other letters like the one the boy is holding in the picture. The sponsor also receives a photo of the child they are sponsoring and can send him or her their own photo, too! World Vision also helps families make improvements in their home or take out loans to start a business. Children and their families see Jesus in the commitment we make to helping them. In some countries, World Vision cannot openly share faith, but many people come to know Jesus by our actions of love and service.

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8 9 10 11 12 13 14 15 16

D iv ide t he pa rt i c ipa nt s into groups of four or five. Provide each group with one of the

stories found on resource 3 “Sponsorship Stories.” Invite the groups to read their assigned story.

A f t e r t he s m a l l gr o ups have had time to read their story, ask one person from each

group to come to the front of the room and give a brief summary of the story and show where the child in the story lives by noting the location on the map.

E xp l a in t o t h e pa rt ic ipa nt s that in addition to helping their sponsored child through monthly giving, they will have the opportunity to write letters to the child and build a relationship with him or her.

Show the “Sponsorship Rachael” video.

A s k t he pa rt ic ipa nt s to raise their hand if they have ever received a letter in the mail. Call

on a few of the participants and ask them to share who sent them the letter and how it made them feel to receive a letter in the mail.

R e a d a l o ud the sample letter.

D is c us s w h at the participants learned about the child.

A s k t he pa rt ic ipa nt s what they would write to a boy or girl in a poor country. What

questions would they ask? What would they want to tell the child?

R e a d t h e f o l l o wing sc r ipt ur e to the participants and explain the parable of the

mustard seed. They each should have the seed they received at the beginning of the lesson. “He told them another parable: ‘The kingdom of heaven is like a mustard seed, which a man took and planted in his field. Though it is the smallest of all your seeds, yet when it grows, it is the largest of garden plants and becomes a tree, so that the birds of the air come and perch in its branches.” (Matthew 13:31-32.) Explain that even with the smallest acts of kindness, God can perform big miracles. Explain how participants’ families or the group’s small contribution every month will make a big difference in another child’s life.

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S h o w t h e “Small Gift, Big Difference” video.

T o c o nc l ude t he lesso n, lead a prayer in which the participants have the opportunity

to pray aloud as well. Pray that God would give us the ability and willingness to be generous to the poor and remember them in our actions and thoughts. Pray that God would provide sponsors for the children who are waiting and bless children and families living in poverty around the world.

U r g e t he pa rt icipa nt s to continue to pray for the children who live in the country they received at the beginning of the lesson. Also ask them to pray that God would do big things with the little seeds of generosity that we plant.

D is t r ibut e t he ha ndo ut “The Basics of Sponsorship” to participants for them to share

with their parents or group.

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handout 1

Country Cutouts

Cha d

eth i opi a

k e nya

malawi

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handout 1

Country Cutouts (continued)

Nige r

rwan da

swa z il a nd

ugan da

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handout 1

Country Cutouts (continued)

z a mb ia

ban gladesh

c hina

i n di a

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handout 1

Country Cutouts (continued)

p hil ip p ine s

r oma nia

alban i a

boli vi a

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handout 1

Country Cutouts (continued)

b r a z il

me x ic o Permission to reproduce is granted. ÂŠ 2011 World Vision, Inc. 24

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h ai ti

peru

Resource 1

Community Images

Permission to reproduce is granted. ÂŠ 2011 World Vision, Inc. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 2

Sponsorship Stories A nil a’ s Two M o the r s Every morning before she leaves for school and every night before bedtime, Anila reads the letters from her sponsor. Anila is a quiet girl who doesn’t say much, but her shyness and timidity vanishes when she writes to her sponsor, with whom she has found someone who cares, loves and believes in her. “In the beginning, I couldn’t believe that those letters were for me. I wondered, ‘How could someone from so far away care and love me?’” Anila said. “It was as if my sponsor knew me for a long time,” she added, her eyes beaming with joy. Anila, 11, lives in Qukes commune, about two hours southeast of Tirana, the capital of Albania. The Librazhd area development program, through which Anila is sponsored, is in Qukes. Growing up in poverty in rural Albania, in a male-dominated society, the odds are low that someone other than her mother would encourage Anila to pursue her dreams and compliment her talents. However, sponsorship has brought new hope for Anila and her siblings; they now have a friend who believes in them. Anila has had regular correspondence with her sponsor for more than a year. She has received 14 letters so far, which she has memorized by heart. The letters from her sponsor are the window to a whole new world; they are the source of her encouragement and strength. They have made Anila more determined to pursue her goals. Though she has to venture out walking the village roads that are covered in snow most of the winter, Anila attends school faithfully because she now has a dream. “When I grow up, I want to be an English teacher,” said Anila. “When she received her first letter, my daughter was truly puzzled that someone from so far away could write so lovingly to her. Now, they have developed a great relationship with each other, and my daughter loves to write to her sponsor,” said Anila’s mother, Mirjeta. Anila is so fond and proud of her friend that she wants to share her letters with everyone who visits. The letters are truly beautiful. They are filled with love, concern, and encouragement for the little girl. (continued on next page)

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Resource 2

Sponsorship Stories (cont.)

Anila’s eyes shine with joy as she starts reading one of the letters, “My dear beautiful daughter” the letter starts, “I am amazed at how beautiful your writing is. You should continue writing, I am sure you can be a talented writer.” Letter after letter the relationship has become so strong that Anila no longer refers to her sponsor as a friend but as her Korean mother.

“I have two sisters and a brother,” she said, referring to the son of her sponsor. “And I have two mothers, my mother here in Albania and my Korean mother.” “In the beginning, it was hard to get used to the idea that my daughter would call someone else halfway across the world ‘mother,’ but then seeing the love her sponsor felt for Anila and seeing the joy and encouragement my daughter got with each letter, I feel more comfortable,” said Mirjeta. “My biggest dream now is to meet my Korean mom, her husband, and my little brother,” said Anila. “In all of her letters, my Korean mom, tells me that she loves me, and she always encourages me,” said Anila. “I love my sponsor very, very much, too.” Anila’s sponsor’s generosity goes beyond encouragement and love shared through letters. Anila’s family has also received small gifts and sometimes additional monetary support, helping the family through difficult times. “I am so grateful for all that the sponsor has done for us,” said Mirjeta. “All of the school supplies for Anila and her sisters I purchased with the money sent from her sponsor. That’s a great help for us.” “The support my daughter’s sponsor has given to us is not only helpful, but it is also a true sign of their care for our family,” added Mirjeta. “However, the biggest gift for our family would be if the sponsor comes to visit us; I know this will mean the world to my daughter.” “I wish they knew what a great difference they have made in our lives,” said Mirjeta.

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Resource 2

Sponsorship Stories (continued) S cho o l N o L o ng e r J u s t A D re am In a small, one-room hut tucked deep inside the rolling Ethiopian highland mountains, 8-year-old Abduraman Yasin reads from one of his school books. Reading is new for him, but it hardly shows. Hunched over his book, his index finger slowly underlining each word as he reads, he cautiously but proudly makes it through the words one to ten. Abduraman has already been to school and back today, trekking one hour each way through a winding path in the mountains. He wakes up each morning at 5 to finish his chores and begin the long walk to school. Abduraman does not seem to mind, though—his wish to go to school came true this year. “None of the children went to school before. Abduraman was very sad that his friends went to school and he was left at home,” recalls his mother, Sadya Mume. “I was not able to buy the books for school. The only thing we could do was feed them.” Food prices for the local staple grain, teff, have doubled in the past year alone, forcing many families to choose between feeding their children and paying for school fees. Exacerbating the price of food has been the failure of rains in the past season. Currently, more than 4.2 million people in Ethiopia are estimated to be in need of food assistance. Abduraman’s family, with little to no harvest from their own fields this year, struggled with the same choice. “We have a small plot for our family, but it’s not enough for us to eat,” laments Sadya. “There is not enough income. I know the importance of school for my boys and my girl, but it was just the books and pens I needed so that they could go.” A recent assessment by World Vision showed that no more than 50 percent of the children in this area have a chance to go to school. Girls are often less likely to go to school, and even if they do, their enrollment tends to decrease as the grade levels increase. Many girls are pulled from school to help at home with younger siblings, or stop their education because the long walks to school make them vulnerable to abductions or sexual predators as they get older. (continued on next page)

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Resource 2

Sponsorship Stories (cont.)

Although World Vision’s program in this area of Ethiopia is only one year old, it has already had a great impact on Abduraman’s family and their ability to go to school. As one of 1,500 children sponsored by World Vision in this area, Abduraman received school books and supplies so that he, his older brother, and sister could all start school together for the first time this year.

“When he heard he could go to school, he started crying because he was so happy. We were all crying,” says Sadya. “I was really worried and scared that maybe he would become a thief or a criminal in the future, but I am free of that fear now.” As he begins to put his books away, Abduraman, a small-framed but excitable little boy, beams when asked how he feels about school. “My favorite subject is science. I want to be a doctor,” he exclaims. “Maybe I will treat you when you get older.” He laughs, amused by his own statement. His sister, Maftua, giggles beside him. World Vision is committed to Abduraman’s family and plans to distribute seeds to the family in the coming months so that they can reclaim part of their lost harvest. Abduraman’s school has also received new benches and desks so that now the students do not have to sit on the floor anymore. Moving outside, Maftua sits under a tree and begins to sing to herself. The sun’s rays shine through the leaves of the tree that she’s sitting under while her brother plays with his friends. Their mother looks on proudly, content that even though life may still be difficult, her children can now build a brighter future for themselves.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 2

Sponsorship Stories (continued) My Sponsor Prays For Me Irina’s home shakes with the pouring rain and strong wind, but she does not seem to mind. Such heavy rain is common at this time of the year in Chile. What could be considered a deluge elsewhere is normal weather for Irina. She lives at home with her parents and her 26-year-old brother. On weekday mornings, she attends school, and in the afternoons, she plays with her dog Diana, her company on those rainy days. Irina lives in the commune of Alto Bio Bio, a mountain community of scattered dwellings and tiny villages with no more than 7,000 inhabitants, most of whom are indigenous Mapuche people. Irina and her family are “settlers” as the Mapuche call the non-indigenous Chileans who live in the area. Irina’s home is a wooden house built by her father and is located in Ralco, a small village where the settlers of the valley concentrate. A shy girl, Irina has no problem talking about the things she likes. At home, she goes around with a small handbag where she keeps the letters and pictures of Aunt Nancy, as she calls her sponsor. “She writes to me and she tells me that she has nine children and a dog called Eddy,” says Irina happily. What fascinates Irina about her sponsor is her love of animals—Nancy raises birds to set them free. “My sponsor tells me that she always prays for me, this is why I love her so much, and I would like to meet her some day.” Irina attends fourth grade in the primary school of Ralco, where the majority of children are sponsored through World Vision. Since she has been sponsored, the project has given her all the necessary school stationary to attend classes and she has been participating in the activities World Vision organizes in the schools of this area. These activities include early stimulation courses, workshops on prevention of family violence, and activities aimed at maintaining the cultural identity of the Mapuche people. The rain does not stop in Alto Bio Bio and Irina, once more, is reading the letters that her sponsor has sent her. Her favorites are the ones “of the doggie”—which contains news of Eddy, the dog. These letters show wear and tear because they are read over and over. Irina carries them with her at all times and reads them whenever she wants and never loses the hope of meeting her Aunt Nancy some day. Permission to reproduce is granted. © 2011 World Vision, Inc. 30

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Resource 3

‘Thank You Sponsors!’ Karen, 5, and her mother want to thank her sponsors for sending a special gift for the girl. So, they sent a thank-you letter, written in Spanish by Karen’s mother. When the sponsors send money as an additional donation, it is invested in the most urgent needs of the sponsored child. Dear Mr. and Mrs. Kelley: My Name is Karen Natalia, I am 5 years old, and I’m in kindergarten. I live with my mother, Maria Sacramento. My mom sells makeup and cleans houses. I like playing with dolls. I also like studying. Now, I know counting from one to 10 in English. When I grow up, I’d like to be a doctor, because I like helping people. On Saturdays, I go to Seedbeds of Peace [a learning space supported by World Vision], where I learn how to draw. The puppet shows teach me that God is good and He lives in my heart. On Sundays, I go to the Christian church with my mom. Thanks for the special gift you sent me [through World Vision], with this money, my mother and I bought food and clothes. I also received the school kit and the hygiene kit from World Vision. Mr. and Mrs. Kelley, I love you very much and I’m sending hugs and kisses! Lots of Love, Karen Natalia

handout 2

The Basics of Sponsorship

What is S p o ns o rs hip ?

More than 1 billion people live on less than a dollar a day. These children and families are all too familiar with poverty. It has robbed them of hope and threatens to steal their future. By helping a child living in such extreme poverty, we can enable them to experience the fullness of life God offers. Join World Vision and sponsors all over the world as we seek to bring compassion and justice to the world’s poorest people. As a child sponsor, you are connected with one special child who will know your name, write to you, and feel your tender love and prayers. Your monthly sponsorship gift will provide a child with access to things such as: » Clean water » Nutritious food » Health care » Educational opportunities » Spiritual nurture

How To S p o ns o r a C hil d » Visit www.worldvisionresources.com to begin sponsoring a child today!

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Journey to a New Planet

In t his a c t iv it y, the participants will differentiate between wants and needs and demonstrate understanding of basic human rights.

Mat erials N eeded

time required : 2 0 minutes | I N T E N D E D F O R G R A D E S 2 - 5

1 2 3

» Newsprint and markers » Copies of the Resource 4,“Wants and Needs Cards,” found on page 35. You will need to create one set of cards for every two participants. Note: Choose any 16 from those provided. » Prepare a simple drawing of the solar system and a spaceship (optional).

Activity Steps I nv it e t h e pa rt ic ipa nt s to each find a partner. E xp l a in t hat M i ssio n Co nt r o l (which you represent) has discovered a new planet

and each pair will go there to start up a new community. Set the mood by naming the planet and the reasons for going there. A s k t he pa rt ic ipa nt s to close their eyes and imagine the new planet. Tell them to form a

picture of this community in their minds. Ask them to quietly consider these questions: » How long will it take to get there? » What does it look like? » Do other people live there? » Where will you set up the new community? » What will you want in this new community? » What will you need in this new community?

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4 5 6 7 8 9

A s k t he pa rt ic ipa nt s to open their eyes and discuss their ideas with their partners. Allow

a few minutes for the discussions to take place. P r o v ide e a c h pa ir with a set of cards that you created from the resource. Then, explain

that Mission Control will provide each pair with 16 items they may bring with them to set up their new community. Ask them to spread out the cards and examine them. A n n o un c e t h at Missio n Co nt r o l has warned that space on the spaceship is limited.

The pairs can now take only 12 items on the spaceship. Ask the pairs to decide which four items they will eliminate and to set aside those cards. I nf o r m t h e pa rtic ipa nt s that Mission Control has issued an emergency announcement that even less space is now available. The pairs can now take only eight items with them. Ask them to decide which four items they will eliminate and to set aside those cards. Each pair should now have only the eight most essential items for their survival. Gat he r t he pa rt ic ipa nt s into a large group and engage them in discussion using the

following questions: » What was difficult about doing this activity? What was easy? » Which items were easy to discard first? Why? » Were some items harder to eliminate than others? Which ones? Why? » What is the difference between a want and a need? » What does a person truly need for survival? C o n c l ude b y inv it ing the participants to join you in prayer. Pray for the rights of all

people throughout the world. Pray that all people, especially children, will have what they need to thrive. Pray for a world where everyone is treated fairly and needs are always met.

(This activity is adapted from Susan Fountain, Education for Development: A Teacher’s Resource for Global Learning; London, England: Hodder and Stoughton Publishing, 1995. © 1995 by Hodder and Stoughton Publishing. All rights reserved. Used with permission.)

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resource 3

Wants and Needs Cards Nutritious food

Clean water

Music

Television

Fast food

Vacation

Spending money

Fashionable clothing

Shelter

Clean air

Protection from discrimination

Education

Your own bedroom

Ability to express your opinion

Medical care

Friends

Family

Your own computer

Permission to reproduce is granted. ÂŠ 2011 by World Vision Inc.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Splitting

Image

In t his a c t iv it y, participants understand that some children have limited school resources.

Mat erials N eeded

time required : 2 0 minutes | i N T E N D E D F O R G R A D E S 1 - 5

1 2 36

» Newsprint and markers » Pens or pencils, one for each participant » Copies of Handout 3, “Splitting Images Photo—Left Side,” found on page 39, one for each participant » Copies of Handout 4, “Splitting Images Photo—Right Side,” found on page 40, one for each participant

Activity Steps

Giv e e a c h pa rt icipa nt a c o py of the “Splitting Images Photo—Left Side” handout and a pen or pencil. The photo features a teacher standing at a blackboard. Do not reveal any background information about the photo. Ask the participants to think about what the missing part of the photo might look like. Instruct them to brainstorm possible responses and questions prompted by the split photo and to write them across the top or on the back of the handout.

A s k t h e pa rt ic ipa nt s t o c ho o se one of their ideas and complete the photo by drawing the missing half on the blank part of the handout.

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3 4

A f t e r a l l t h e d r awings a r e c o mplet ed, invite the participants to form groups

of four and share their completed drawings. Ask them to look for similarities and differences in their drawn predictions.

D is t r ibut e a c opy of the “Splitting Images Photo—Right Side” handout to each

participant. Explain that the scene is a typical school classroom in Malawi, Africa. Provide the following information about Malawi: » Malawi is a beautiful country nicknamed “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. »T he country is home to about 12.8 million people, with 90 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. In some years, there is a drought when the rains hardly come at all, so the maize crops fail. » The country has had a long drought in recent years, with up to 25 percent of people experiencing food shortages for six to nine months of the year. »M alawi 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. »T here are a number of health risks in Malawi. Hunger, protein deficiency, and diarrhea cause many problems, especially for young children. Many people get sick because they don’t have clean drinking water. Mosquitoes carry malaria—a disease that causes ongoing chills and fevers. Malawi’s main health problem is HIV and AIDS. »N ewspapers are published in the main cities, but about 40 percent of adults cannot read or write. There are more than 2.6 million radios tuning in to 15 radio stations. The main language spoken in Malawi is Chichewa, but most people who have been to school can speak some English. »R eligion is important to people, and about 90 percent of people in Malawi go to a church or a mosque. »M ost 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. »M alawi was ruled by Britain from 1878 until 1964. In 1964, the country won independence from Britain and was ruled by the dictator President Hastings Kamuu Banda. In 1994, it became a democracy, with an elected government and elections held every five years.

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5 6

C o m pa r e t h e g ro up drawings with the actual missing piece of the photo by discussing

the following questions: » Compare your prediction with the actual picture. What is in the missing photo piece that you did not expect? » What common elements show up in the drawings of your group members? » In what ways is the schooling experience of these children different from yours? » What would it be like to go to a school like this one? » Can young people learn effectively in such an environment? If yes, explain why. If no, what do they need to improve their learning situation? C o n c l ude b y inv it ing the participants to join you in prayer. Pray that all children are given the chance to learn and grow in their knowledge. Pray for those children who currently do not receive an education because they are poor. Pray that all people, especially government leaders, will come to understand the importance and value of an education for all.

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Handout 3

Splitting Images Photographâ&#x20AC;&#x201D;Left Side

Permission to reproduce is granted. ÂŠ 2011 by World Vision, Inc.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

HANDOUT 4

Splitting Images Photograph—Right Side

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Stone Soup In t his a c t iv it y, participants describe ways that individuals can contribute to the common good of a community.

Mat erials N eeded

time required : 2 0 minutes | i N T E N D E D F O R G R A D E S 1 - 3

» Construction paper and markers, one of each for each participant » Locate a a copy of the children’s book titled Stone Soup picture book or online story, or use the version provided on Resource 4, “Stone Soup Story,” found on page 43-44 » Objects from the story, such as a large pot, a few medium- to large-size stones, a ladle, a jug of water, etc. (optional) » One sheet of newsprint (create a large image of a pot on the newsprint) » Scissors, one pair for each two to three participants » Two or three glue sticks

1 2

Activity Steps I n v it e t he pa rt ic ipa nt s to sit in a circle on the floor so they can all see you. Place the

pot, ladle, stones, and a jug of water in the center of the circle. Arouse curiosity by asking the participants to predict what a story with these items might be about. Allow for a few responses. R e a d t he S t o ne So up st o ry. Pause at various places and ask the participants to

predict the next plot detail.

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3 4 5 6

E ng a g e t he pa rt ic ipa nt s in a large-group discussion using the following questions:

» Did you like this story? Why or why not? » Why did the main character(s) use stones to make the soup? » Was it the stones that made the soup taste good? » What happened to the villagers while the soup was being made? What changed about them? » What is the main message or lesson of the story? » What happens when people in a community don’t share what they have with others? » Why is it important that they share? P r o v ide pa rt ic ipa nt s wit h a sheet of construction paper and a marker. Ask them to draw an image of a stone on the paper. Then ask them to write one word on the stone describing a nonfood “ingredient” that makes the Stone Soup recipe a success (sharing, trust, helping, working together, friends, etc.). I nv it e t h e pa rt ic ipa nt s to cut out their stones and then to come forward and share

their ingredients. After they have shared, they should then glue their stones onto the soup pot and display. C o n c l ude b y inv it ing the participants to join you in prayer. Pray that all countries will work toward the common good of all. Pray for a day when the resources of the world are shared in a way that no one goes without food, shelter, medical care, or education.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 4

Stone Soup Story Three soldiers trudged down a road in a strange country. They were on their way home from the wars. Besides being tired, they were hungry. In fact, they had eaten nothing for two days. “How I would like a good dinner tonight,” said the first. “And a bed to sleep in,” added the second. “But that is impossible,” said the third. On they marched until ahead of them they saw the lights of a village. “Maybe we’ll find a bite to eat and a bed to sleep in,” they thought. Now the peasants of the place feared strangers. When they heard that three soldiers were coming down the road, they talked among themselves. “Here come three soldiers,” they said. “Soldiers are always hungry. But we have so little for ourselves.” And they hurried to hide their food. They hid the barley in haylofts, carrots under quilts, and buckets of milk down the wells. They hid all they had to eat. Then they waited. The soldiers stopped at the first house. “Good evening to you,” they said. “Could you spare a bit of food for three hungry soldiers?” “We have no food for ourselves,” the residents lied. “It has been a poor harvest.” The soldiers went to the next house. “Could you spare a bit of food?” they asked. “And do you have a corner where we could sleep for the night?” “Oh, no,” the man said. “We gave all we could spare to the soldiers who came before you.” “And our beds are full,” lied the woman. At each house, the response was the same. No one had food or a place for the soldiers to stay. The peasants had very good reasons, like feeding the sick and children. The villagers stood in the street and sighed. They looked as hungry as they could. The soldiers talked together. The first soldier called out, “Good people! We are three hungry soldiers in a strange land. We have asked you for food, and you have no food. Well, we will have to make stone soup.” The peasants stared. The soldiers asked for a big iron pot, water to fill it, and a fire to heat it. “And now, if you please, three round, smooth stones.” The soldiers dropped the stones into the pot. “Any soup needs salt and pepper,” the first soldier said, so children ran to fetch salt and pepper. “Stones make good soup, but carrots would make it so much better,” the second soldier added. One woman said, “Why, I think I have a carrot or two!” She ran to get the carrots. “A good stone soup should have some cabbage, but no use asking for what we don’t have!” said the third soldier. Another woman said, “I think I can probably find some cabbage,” and off she scurried. (continued on next page) M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 4

Stone Soup Story (continued) “If only we had a bit of beef and some potatoes, this soup would be fit for a rich man’s table.” The peasants thought it over, and ran to fetch what they had hidden in their cellars. A rich man’s soup, and all from a few stones! It seemed like magic! The soldiers said, “If only we had a bit of barley and some milk, this soup would be fit for a king!” And so the peasants managed to retrieve some barley and milk. “The soup is ready,” said the cooks, “and all will taste it, but first we need to set the tables.” Tables and torches were set up in the square, and all sat down to eat. Some of the peasants said, “Such a great soup would be better with bread and cider.” So they brought forth the last two items and all enjoyed the banquet. Never had there been such a feast. Never had the peasants tasted such delicious soup, and all made from stones! They ate, drank, and danced well into the night. The soldiers asked again if there was a loft where they might sleep for the night. “Oh, no!” said the town folk. “You wise men must have the best beds in the village!” So one soldier spent the night in the priest’s house, one in the baker’s house, and one in the mayor’s house. In the morning, the villagers gathered to say goodbye. “Many thanks to you,” the people said, “for we shall never go hungry now that you have taught us how to make soup from stones!” (Stone Soup is a popular European folktale that has been told and retold for centuries.)

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Survive

to 5

In t his a c t iv it y, participants learn about and understand factors that affect child health.

Mat erials N eeded

time required : 3 0 - 4 5 minutes | i N T E N D E D F O R G R A D E S 3 - 5

» Copies of Resource 5, “Leader Activity Script,” found on pages 47-48 » Copies of Resource 6, “Role-Play Cards,” found on pages 49-55, printed and trimmed (if you have more than 25 participants, you will need two sets of cards) » Masking tape » Markers » Blank sheets of paper

Preparation Needed » 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 row. Take 10 steps forward from the start line, create a second line, and label it “Healthy at 5.” Take nine steps back from the start line and create a third line, labeling it “Sick at 5.” Earnings for people occupying this rung may be a dollar a day, sometimes even less.

Activity Steps B e g in by s ha r ing the following:

» 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.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

» 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.

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Giv e e a c h pa rt ic ipa nt 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.

U s in g t he L e a der ’s Ac t iv it y Sc r ipt, 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.

At t h e e n d o f t he ga me, expla in t hat:

» Those who reached the “Healthy at 5” line survived to 5 years old, and those who did not are closer to illness and death. » Those in the middle survived their first five years, but may have health problems as they grow older.

5 6 46

» Those at the “Sick at 5” line are at greatest risk of dying.

A s k pa rt ic ipa nt s t o r ea d a lo ud their countries and role-play 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? C o n c l ude b y inv it ing 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.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 5

Leader’s Activity Script B irt h W e ig ht

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

H e a lt h c a r e

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

Food

Food and proper nutrition is one of the most important factors in staying healthy. Good quality 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. 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.

Wat e r a nd S a nitat io n

The United States is blessed with fresh, dependable 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 five. 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. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 5

E duc at io n

Leader’s Activity Script

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 don’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.

(continued)

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

M a l a r ia

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. Take one step forward if you have a mosquito net; Take one step back if this is something you didn’t get.

HIV a nd 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. There is no cure for AIDS, but life-saving 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 also been infected with HIV. Take one step forward if your parents are alive; Take one step back if one or both have died.

Employment

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

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards

USA /// (A ndr e w/ J ulia )

» 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.

C a na da /// (S t ev en/ Ca r o line)

H a it i /// (E m m anuel/ J o ha nne)

» 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.

D o m in ic a n R epub lic /// (Ma r c iel/ Ana )

» I was born underweight. » 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 do not have a mosquito net. » Neither of my parents has HIV or AIDS. » Only my father has a job.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards (continued)

E l S a lva do r /// (Ant o nio / Cla udia )

» 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.

N ic a r a g ua /// (Er nest o / Ta lia )

» 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 have a mosquito net. » Neither of my parents has HIV or AIDS. » Only my father has a job.

B r a z il /// (A ugust o / Ma r ia )

» I was born underweight. » I received all my shots when I was young. » I only have one meal a day. » I have a water tap and toilet in my home. » I am able to attend school. » I do not have a mosquito net. » My mother died because of AIDS. » Only my father has a job.

P e r u /// (A n dr es/ Cec ilia )

» 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 go to 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. 50

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards (continued)

M e xic o /// (A l eja ndr o / Ga b r iela )

» 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.

U nit e d K ing do m /// (Da niel/ Emma )

F r a nc e /// (T h o ma s/ Mat hilde)

» 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.

U k r a in e /// (I va n/ Kat er ina )

» 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. » My father died because of AIDS. » Only my mother has a job. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards (continued)

S ie r r a L e o ne /// (Sa muel/ Ma r ia ma )

» I was born underweight. » I did not receive any shots when I was young. » I eat one meal every other 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. » My brothers have to work because my parents died.

N ig e r /// (I br ahim/ Ha diz a )

» 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. » Neither of my parents has HIV or AIDS. » Only my father has a job.

E t h io p ia /// (Aa mina / Bek ele)

» 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.

Ta nz a nia /// (Enda r i/ Amida h)

» I was born underweight. » I received all my shots when I was young. » I get two meals a day. » I have a water tap near my home but do not have a toilet. » I am able to attend school. » I do not have a mosquito net. » My father died because of AIDS. » Only my mother has a job. 52

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards (continued)

Uga n da /// (Willy / Eseer i)

» 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 nearby but no toilet in my home. » I am able to attend school. » I do not have a mosquito net. » My mother died as a result of AIDS. » Only my father has a job.

M a l aw i /// (C hik umb u/ Sa liz a )

» 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 am not able to attend school. » I have a mosquito net. » My father died because of AIDS. » My older siblings work to support my family.

S o ut h A f r ic a /// (Ma mello / Puleng)

» 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 am able to attend school. » I do not have a mosquito net. » Both my parents died because of AIDS. » I have to work because my parents died.

A f g h a nis ta n /// (Assef/ So r aya )

» 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 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. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards (continued)

c hina /// (L i/ Ying)

» I was born underweight. » I received all my shots when I was young. » I get only one meal a day. » I live near a water tap but don’t have a toilet in my home. » I am able to attend school. » I do not have a mosquito net. » My mother died because of AIDS. » I have to work since my father doesn’t have a job.

I n dia /// (V ik ra m/ Pr iya nk a )

» I was born underweight. » I did not receive any shots when I was young. » I get one meal every other day. » I live near a water tap but do not have a toilet in my home. » I am able to attend school. » I do not have a mosquito net. » My mother died because of AIDS. » I have to work since my father doesn’t have a job.

S r i L a nk a /// (Ka sun/ Dilini)

» 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. » I am able to attend school. » I do not have a mosquito net. » No one in my family has HIV or AIDS. » Only my father has a job.

J a pa n /// (H ir o shi/ Yo k o )

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 6

Role-Play Cards (continued)

A us t r a l ia /// (J a c k / Isa b ella )

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Two Sides

of a Coin

In t his a c t iv it y, the participants understand that with rights come responsibilities in the classroom, home, and community.

Mat erials N eeded

time required : 2 0 minutes | I N T E N D E D F O R G R A D E S 2 - 5

1 2 3 56

» Newsprint » One double-sided set of Handout 5 “Two Sides of a Coin Graphic,” found on pages 58-59. one for each participant » Markers, colored pencils, or crayons, a few for each participant

Activity Steps B e g in w it h a disc ussio n about the difference between wants and needs. Explain how

needs are things to which we have a right in order to live a happy life. D is c us s t h e c o nc ept of responsibility. Explain that with rights come responsibilities. Rights and responsibilities are like two sides of the same coin. You can’t have one without the other. Ask: » What is a responsibility? » What does it mean to be responsible? » If you have the right to learn in a classroom, what is your responsibility? [Possible answer: You are responsible for doing your work and not disrupting the learning of others.] » If you have the right to shelter and a home, what is your responsibility? [Possible answer: You have the responsibility to help take care of the home and do some chores.] I nv it e t h e pa rt ic ipa nt s to brainstorm a list of their rights, for example, the right to

shelter, the right to food, the right to medical care, the right to be treated fairly, the right to an

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

4 5 6 7 8

education, and so forth. Write these on the newsprint, which you have posted so all can see. Make sure you have generated a long list. P r o v ide t h e pa rt ic ipa nt s with a copy of the handout and a few crayons, markers, or

colored pencils. Explain that the graphic on the resource represents a coin. In the center of one side of the coin, they are to write “ _______’s Rights” and in the center of the other side, “______’s Responsibilities.” Participants should write their names in the blanks. I ns t r uc t t he m t o c ho o se six rights from the list they generated. They should choose

the six that are most important to them and write them on the “Rights” side of the coin, one in each segment. Allow a few minutes for them to complete this task. N o w, a s k t he pa rt ic ipa nt s to turn over the resource and write a corresponding respon-

sibility for each right they listed. They can illustrate each item with a simple drawing or symbol, and decorate the coin if desired. ENGA GE THE PARTICIPANTS in a large-group discussion, inviting them to discuss why they

chose each right and responsibility and why these rights are important not only for them but for children throughout the world. Be sure to include the following comments in your discussion: » Every human being is created in the image of God and is given a mandate to participate in God’s creation. » God confirmed the value of each of us by the death and resurrection of Jesus Christ. » We do not have rights simply because we exist, but because God chose to give us value and, therefore, rights. » Allowing people to be what God intended them to be is the Christian basis for respecting human rights. » Respect for the rights of others is a duty to God. » We are to treat all as if they belong to God. » The Scriptures call us to continually think of the rights of others. C o n c l ude b y inv it ing the participants to join you in prayer. Pray that each of the participants take seriously the responsibilities bestowed upon them. Pray that they recognize and appreciate the rights and responsibilities they have been given. Pray for those children whose rights are not respected. Pray that all countries would come to care for and respect all children.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

handout 5

Two Sides of a Coin

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

handout 5

Two Sides of a Coin (continued)

Permission to reproduce is granted. ÂŠ 2011 by World Vision Inc.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Two Stories

In t his a c t iv it y, the participants identify

cultural and lifestyle similarities and differences in the ways communities around the world meet their needs.

Mat erials N eeded

time required : 2 0 - 3 0 minutes | I N T E N D E D F O R G R A D E S 1 - 3

» Newsprint and markers » Copies of Resource 7, “The Gifting Goat,” found on pages 62-63, one for each participant » Copies of Resource 8, “Pigs and Pineapples,” found on pages 64-65, one for each participant » A world map or globe » Objects that represent items from “The Gifting Goat” story, such as a toy goat, school supplies, food, a miniature village, etc. (optional) » Objects that represent items from the “Pigs and Pineapple” story, such as a toy pig, school supplies, pineapple, ear of corn, ginger root, toy motorbike, etc. (optional)

1 2 3 60

Activity Steps Ask the participants to locate the United States and India on the world map (or globe). Then

encourage them to share anything they know about India. Inform the participants that they will be reading a story about a boy named Paritosh from a village in India. Tell them the title, show items from the story, and ask them to predict what the story is about. Accept responses without comment. Distribute copies of “The Gifting Goat” story to each participant. Ask them to read the story alone, in pairs, or out loud with you. If the story is read aloud, pause at unfamiliar vocabulary and allow the participants to ask questions.

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4 5 6 7 8 9 10 11

A f t e r t he s t o ry has been read, engage the participants in a large-group discussion using

the following questions: » How did the story and photos compare with your predictions? Did anything surprise you? » What kinds of gifts do you get? » Would you enjoy receiving a goat as a gift? Why or why not? » Why did Paritosh’s family receive a goat? » How did the goat make life easier for Paritosh and his family? » How will the goat help other people in Paritosh’s community? » What other types of animals would be useful? » Why is the story called “The Gifting Goat”? A s k t he pa rt ic ipa nt s to locate the continent of Asia and the country of Laos on the map

(or globe). Then encourage them to share anything they know about Laos. Emphasize the distance between Laos and the United States. E xp l a in t hat t h ey will be reading a story about a boy called Hhamphouy, who lives in

a village in Laos. Tell them the title, show items from the story and ask them to predict what the story is about. Accept all responses without comment. D is t r ibut e c o p ies of the “Pigs and Pineapples” story to the participants. Ask them to read

the story alone, in pairs, or out loud with you. If the story is read aloud, pause at unfamiliar vocabulary and allow students to ask questions. A f t e r t he s t o ry has been read, engage the participants in a large-group discussion using

the following questions: » Who is Hhamphouy? Describe what he does during a day. How is your life the same or different? » Did anything about Hhamphouy’s life surprise you? » In what ways did having pigs make Hhamphouy’s life easier? » What other things have made life easier for Hhamphouy and his family? A s k t he pa rt ic ipa nt s to form groups of four or five. Provide each group with a sheet

of newsprint and a marker. Invite the groups to compose five questions they would like to ask Paritosh and Hhamphouy. Ask them to write the questions and the responses they think these two young people would give. INVITE t h e g r o ups to present their questions and answers to the larger group. C o n c l ude b y inv it ing the participants to join you in prayer. Pray for Hhamphouy and his family. Pray for Paritosh and her family. Pray for all families in need.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

resource 7

The Gifting Goat

Pa r it o s h l iv e s in So ha il v illa ge in India . Her e is his st o ry.

Hello! My name is Paritosh and I am 10 years old. I live in Sohail village in the Indian state of West Bengal, on the border of a country called Bangladesh. I like my village, but it is very poor. I live with my parents and my little sister. We live in a simple hut with broken fences and broken mud walls. My parents don’t earn very much money, not enough to fix the broken walls. My father says that buying food for the family and sending my sister and me to school are more important than fixing a wall right now. But I know it’s hard for my parents. Sometimes I notice that they don’t eat just so there will be enough money to pay our school fees. That makes me sad. Our village is so poor and there are so few jobs here that some of my friends’ fathers have gone to bigger towns and cities looking for work. I’m glad my father hasn’t had to leave. He has been able to stay with us because our family is doing better now, thanks to some help from World Vision. I am a member of a children’s club in my village. This is a very important club. Sometimes the adults in our village have meetings, and they ask the children in the club about things that concern us, such as going to school. Because I am a member of the children’s club, my family was selected to receive a gift from the development workers. (continued on next page) 62

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

resource 7

The Gifting Goat (cont.)

Can you guess what we were given? A goat! That’s right—a goat! My sister and I were so happy. From the moment we received our goat, we took good care of her. She soon became pregnant and, after a few months, gave birth to a little kid, right behind the mud walls of our home. I remember every moment of its birth as if it was yesterday. I don’t have a name for my little black-colored kid, but I know he understands me. I love communicating with animals.

Over the next few years our goat will have more babies and, when they get bigger, my father will sell them. The money he makes from selling goats will help pay for our food and pay for me to go to high school. This will make life much easier for all of us. I am looking forward to going to high school. Not many people in my village have gone to high school, but my parents and I know how important it is for me to get an education. Then I’ll be able to get a good job and help support my family. I almost forgot to tell you something important. In order for my family to receive our goat, we had to promise to give her first-born female kid to another family who doesn’t have a goat and who needs some help, just like my family needed help before we got our goat. My mother said, “This is a noble idea, a great help to other families in the village.” My mother is very kind. I know she is more than happy to share what she has with another family. So am I. That’s one of the reasons I’m glad we received a goat as a gift. Now we can help other people in our village.

resource 8

Pigs and Pineapples

Hello! My name is Hhamphouy (pronounced Ham-po-ee). I am 10 years old. I live in Sieng Si Village in Laos in a village surrounded by beautiful mountains. I live with my mom, dad, brothers, and sister. I have one older brother, Phout, (pronounced Pote) who is 12. My younger brother, Phai (pronounced Pie), is 6. My sister, Phou, (pronounced Po) is the youngest. She is 4 years old. We all live together in a concrete house with a tin roof. There are two bedrooms. My parents sleep in one room, and I sleep with my siblings in another room. For many years, we did not have any animals or many things to grow in our field. My parents didnâ&#x20AC;&#x2122;t have much work to do and couldnâ&#x20AC;&#x2122;t earn any money. Life was very hard. Since then, our life has improved a lot. World Vision gave us pigs, chicken, fish, and pineapple seeds. In the beginning of the project, we received two pigs. Soon, we had 10 pigs! My parents sold five of our pigs to buy a motorbike so we could take our crops to the market more easily. Life is easier now that we also have a new water supply system. I used to walk 20 minutes to get to the mountain spring, but now I just walk a few feet from my house to the water tap to get water for our family. Soon, our fish will be big enough for my parents to sell. Next year, if we need school supplies, my parents will have the money to buy what my brother and I need to keep going to school. Right now I am in the second grade and my favorite subject is mathematics. Phout is also in second grade. We hope to be the first in our family to complete primary school. I want to finish primary school and continue to high school. If I complete high school, one day I can find a good job. I want to be a policeman so I can protect people and help our country. (continued on next page) 64

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resource 8

Pigs and Pineapples (cont.)

Every morning I wake up at 4 a.m. After I get dressed, I make a fire so my mom can steam rice. I also fetch water from the water tap. Then I wash dishes and help clean the house. Once the house is clean, I walk a few minutes down the mountain to feed our pigs, chicken, and fish. Then I go back to the house, wash my face, and get ready for school.

My parents are both farmers, so they go to the field every day. They grow pineapples, corn, ginger, and rice. When my older brother, Phout, and I go to school, my parents take my younger siblings to the field with them. When school finishes at 4 p.m., I go to our family’s field to work. Our field is on a hillside close to my house. I bring water to my parents and join my siblings to help clear weeds from the land. Today, my parents are growing lots of pineapples on the hill. I work for about two hours before my family goes home for dinner. On my way back to the house, I feed the pigs and fish again. After dinner, I do my homework and then go play with my friends or watch TV. I go to bed around 8 p.m. every day. On weekends, I go to the field with my family for the whole day. Usually, we leave the house around 7 a.m. and come home at 5:30 p.m., so I don’t have much free time. When I do, I like to play football with my friends. These days my parents have a lot of things to do to help them earn money, so they can buy the things my family needs, especially food and clothes. Even though I am very busy and tired at the end of each day, I know that life is better than it was before.

What

Every Child Needs In t his a c t iv it y, the participants discuss and determine the human and material resources every child needs to thrive.

Materials Needed

time required : 2 0 - 3 0 minutes | I N T E N D E D F O R G R A D E S 4 - 6

1 2 3 66

Âť Large sheets of butcher paper, large enough to make an outline of a participants body, one sheet for each group of three to four participants Âť Markers, one for each participant

Activity Steps D iv ide t he pa rt i c ipa nt s into small groups of three or four people. Provide each with a

large sheet of butcher paper and some markers. Invite the groups to draw a large outline of a child (or outline one of them) and give the child a name. A s k t he m t o de c ide on the mental, physical, spiritual and character qualities they want

this ideal child to have as an adult (some examples might include: good health, sense of humor, kindness). They should write these qualities inside the outline. They might also make symbols on or around the child to represent these ideal qualities (for example: books to represent education). Allow ample time for them to complete this task. N o w in v it e t he gr o ups to list the human and material resources the child will need to achieve these qualities (for example: if the child is to be healthy, he or she will need food and health care). They should note these resources on the outside of the outline of the person. Again, allow ample time for them to complete this task.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

4 5

I nv it e e a c h g r oup to come forward and â&#x20AC;&#x153;introduceâ&#x20AC;? its new member of the group and

explain the choice they made for the child. C o n c l ude b y e nga ging the participants in a large group discussion on why these resources are necessary for any child to thrive, and what happens when they are not available.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Working Hard In t his a c t iv it y, the participants will discuss and

define child labor.

Materials Needed

time required : 2 0 minutes | I ntended for grades 3 - 5

1 2 3 68

Âť Newsprint Âť Markers

Activity Steps B e g in t he a c t ivit y b y a sk ing the participants to call out various types of work they

do, the number of hours they spend doing the work, and whether or not they get paid. As they call out the information, note these details on a sheet of newsprint. Lead a discussion with the participants about the costs and benefits of each type work for them, their families, and society. D is c us s w it h t h e pa rt ic ipa nt s the types and/or conditions of work that they feel are unsuitable for young people. Invite the participants to also discuss any reasons why young people might be engaged in work that is unsuitable or under unsatisfactory conditions. O f f e r t he f o l l o wing c o mment s:

Âť One-sixth of children in the world today are child laborers doing work that damages their mental, physical or emotional development. Children work because their survival, and that of their families, depends on it.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

» Some work carried out by children and young people is not considered child labor, e.g., helping with appropriate tasks on the family farm after school, assisting with chores around the house, or engaging in paid, part-time employment. Such child work can be a valuable way for children to learn new skills, such as developing responsibility, learning how to manage money, and experiencing the work environment in preparation for future employment and participation in society. » Child laborers work in a variety of jobs. They are employed as domestic workers in homes, as laborers on farms, or as workers in industries such as garment-making or fireworks factories. They may create their own employment by performing tasks such as shoe shining, picking up garbage on rubbish dumps, or hawking goods. In many cases, they are forced or coerced into pornography or prostitution. In conflict situations, children may be voluntarily or forcibly recruited to join armed groups. Most child laborers are in the informal economic sector where they are not protected by laws and regulations.

» Many individuals, governments, and organizations are working toward a world that no longer tolerates child labor. They consider child labor unacceptable and one of the most urgent contemporary issues of our time. A r r a ng e t h e pa rt ic ipa nt s int o gr o ups o f fo ur o r fiv e. Explain that you

are going to read five scenarios to them. The groups then must decide whether each scenario describes child labor and give reasons for their answers. Read each of the following scenarios: » Scenario I—Rosie Rosie is 13 years old and attends school every day. When she gets home from school, she must prepare dinner and look after her 5-year-old sister for two hours until her mother gets home from work. She is a diligent student who usually spends the evening completing her homework but sometimes spends time relaxing with her friends. » Scenario 2—Jimbo Jimbo’s school is overcrowded and poorly run. He knows his parents are struggling to pay the school fees because they often can’t afford the food the family needs to eat properly. Jimbo is 11 years old. He decides to drop out of school and try his hand at working as a recycler in the streets. In this way, he can help with the family income. » Scenario 3—Hope Hope finished school at age 14 because her mother got a new job and her parents told her they needed her to do the housework. So Hope now works from 6 a.m. until 7 p.m., cooking, cleaning, shopping, doing laundry, and caring for her younger brothers and sisters. She would like to have time to visit her friends, but she is just too tired in the evenings. » Scenario 4—Joseph Joseph is 10 years old. His family has a small farm. When harvest time comes around, Joseph is expected to help out after school and full time during the weekends for about three weeks. This is hard work and very tiring for Joseph. He sometimes falls asleep during class at this time of the year. His classmates laugh at him but understand. » Scenario 5—Radha Radha’s parents were unable to pay a debt they owed. The moneylender arranged for Radha’s labor to be a “bond” until the debt was paid. Radha, who is 12 years old, now works in a match factory. She is expected to work 10-hour days, sitting on the floor. Her boss refuses to pay her on the days he thinks she has not done enough work.

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5 6

A l l o w t im e f o r gr o up disc ussio n. Discuss group answers with the participants and

provide the following correct answers: Âť Scenarios 1 and 4 are not child labor. The chores Rosie and Joseph do are not exploitative or harmful, nor do they interfere with their education or development. They are part of family life. Âť Scenarios 2, 3 and 5 are child labor. In all three cases, the children are being denied an education and their chance to develop as children. Scenarios 3 and 5 are also exploitative. C o n c l ude b y inv it ing t he pa rt ic ipa nt s t o jo in y o u in pr ayer. Pray

for children around the world who are being harmed by child labor. Pray for people trying to help these children; pray for a transformation of those who are forcing children into these roles.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Part t wo

Activities for Young People in Grades 6-8 AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Classifying Conflict In t his a c t iv it y, the participants will demonstrate an understanding of the causes of conflict and identify types of conflicts.

Mat erials N eeded

time required : 3 0 minutes | I N T E N D E D F O R G R A D E S 6 - 8

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» Newsprint and markers » Small index cards, four to six for each participant » Pens or pencils, one for each participant

Activity Steps I nv it e t h e pa rt ic ipa nt s to brainstorm the definition of the term conflict. Note their

responses on as sheet of newsprint. D is t r ibut e a p e n o r penc il and four to six index cards to each participant. Then invite the participants to write one example of a conflict on each index card. The situations they cite can be based on personal experience, on their knowledge of conflicts at school, at home, in the community, or involving their own or another country. A s k t he pa rt ic ipa nt s to form small groups of six and share their responses with one an-

other. Allow time for sharing and then ask them to group conflicts that have elements in common. They can give each cluster or category of conflicts a name. I nv it e t h e s m a ll gr o ups to again form a large group. Invite each group to discuss the

categories they developed and provide an example for each one.

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W r it e t he w o r ds Things, Feelings, and Ideas on a sheet of newsprint. Explain to the par-

ticipants that these words represent categories for classifying conflicts. Using the following definitions, explain the terms: » Conflicts over Things occur when two or more people or parties want the same object, material, or resource and there is not enough to go around. » Conflicts over Feelings happen because of people’s needs for friendship, love, selfrespect, power, status, attention, or admiration. Every person has some of these needs; sometimes groups of people or countries have these needs as well. Conflict can arise when feelings are hurt, denied, or not considered. » Conflicts over Ideas relate to the beliefs and values that a person, a group of people, or even a country feels are most important and fundamental. They often come from religious beliefs, cultural traditions, and political systems. They may also be very personal. A s k t he pa rt ic ipa nt s to reclassify their index cards according to the categories you have

just noted on the newsprint. Note that some conflicts will appear to fit into two or even all three categories. Some may not seem to fit into any category. U s e t he f o l l o w ing q uest io ns to engage the participants in a large-group discussion:

» How did this system of classifying conflicts compare with the one you developed in your group? » Which system would be most useful in helping you find a solution to a conflict? Why?

inv it E t h e pa rt ic ipa nt s to try other ways of classifying their conflicts such as “easy

to resolve/difficult to resolve,” “violent/nonviolent,” “important/not important,” and “between people/between groups/between nations.” C o n c l ude b y inv it ing the participants to join you in prayer. Pray for peace throughout the world. Pray in particular for countries and regions that are currently experiencing conflict of war. Pray for the victims of conflict. Pray that all hearts may come to understand the need for peace in the world. (This activity was adapted from Susan Fountain. Education for Development: A Teacher’s Resource for Global Learning; London, England: Hodder and Stoughton Publishing, 1995. © 1995 by Hodder and Stoughton Publishing. All rights reserved. Used with permission.)

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Climbing the Ladder of Economic Development

In t his a c t iv it y, the participants obtain perspective of the world’s population while gaining a greater understanding of the poverty trap that the extreme poor are caught in.

Mat erials N eeded

time required : 3 0 minutes | i N T E N D E D F O R G R A D E S 6 - 8

» Masking tape; using the tape, create a ladder on the floor, with six lines as rungs, two feet apart » Seven copies of Resource 9, “Labels and Tokens,” found on pages 77-79 » Bibles, one for each participant

Activity Steps B e g in by s ha r ing t he fo llo wing:

» Economic development happens when a country progresses for the well-being of its people. » For example: Economic development occurs when someone who makes just one dollar a day (and has not got enough food and clean water to survive) progresses to make enough money not only to survive, but also to thrive. This improves the quality of life for the family and the entire community. » I f economic development is a ladder with higher rungs representing steps up the path to economic well-being, there are roughly 1 billion people around the world, one-sixth of humanity, who are not even able to make it onto the first rung in order to start climbing. They are caught in the poverty trap—too poor, too ill, too hungry—they are fighting just to survive. » These are the extreme poor struggling with absolute poverty, unable to even secure life’s necessities. Earnings for people occupying this rung may be a dollar a day, sometimes even less.

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» A few rungs up the ladder is the upper-end of the low-income world where 1.5 billion may be surviving, but they struggle to make ends meet. They have chronic financial hardship and lack basic amenities, such as safe drinking water and sanitation. They also face many diseases. » About 2.5 billion people who are in the middle-income world occupy the next few rungs. Their income may be a few thousand dollars a year. Many of them live in cities and are able to secure some comfortable amenities. Their children go to school, have access to medicine, and nutrition is adequate. » Still higher up the ladder are the remaining 1 billion in the high-income world. The majority of these people live in North America and Europe with an increasing number living in middle-income countries such as China, Brazil, and Mexico. » More than half of the world is experiencing economic progress. The greatest tragedy is that one-sixth of humanity do not even have a foot on the ladder of economic development. Even though life-saving solutions exist—whether in forms of medicines, drought-resistant seeds, or malaria bed nets—they lack the money to invest in it. (Note: Statistics based on The End of Poverty, Jeffrey D. Sachs, 2005, Penguin Books).

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A s k f o r s e v e n v olunt eer s. Distribute to each volunteer one of the seven label cards from resource 9. Ask them to share the situation noted on their card.

T h e n dis c us s with the whole group where they think this individual would stand on the

ladder. Have the member stand in their spot on the ladder, until all seven members are placed.

L a s t ly, g iv e e a ch v o lunt eer his or her situational token one at a time. Ask them to

read it aloud and then have the group discuss how this situation will affect the movement up or down the ladder of economic development. Tape this token onto their label card.

A s k t he g r o up to reflect on what they remember about the story of Sodom and Gomorrah. You may have to refresh their memories by reading Genesis 19:1-17.

N o w h av e y o ur gr o up read Ezekiel 16:49-50. Then invite the participants to discuss the

following questions: » What strikes you as you hear Sodom’s sin described in Ezekiel? » How would you summarize Sodom’s sin as expressed in Ezekiel? » Do you think our world is doing enough to address global poverty? What more could we do? What more could you do?

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I nt r o duc e t he Millennium Dev elo pment go a ls as noted below and briefly discuss why each is important. » At the Millennium Summit held in New York in September 2000, leaders from 189 nations gathered to adopt the United Nations Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets, with a deadline of 2015.

» These goals are called the Millennium Development Goals (MDGs). They are summarized as follows: Goal 1: Eradicate Extreme Poverty and Hunger Goal 2: Achieve Universal Primary Education Goal 3: Promote Gender Equality and Empower Women Goal 4: Reduce Child Mortality Goal 5: Improve Maternal Health Goal 6: Combat HIV and AIDS, Malaria, and other Diseases Goal 7: Ensure Environmental Sustainability Goal 8: Develop a Global Partnership for Development » How do these goals reflect God’s goals for the world?

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R e a d t o g e t he r Isa ia h 58:6-7, then discuss the following questions:

» What is God looking for from His people? » What might examples of what living out verses six and seven look like locally and globally?

C o n c l ude y o ur t ime together in prayer.

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Resource 9

Labels and Tokens SHANGHAI , CHINA

I am a young professional adult in Shanghai, China. I hold a university degree and now have a high-income job in the city of Shanghai. I work in a business that exports technological advances. My country has a lot of poor people, but in the last few decades, we have increased our exports. In 1980, China had $20 billion in exports. In 2004, China went up to $400 billion in exports. Check the label on your clothes or your CD player. It was probably made in China. This has given us opportunity for foreign investment, improved ports for shipments around the world, etc.

CALIFORNIA , UNITED STATES

I work at UCLA conducting research and development for innovative technologies. My company pays for me to travel around the world, sharing our scientific knowledge with major cities in Asia and Europe. I also enjoy personal travel to some beach resorts. I grew up in the Bronx, New York. I saw poverty, but it was not extreme. I received social assistance to be able to go to university, and now I am enjoying sitting in the lap of affluence.

HYDERABAD , INDIA

I am an information technology (IT) worker. A poor country is an attractive place for hightechnology enterprises. Coming to India, many companies save money, but also introduce our poor economy to sophisticated technology and advanced management processes. Hosting them on our turf has helped us learn from their processes and move up the ladder. I grew up in a village outside Hyderabad. In 1950, the population of India was 350 million, and now itâ&#x20AC;&#x2122;s more than 1 billion. Many people in rural areas are still in extreme poverty, but I was able to make it to the city and get some education. I support my family, who still live in the village. My dad sells rice locally. India has had to stop exporting rice, due to the current global food crisis, and keep it for its growing population.

DHAKA , BAN GLADESH

I am a factory worker in Dhaka. I walk in a long line of women who travel two hours to the city to work in a clothing factory, where our clothes are bound for stores in the USA. I grew up in the countryside. I couldnâ&#x20AC;&#x2122;t read or write. I was unschooled. Our village was poor, with no clean water, and diseases were rampant. My family wanted me to marry young and have many children. I did not want to raise my children in these conditions. As a young woman, I saw this job as an opportunity to travel to the city to work, acquiring skills and income. I hope to possibly go back to my village and start a sewing co-op.

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Resource 9 KABALA , SIERRA LEONE

Labels and Tokens (continued)

I am a young father of four. After years of civil war among my people, we are slowly recovering. The rebels, in an effort to claim diamonds in the mountains, forced us out of our village. My whole village was forced to move away, and we all lived in a camp for the internally displaced for a while. I cannot work right now, as I had my arm chopped off during the brutal war—many others also endured such acts. Now we are trying to rebuild our burned villages and farmland. Forty-one percent of the children in our area go to school. People live to the average age of 42.

A GBOVILLE , IVORY COAST

I am a 10-year-old child whose father is a farmer making barely enough to survive. My mom has eight children. I do not go to school, but rather work at a cocoa plantation. Ivory Coast is the leading exporter of cocoa, mostly to the United States. Approximately 200,000 of the 600,000 workers are subject to dangerous conditions. Some children are kidnapped and sold into slavery.

DOMINICAN REPUBLIC

I am from Haiti, a neighbor to the Dominican Republic. I have left my country for the promise of a better life. I have taken a bus to work and live at a sugarcane plantation in the D.R. The U.S. buys much of our sugar, very inexpensively. The company I work for has taken my papers—I am basically a slave in the compound. I receive small wages for harvesting. There is no clean water, no schooling for my children, no healthcare, and conditions are very poor. No one talks to us about basic human rights.

Situational Tokens

Note: these are all fictional situations—not reality.

1 . C h in a : The Yellow River is drying up. Climate change is taking affect. There is not

enough water for the people in Shanghai. Water is severely polluted from many factories.

2. USA: This worker decides he wants to use his science-based technologies in developing

countries and refugee camps to help them out of the poverty trap. His ideas include such things as: drought-resistant seeds; nitrogen-producing plants to replace nitrogen into depleted soils; fertilizer that produces triple yields; rocks that absorb CO2.

3. INDIA: He is offered the opportunity to work at Microsoft in Seattle, Wash. He decides

to use his new income to help his family go to school back in India. He also decides to help subsidize the “Global Fund to Fight Malaria.”

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Resource 9

Labels and Tokens (continued)

4 . B a ng l a de s h: An organization comes in with opportunities for microfinance—they

offer loans to women to start their own small business. I start my own sewing business back in my village.

5 . S ie r r a L e o ne: AIDS in the country is spreading to a rampant 30 percent of the

country. A sister and brother-in-law of the young father’s family have contracted the disease. They have three young children.

6 . I v o ry C o a s t: Hershey’s decided to incorporate “Fair wages and fair conditions” for their workers in their cocoa plantations and factories. At least 200,000 of the 600,000 workers are affected by these dangerous conditions. Laws are put into effect for no more child labor.

7 . D o m in ic a n Repub lic : The D.R. is asking for all foreigners who don’t have papers

(like a passport) to leave the country. Where will I go—what will I do with no money, no land, no education, no social assistance, and no healthcare?

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Conflict Stories

In t his a c t iv it y, the participants are introduced to the concepts of negative peace, positive peace, and structural violence.

Mat erials N eeded

time required : 3 0 minutes | I N T E N D E D F O R G R A D E S 6 - 8

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» Newsprint and markers » Copies of Resource 10 “Conflict Stories,” found on page 82, one for each group of three participants

Activity Steps O r g a niz e t he pa rt ic ipa nt s into groups of three. Distribute one conflict story from

the resource (Victor, Paul, Ana, or Tanya) to each group. Instruct the groups to read the story and develop two endings, one that is peaceful and one that is not. I nv it e e a c h g r oup to join with another group to share their conflict stories and the endings

they created. Provide each group with a sheet of newsprint and a marker. Ask them to discuss the elements of peace and conflict that emerged in each story and write them down on the newsprint. I nt r o duc e t he pa rt ic ipa nt s to the following terms describing different states of peace

and conflict: » Negative peace is peace achieved through the absence of war and the reduction of violent conflict. » Positive peace is achieved through the absence of war and violent conflict but also includes reducing or removing factors that harm individual quality of life and cause conflict to happen. Positive peace requires economic and social justice, elimination of poverty and discrimination, and a healthy ecology.

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Âť Structural violence is not open physical violence but the less obvious violence caused by poverty, racism, sexism, and human rights abuses. Whenever institutions or social systems give some people power while depriving others of their basic human rights, it can be said that structural violence exists.

I nv it e t h e g r o uPS to discuss and determine which of the three states are reflected in their

conflict stories. N o w in v it e t he gr o ups to classify their class, school, community, and country as being in

a state of negative or positive peace. P r o v ide e a c h g r o up with a sheet of newsprint and a marker. Ask the groups to each cre-

ate a timeline based on one of the conflict stories, extending beyond the devised endings to include future possible outcomes of situations involving negative or positive peace or structural violence. INVITE the groups to share their timelines. C o n c l ude b y inv it ing t he pa rt ic ipa nt s to join you in prayer. Pray for the end to

violence and conflict throughout the world. Pray for those parts of the world currently involved in conflict. All government leaders will work towards peace and justice. Pray for peace within families and communities. Pray for peace within all hearts.

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Resource 10

Conflict Stories Victor

Ana

Victor studies in a school with students of many different races and nationalities. Some students in this school do not get along well with people of different cultures. The school has no program to help students understand these different cultures and their ways of communicating.

Ana is 12 years old and a refugee who has just moved to the United States from a war-torn country. Her father and older brother both disappeared during the war, and the family does not know what happened to them. She and her mother now live with her aunt and uncle in your community. Ana is silent most of the time but becomes angry and violent over even the smallest incident.

One day, as Victor is walking down the hall, two students call him a racist name. Victor reports the incident to the principal. The principal tells him that he is sorry about the name-calling, but because no one actually got into a fight, he feels it is best to ignore it for now. He tells Victor that if there are any more problems with these two students, he should talk to the principal about it. Victor leaves the office feeling angry that the principal doesn’t care enough to do anything about the situation. He tells two friends about it at lunchtime. The boys decide to . . .

Paul Paul is 14 years old and uses a wheelchair to get around his school. The building is all on one level, and the doorways are wide enough for people with a range of different physical abilities to still be able to attend the school. Paul has many friends in his class; he helps coach the volleyball team after school and is a peer conflict mediator. One day, Paul’s literature class takes a trip to a local theater to see a drama performance. When the class arrives at the theater, the students discover that a steep flight of stairs lead to the entrance, and there is no ramp. The theater manager says that he is sorry and that if Paul’s teacher had phoned ahead, he would have told her that the theater is not easily accessible for people with disabilities. Two of Paul’s friends decide to . . .

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The other day a girl in your class accidentally bumped into Ana while lining up to get on the school bus. Ana turned on her and began shouting in her own language. She then started pushing the girl away from her. You and your friend decide to . . .

Tanya Tanya is in the seventh grade. She wants to play ice hockey, but the only teams in her community are for boys. Tanya is a good skater and has been playing road hockey with kids in her neighborhood. Her parents encourage her to try out for the local boys hockey team. She registers, and the coach welcomes her to come out for the first practice. During the practice, the male players bully Tanya. They say nasty things to her under their breath and, when the coach isn’t looking, try to trip her with their sticks. By the end of the practice, Tanya is in tears and ready to give up. She decides to . . . (Victor’s and Paul’s stories are from Susan Fountain, Education for Development: A Teacher’s Resource for Global Learning; London, England: Hodder and Stoughton Publishing, 1995. © 1995 by Hodder and Stoughton Publishing. All rights reserved. Used with permission.) Permission to reproduce is granted. © 2011 by World Vision Inc.

Drawing

Upon the Future

In t his a c t iv it y, participants will envision a probable, possible, and preferred vision for the future.

Mat erials N eeded

time required : 3 0 minutes | i N T E N D E D F O R G R A D E S 6 - 8

1 2 3

Âť Newsprint and markers Âť Sheets of blank paper, one for each participant Âť Markers or crayons, enough for each participant to have a few

Activity Steps P r o v ide e a c h pa rt ic ipa nt with a sheet of blank paper and a few markers or crayons.

Ask the participants to imagine and then draw a vision of the future. They may use images and words. The participants can interpret the task in their own way and decide how to represent their visions on paper. Note that the quality of the artwork is not as important as their depiction of ideas about the future. Allow about 10 minutes for the participants to complete their drawings.

I nv it e t h e pa rt ic ipa nt s t o fo r m pa ir s or small groups to share and explain their

visions for the future. Allow about 10 minutes for the sharing.

Gat he r t he pa rt ic ipa nt s int o o ne gr o up and introduce the concepts of

probable, possible, and preferred futures using the following key points:

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» A probable future is the future that is likely to happen if people continue to act as they do today. » A possible future is the future that could appear if certain behaviors or conditions changed. » A preferred future is the future that we would ideally like to see come about.

E ng a g e t he pa rt ic ipa nt s in a la r ge-gr o up discussion using the following

questions: » What things were common to most of the drawings you saw? » Were the visions mostly positive or negative? » Classify your personal vision as a probable, possible, or preferred future. In your pairs or small groups, which futures were most common? » Did you focus mainly on personal futures, the future of the community, or national and global futures? » What do our visions of the future tell us about ourselves? » How can we each contribute to the future we desire (i.e., the preferred one)? » How can we prevent negative future scenarios from happening?

D is c us s w it h t h e pa rt ic ipa nt s exa mples (from your community, from the news,

etc.) of people and events that could lead to a preferred future. List these ideas on a sheet of newsprint under the following headings: Who, What, When, Where, and Why.

I nv it e t he pa rt ic ipa nt s t o disc uss what they can do as a group and as individuals

to work toward the preferred futures they created.

C o n c l ude b y inv it ing t he pa rt ic ipa nt s to join you in prayer.

Pray for a future where all people are loved and cared for. Pray for a future where all children are able to live out their God-given abilities. Pray for a future where all people live in peace.

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Food Production This a c t iv it y o ffer s an introduction to trade

issues, using fruits as an example of the way that world trade sometimes works to the disadvantage of poor producers.

Mat erials N eeded

time required : 3 0 minutes | i N T E N D E D F O R G R A D E S 6 - 8

» Two sheets of newsprint and markers » Six pens or pencils » Six sheets of blank paper » Six pieces of fruit » One roll of tape

Activity Steps Begin by offering the following key points:

» Trade can be expressed as selling our goods to a group of people and buying some of their goods in return. People have always traded. Can you imagine trying to grow or make everything you need? People need to buy and import goods they can’t produce themselves. Trade is essential to reduce poverty, but how can it be used to serve both the poor and the rich? » Global trade has expanded enormously in the last 50 years, and countries like the United States have more wealth and technology than ever before. However, many poorer developing countries are not getting these benefits. The global rules that govern how countries trade often benefit rich countries at the expense of poorer ones. » “Free” trade isn’t always the best way for developing countries to improve their economies and help people out of poverty. For example, when markets in poor countries are flooded with subsidized agricultural products from overseas, the prices

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

for these goods in poor countries can drop, destroying the livelihood of farmers.

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» The problem is not with trade itself but with some of the inequalities and hardships created by global trade rules. » This activity will help us explore the issue of global trade and its impact on the poor.

D i v i d e t h e pa rt i c i pa n t s i n t o s i x g r o u p s of equal number. Assign each

group one of the following names: » Pickers and growers » Retailers » Wholesalers » Importing company » Shipping company » Packaging company

P r o v i d e e a c h g r o u p with a sheet of blank paper and a pen or pencil. Give the six

pieces of fruit to the pickers and growers group. Then tell all the participants that each piece of fruit costs 10 cents.

A s k t h e g r o u p s t o d e t e r m i n e their shares (expressed as percentages) of the

final fruit price. This figure will depend on the labor and other costs the group believes it must meet.

A f t e r f i v e m i n u t e s , invite each group to present its case. Write the percentages on

the newsprint. Add the percentages. If the total comes to more than 100 percent, explain that the price of the fruit will have to be more than 10 cents. Tell the groups that in order to keep the price of each piece of fruit at 10 cents, they must negotiate their percentages with one another until the total is 100 percent.

N e x t, o n a s h e e t o f n e w s p r i n t depict the actual situation using the

following figures: » Retailers: three and a half cents » Wholesalers: one and a half cents » Importing company: one cent » Shipping company: one and a half cents » Packing company: one and a half cents » Pickers and growers: one cent

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Then engage the participants in a large-group discussion using the following questions:

» How do the pickers/growers feel? » What do you believe would be the fairest division of the price? » How could the pickers/growers get a better percentage? A s k e a c h g r o u p to actually take their share from the fruit in possession of the

pickers and growers group. Conclude by brainstorming with the participants how they can work toward making a difference on the issue of trade. Offer the following ideas as examples:

» Write letters or send e-mails asking questions of companies who make ethical claims about their products. You may feel your single letter or e-mail is irrelevant, but large companies do want to listen to their customers. The more people that make the same comment or ask the same question, the more effective the company’s claims are likely to be. » Check and choose. You may not be able to afford, or may not have the choice, to shop ethically, but do use some of the fair trade options available and try to increase your awareness of where the things you consume began their journey to your home. Your supermarket will stock fair-trade goods only if enough people purchase them. » Organize a fundraiser, perhaps selling fair-trade products, and donate the proceeds to World Vision or to another organization that does work to address trade justice.

(This activity is adapted from Susan Fountain. Education for Development: A Teacher’s Resource for Global Learning, London, England: Hodder and Stoughton Publishing, 1995. © 1995 by Hodder and Stoughton Publishing. All rights reserved. Used with permission.)

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Food Insecurities, Impacts, and Interventions

This activity helps participants gain a greater

understanding of the ripple effect of food insecurity on families; it also asks participants to consider interventions that might mitigate these impacts or effects at family, community, government, and international levels.

Mat erials N eeded

time required : 3 0 minutes | i N T E N D E D F O R G R A D E S 6 - 8

» Copies of Resource 11, “Food Insecurities Case Studies,” found on pages 90-94, one story for each group of four or five participants » Newsprint and markers » Self-stick notes, one pack for each group of four or five participants » Colored pencils or pens (four different colors), one set for each group of four or five participants

Activity Steps

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I n v it e t he pa rt i c ipa nt s to form groups of four or five. Provide each group with one

of the case studies from Resource 11, a sheet of newsprint, a marker, a pack of self-stick notes, and four colored pens or pencils.

A s k t h e g r o up s t o r ea d the assigned case study and then brainstorm the impacts of food insecurity. They should try to formulate possible intervention activities at each level— family, community, government, and NGO/international body. Tell them to record their idea on the self-stick notes, designating one pen or pencil color for each of the four levels. Encourage the participants to brainstorm freely and record all ideas, describing both the problem (impact) and the solution (intervention) without judgment or editing.

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I nv it e o ne p e r s o n fr o m ea c h gr o up to divide the groupâ&#x20AC;&#x2122;s newsprint into four

sections. Tell them to write one of the levels cited in step 2 (family, community, government, NGO/ international) in each section. Then ask the groups to choose their best ideas and place the self-stick notes for those ideas on the appropriate sections of the newsprint.

I nv it e e a c h g r oup t o sha r e its best ideas with the large group. Reflect on the

feasibility of the ideas and what persons or groups would need to advocate for action at each level. Then conclude by asking everyone to join you in prayer.

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Resource 11

Food Insecurities: Case Studies Afghanistan: Child Brides The main staple for most Afghans is wheat flour, used in making bread. In 2007, the price of an eight-pound bag of wheat flour was 80 Afghani ($1.60). Today it’s 400 Afghani, or about $8.00. This represents a 400 percent increase. As wheat prices skyrocket, precious livestock is sold to subsidize family incomes. Food insecurity, combined with serious drought, is driving some families in Afghanistan to desperate measures. When selling livestock does not provide enough income to survive, they will marry off daughters as young as 7 years old to ease their debt and pay for food and household expenses. Afghan law states that a girl must be 16 years old and give consent to marry, but in the face of increasing hunger and debt, these laws are not being enforced. Fat im a’s S t o ry

Fatima* is 11 years old. She is in the third grade. Her favorite class is Dari language, her mother tongue. She loves her teacher, Miss Saleya. In the presence of guests, she is a shy and quiet child. Grasping her headscarf to her mouth, she lowers her eyes whenever she is addressed. “I like school,” she says softly, almost in a whisper. “I am a good student. One day, I would like to be a doctor.” But it’s not certain Fatima will realize her dream. Recently, her father engaged her to a local man in exchange for 300,000 Afghanis, the equivalent of $6,300. Her mother, a frail 35-year-old named Sausan, is seated in a far corner of the room. “We had to do this,” she says with little emotion, her placid expression a sign of weariness. Earlier in the week, she gave birth to her seventh child, and she suffers from anemia, a result of both nutritional deficiency and blood loss during labor. “We have no money,” she explains. “How can nine of us eat on two, maybe three dollars a day, with all the other expenses? We had to sell Fatima in order to pay all the people we owed.” “These days the high price of food is affecting us in a bad way,” Sausan continues. “In the past, my husband’s work as a daily laborer covered our expenses. But now, we are borrowing money just to buy food. We are in a very bad situation.” They survive on very little—tea and bread, dried yogurt soup, some potatoes, lentils, and chickpeas. It has been a long time since they tasted meat. Fatima and two other siblings receive monthly food rations through World Vision’s Food for Education program. This feeding program draws some 75,000 students to schools throughout Badghis and Ghor provinces. But for many families, it is not enough. Fatima’s family does not have land or livestock to sell. Each month, half the family’s income covers rent for their small two-room mud house. What remains is not enough for wheat flour. Fatima is among the last of their “assets.” While her mother lists reasons for “selling” her daughter, Fatima sits quietly by the one (continued on next page) 90

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Resource 11

Food Insecurities: Case Studies (continued)

window that sheds light into the dark room and listens to children playing in a mud compound nearby. Every few minutes, she looks out the window, which is an open space without glass and framed by two wooden shutters. She is as expressionless as her mother. Sausan says that Fatima won’t be forced to marry immediately. She can live at home and continue school for four more years. “In the agreement, we said she must.” But this family has seen hard times before, and two older sisters have not fared so well. The eldest daughter, Riala, 16, was forced into marriage at 11. Today she is the mother of two. The second daughter, Halima, 14, is also married with an 18-month-old daughter. Fatima will be fortunate if she is permitted to continue her schooling. Sausan describes her situation in factual terms. This is not what she wanted for her family. “All I ever dreamed of having was a good house, enough food, and a healthy family—a peaceful country, too, where my children could get an education.” Fatima shares her mother’s dream. “I wish we had a developed country. One that was peaceful and green.” Outside, the dry wind whips silt into the air. It settles into drifts that collect against the side of the house. “We didn’t want to sell her,” her mother says. “We wanted to wait until she was 20. But we were forced to . . .” Sausan’s voice grows softer and trails off. “There was no other way.” *names have been changed to protect identities (This story was adapted from a story by Mary Kate MacIsaac, World Vision staff, June 2, 2008.)

Senegal: Children and Education Senegal is one of the poorest countries in the world, ranking 156 out of 177 countries on the United Nations Development Program’s (UNDP) Human Development Index. More than half the population of Senegal lives on less than $2 a day. The recent food crisis has made it increasingly difficult for Senegalese families to access the cereal crops upon which their families depend: corn, millet, rice, and sorghum. Prices on these products have risen sharply in the past three years. Between February 2007 and February 2008 alone, prices on these cereal crops rose 16 to 22 percent. The combination of stagnating family income and rising food prices is having a disastrous impact on households. Food is essential for people’s physical and mental health and energy, especially for children in school. In many cases, limited access to food has resulted in children dropping out of school to help support their families. N dio uc k ’s S t o ry

Ndiouck is a 12-year-old girl who lives with her family in Senegal. “I live with my mother, Dibe, who is 42 years old, and my siblings, Lamine, who is 15, and Moulaye, who is 10. Until recently, I was in school, in grade four. My father died four years ago, and since then we have gone through many difficulties, mainly related to food security. As we have no donkey or horse to work with on the farm, my mother partners with neighbors to till our land. Since my father’s death, we have not had a good harvest, which makes life more (continued on next page) M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Resource 11

Food Insecurities: Case Studies (continued)

difficult for us. “Things got worse this year as our food stock was used up by early January. It is very difficult to cover our food needs. On top of that my mother fell sick and could no longer find food for the family. Finally, I was obliged to leave school to help in the house as I am the only girl that my mother has. “My half-brother, Doudou Thiaw, is 26 years old. He has gone to Dakar to find work. He tries to support us, but it’s on an irregular basis. My mother struggles every day to maintain her family. Thinking about her daily efforts meant I lost the motivation to go to school. We used to have three meals a day, but now we have come to two or one a day. Prices of rice, oil, millet, and maize have become so expensive that there is no way for us to afford a 50-pound bag of rice or millet. “Moreover, my mother had seven goats, but unfortunately a thief stole five of them. This is common in these hard times, mainly in families whose head is a woman like ours. So now my mother has no livestock to sell in order to address our needs and often borrows from neighbors or shopkeepers to provide at least for lunch or dinner, even if it is not always enough for us to eat our fill. “When my father was alive, we did not face these problems, but now that my mother is alone with her children, it is very difficult for her. I could no longer stand going to school, leaving her in such difficulties.” (This story is adapted from a story written by a World Vision staff person in Senegal, May 21, 2008.)

Georgia: Divided Families Georgia is a country in central Asia bordering Russia, Turkey, Armenia, and Azerbaijan. It is a low-income country, with 39 percent of its 4.4 million people living below the official poverty line. Approximately one-third of the population does not receive adequate dietary caloric intake. Inflation and rising global food and energy prices are hitting already vulnerable Georgian families the hardest. The prices of bread and wheat flour have risen 33 and 32 percent, respectively, and the price of maize flour has risen 50 percent. Milk and cheese prices are rising and even aligning, whereas in the past, cheese was always more expensive. Sunflower oil, used widely by Georgians, has also increased by 65 percent. Today a Georgian family with six children needs about 350 GEL (about $250) a month to survive. In 2004, the figure was 226 GEL. Georgia is presently using only a small percentage of its agricultural potential due to the lack of modern production and storage technologies, as well as the lack of information available to farmers about markets and market prices, making production and trade decisions difficult and risky. In the face of a rising cost of living and lowered agricultural output, children in Georgia are paying the price. Out of desperation to feed their children, some parents are making the difficult decision to place their children in institutions where they will receive regular meals. But for many children in this situation, the social and emotional costs of being removed from their homes are high. (continued on next page) 92

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Resource 11

Food Insecurities: Case Studies (continued)

M a r in a’s s t o ry

Marina is a 41-year-old woman who lives with her husband and six children in Georgia. “I dream of the day when I don’t have to worry how I will feed my six children,” says Marina, who laments that no one in her eight-member family has a job. The rising cost of living and increased food prices are threatening to drive her family apart. Marina, her husband, Badri, and their children live in a suburb of Tbilisi, the capital of Georgia, in a two-room flat with five beds. Inside, a stark lack of furniture and signs of poverty are the first things you notice as you enter the room. There isn’t enough space to hold the children’s clothes and not enough beds and chairs to go around, yet the family is together and they are grateful for this small haven, which they rent with the support of World Vision and a small government allowance of 280 GEL (about $200). The future looks bleak, but times have been even tougher in the past. Now the rising cost of living and increased food prices are threatening to drive the family apart again. Two years ago, before receiving help from World Vision, the family struggled to find rent money every month and to feed their growing children. Marina’s husband worked as a security guard, earning a monthly income of 150 GEL (about $100). They would spend 90 GEL ($60) of that income on bread alone, and the rest had to cover rent. Their meager diet consisted of bread and tea. “Sometimes we could not buy bread, and the children went hungry all day,” recalls Marina. When the money ran out, Marina and Badri felt that the only way they could provide for their children’s basic needs was to place them in a children’s institution. In Georgia, 90 percent of boys and girls in institutions have parents. “I made the hardest decision of my life—taking my children to the orphanage was the only solution for us; otherwise they would die of hunger,” says Marina. “I lived there a year. I hate thinking of that time. I thought my parents left us there, and we would never see them again. I cried all the time,” says 13-year-old Giorgi. Living in their own place has eased the situation, but the income is still not enough for the family. “We manage to feed our children twice a day, but sometimes they go to bed on an empty stomach,” says Badri. Marina’s family is presently coping with the help of neighbors, the government allowance, and World Vision. However, the threat of having to abandon their children to an institution still looms fiercely, for this family and for thousands like it across Georgia and Eastern Europe. (This story is adapted from a story by Ana Chkaidze, World Vision staff, May 8, 2008.)

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Resource 11

Food Insecurities: Case Studies (continued)

Angola: Children and Landmines Cuito Cuanavale in southeast Angola is a forgotten place. The area was the scene of one of the most important battles of the southern Africa region. The battle played a major role in terminating the apartheid regime in South Africa and helped Namibia achieve independence. While history keeps unfolding, Cuito Cuanavale seems to have stagnated. The town has barely any essential infrastructure. In a land covered with land mines and explosive ordnance, the population is constrained to just a few areas. In addition, the Angolan media estimates that the southeast part of the country, including the Cuito Cuanavale region, has more than 30,000 families hit by drought and unexpected heavy rains resulting in floods. Driven by hunger, people scour the bush for anything to eat, even though it is riddled with land mines. According to government officials, mine accidents are commonplace. The roads linking the province are not accessible. The only way for humanitarian agencies to bring in food aid is to fly across the province and drop food assistance in an attempt to reach the most isolated communities of the region. J o a n a’s S t o ry

Joana, her husband, and their six children live in extreme poverty in the Baixo Longa village of Angola. She is one of the survivors of the historic Cuito Cuanavale Battle. “As a young girl, my family got divided. I only stayed together with my older sister. We used to dig up holes and hide,” Joana says, as she recounts her day-to-day life during the war. Hiding in holes did not save her sister. She was hit by a bomb and died immediately. Joana had more luck and managed to survive one of the heaviest battles in Angola. Nowadays, life is not any easier. Instead of fleeing from bullets, Joana fights for her family against hunger and poverty. “Since October, we do not have food. First came the drought, and now the floods. Our maize, beans, and vegetables have all been destroyed. All our crops were devastated by lack of rain and then too much rain. How are we meant to grow any food to eat?” Joana asks. Joana’s six children go days without food and must drink contaminated river water. She says they complain constantly of “belly pain.” Children in her community have never received any vaccinations. Her youngest daughter, who is 2 years old, cries all day long. Her oldest son walks around looking for fruit and tries to hunt small animals. They have been living like this for months. “My only option is to walk all around the bush and look for fruit and mushrooms. I am afraid because I know there are many land mines in this area, leftover from the war, but I have to take the risk to find some food for my children,” she says. “I feel weak, and I am afraid for my children. If we continue like this, I think we will all die,” says Joana, swallowing her tears. There are thousands of Joanas in Cuito Cuanavale. These families who live in extreme poverty are most vulnerable to the devastating effects of droughts and floods on their crops. Searching for food in an area littered with land mines is just one of the many risks they must take in a desperate attempt to survive. (This story is adapted from a story by Tatiana Resk Gomes, April 2, 2008.) Permission to reproduce is granted. © 2011 by World Vision, Inc.

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Forming a New Government In t his a c t iv it y, the participants distinguish between wants and needs and understand that basic needs can be considered rights.

Mat erials N eeded

time required : 3 0 minutes | I N T E N D E D F O R G R A D E S 6 - 8

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» Newsprint and markers » Copies of Resource 12, “Wants and Needs Cards,” found on page 97. You will need to create one set of cards for each group of four participants. If possible, use different identifying colors for each set.

Activity Steps I nv it e t h e pa rt ic ipa nt s to form groups of four. Give each group a set of “Wants and

Needs Cards.” A s k t he pa rt ic ipa nt s to imagine that a new government has been elected in their village,

town, or city. This government wants to ensure that all young people have the basic things they want and need and has asked for their input. This is a unique opportunity for the young people. Note that the cards represent wants and needs determined by the elected officials. Ask the groups to decide whether anything is missing and write the missing items on the three blank cards. A n n o un c e that, for political and economic reasons, the new government can provide only 16

of the 24 items listed on the cards. Ask the groups to decide which eight items they are willing to give up and to return those cards to you.

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A n n o un c e that because further cuts must be made because of budget constraints, each group

must eliminate another four items and return those cards to you. N o w, no t e that the government has received many petitions from different community groups

for other needs and wants. Announce that a maximum of four requests will be considered from each group. The groups must eliminate all but four cards and return the leftover cards to you. A s k f o r t w o v o lunt eer s to serve as “government leaders.” Then invite one participant

from each group to present arguments for their selections and actively petition the government leaders to consider their choices (this can be done as dramatic presentations for all to hear). O nc e a l l t h e g ro ups have presented their arguments, ask the two “leaders” to step

outside the room to confer. Tell them that must choose just four cards from all those submitted. Meanwhile, involve the rest of the group in a large-group discussion using the following questions: » What was difficult about doing this activity? What was easy? » Which items were missing from the cards supplied by the government? » Which items did you eliminate first? Why? » Were some items harder to eliminate than others? Which ones? Why? » Do you feel satisfied with the input you are able to give the government? » What is the difference between a want and a need? I nv it e t h e l e a der s to return to the room and announce their top four choices and their

reasons for choosing them. A s a f o l l o w-up, explain that basic needs are sometimes referred to as rights. Have the par-

ticipants brainstorm, in groups, their own definition of rights. Challenge the participants to form a consensus on their definition of rights. Conclude by offering the following key points: » The concept of human rights is based on the belief that we have rights simply because we are human beings. » A right is something you are entitled to in order to survive and have a meaningful, satisfying life. C o n c l ude b y inv it ing the participants to join you in prayer. Pray for the children in your own community. Pray for the children in your country. Pray for all children of the world, especially those who do not enjoy the rights that young people in the United States enjoy. Pray that one day all children will be treated equally. (This activity is adapted from Susan Fountain, It’s Only Right: A Practical Guide to Learning about the Convention on the Rights of the Child; London, England: Hodder and Stoughton Publishing, 1993. © 1993 by Hodder and Stoughton Publishing. All rights reserved. Used with permission.)

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Resource 12

Wants and Needs Cards Your own bedroom

Candy

Protection from discrimination

Education

Money to spend as you like

Vacations

Nutritious food

A television

Clean water

A bicycle

The opportunity to express your opinion and be listened to

Medical care when you need it

Decent shelter

The opportunity to practice your own religion

A personal computer

Clothes in the latest style

Clean air

Protection from abuse and neglect

An mp3 player

Playgrounds and recreation centers

Permission to reproduce is granted. ÂŠ 2011 by World Vision Inc. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Is There Enough

for Everyone? This a c t iv it y helps participants understand that resources such as access to education and appropriate school supplies are not distributed equally around the world.

Mat erials N eeded

time required : 3 0 - M inutes | i N T E N D E D F O R G R A D E s 6 - 8

» Four pencils and four pieces of paper (or a number equivalent to 1/8 of your group) » 28 pencils and 28 pieces of paper (or a number equivalent to 7/8 of your group)

Preparation Needed » Place two piles of papers and pencils at the front of the room: one pile with four pencils and four pieces of paper (or a number equivalent to 1/8 of your group), and one pile with 28 pencils and 28 pieces of paper (or a number equivalent to 7/8 of your group). » An action step is included in this session. The step invites the participants to collect school supplies for distribution by World Vision. If you choose to include this action step, go to www.worldvisionresources.com and click on “programs and events.” Then click on “SchoolTools” for instructions on how to assemble the supplies.

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Activity Steps Divide the participants into two groups: a small group (1/8 of the participants) and a

large group (7/8 of the participants). Tell the larger group to sit in an area that is 1/8 of the room area. The smaller group will sit in the remaining (larger) area of the room.

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Tell participants that they will be taking a spelling test for which their marks will be

recorded. Explain that you will read six words aloud and that they must each write their answers on the paper provided to them.

Distribute the large pile of paper and pencils to the smaller group and the small

pile of paper and pencils to the larger group. Give the groups time to divide the supplies. At this point the larger group will realize their disadvantage.

Dictate words such as education, resources, share, group, problem, etc., at a pace that is challenging but will allow participants in the small group to do well. Respond to objections from the large group by telling them to do their best with what they have. Do not allow them to leave their seats.

Collect the papers, keeping those from the small group on top. Scan the papers in front

of the participants and announce who passed. Congratulate the small group members for passing. Reveal that this was a simulation and not a real spelling test.

Lead the participants in a large-group discussion using the following questions:

» How did you feel during this activity? » What words describe the situation you were in? (Examples: unfair, unjust) » Did you try to do anything to balance the situation? What did you do? What does this activity demonstrate? How is learning affected when children don’t have access to schools, teachers, or enough school supplies? » What might be the long-term effects of this on children and the communities where they live?

Provide the participants with the following information:

» Education gives children opportunities to overcome poverty, gain a voice in their community, and experience a better quality of life. Without an education, a child has little hope of breaking free from poverty and reaching his or her full potential. » About 75 million primary-school-aged children worldwide are not in school. » In many countries, fewer than three out of 10 students complete primary school. » One-third of all children do not complete five years of schooling—the minimum needed for basic literacy skills. » Two-thirds of the world’s 776 million illiterate adults are women.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

» Studies show that each year of schooling increases a person’s earnings by a worldwide average of about 10 percent, which demonstrates how education reduce poverty. » Approximately 80 percent of the world’s out-of-school children live in sub-Saharan Africa or South Asia. » Girls have less access to education than boys: 55 percent of children not in primary school are girls. » Only two percent of children with disabilities in developing countries receive education. (Source for the above statistics: UNESCO, EFA Global Monitoring Report, 2009)

Ask the participants to name some of the reasons that many children worldwide are not able to go to school. Be sure the discussion includes these reasons:

» Expense—Many poor parents cannot afford the costs of sending their children to school— even seemingly simple things like pencils, paper, and books. In some countries, there are fees simply to attend school, and many schools require that students purchase and wear a uniform. » Family priorities—Families may need their children’s help in the fields or family business just to survive. Some children spend hours each day just collecting water or firewood. Some must look after younger siblings and do household chores such as cleaning and cooking. They don’t have time to go to school or, if they do, to complete their homework. » War—In conflict ridden countries, some children must stay home because it is unsafe to go to school. Sometimes families have to move because of war, and children have to leave school to go with their families.

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» Lack of teachers—Communities often don’t have suitable school buildings or qualified teachers. In some countries, there are 40, 80, or even 100 students in one classroom with only one teacher! Even worse, sometimes that teacher has not had the opportunity to be trained well. Conclude by asking the participants to brainstorm ways they might be able to help

children who are not able to go to school. Introduce World Vision’s SchoolTools program if you have chosen this as the group’s action step. Be sure to develop a plan for collecting the items and assembling the kits. Invite the participants to join you in praying for children who are denied the basic right

of an education.

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No More

Bread

In t his a c t iv it y, participants will reflect on personal food intake and the difference in average food consumption between developed and developing countries.

Mat erials N eeded

time required : 3 0 - 4 0 minutes | i N T E N D E D F O R G R A D E s 6 - 8

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» Copies of Handout 6, “Food Journal Chart,” found on page 103, one for each participant » Copies of Handout 7, “Food Journal Comparison Chart,” found on page 104, one for each participant » Pens or pencils, one for each participant Note: A week before you conduct this activity, give each participant a copy of the “Food Journal Chart” handout and ask them to use it to record all the food they consume in the next week. Ask them to bring their completed charts on the date of the activity.

Activity Steps Invite participants to gather in groups of three or four and share with one another the entries on their completed food journal charts.

After allowing some time for sharing, give each participant a copy of the “Food

Journal Comparison Chart.” Then provide the following key points: » You have just received a food journal that is based on the eating habits of a real child, Simphiwe Dlanini, a 13-year-old girl from Swaziland. » Simphiwe is the oldest of four children. Her father, Mefika, is currently unemployed, and her mom, Busi, gets up at 4 a.m. to bake cakes for Simphiwe to sell at school.

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» The family is used to eating bread for breakfast but can no longer afford it. » This food journal shows what might happen to a family that doesn’t get enough nutritious food. At this point, Simphiwe’s family still has enough food, but they can no longer afford certain types of food, and they are becoming anxious about having enough for the weeks ahead.

Invite the groups to review the handout and do a quick comparison with their own

charts. Then have the participants gather into a single large group and lead them in a discussion using the following questions: » What’s missing from Simphiwe’s diet? » How do the types of food you eat compare with the types of food eaten by Simphiwe? What are the similarities and differences? » How do your family’s weekly food costs compare with the amount Simphiwe’s family spends on food? » Compare your family’s weekly food budget with the average amount spent by other families around the world (noted on the handout). What factors, in addition to family income, explain the discrepancies in the amounts spent by families in different countries around the world?

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Give each participant a pen or pencil. Invite participants to take a few minutes

to write a one-page journal entry from Simphiwe’s point of view reflecting on her situation and how it is affecting her life. They may use the back of their food journal chart to write this journal entry.

After everyone is done, invite a few participants to share their entries.

Now, invite participants to take a few minutes to write a one-page entry about how they might help change the food situation in Swaziland or other countries where people are going hungry. They may use the back of their food journal comparison chart to write this journal entry.

After everyone is done, invite a few participants to share their entries.

Conclude by encouraging participants to follow through on the action step they

selected earlier. Before dismissing the group, ask them to join you in prayer for all those who are in need of food.

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Handout 6

Food Journal Chart

M O N D AY

Number of people in my family

T u e s day

T h u r s day

Estimated family food costs for the week

W edne s day

F riday

Sat u rday

SU N D A Y

In the chart below, record all the food you consume in one week. Include food eaten at home or brought from home, food bought in the cafeteria, snacks bought from vending machines or stores, and meals eaten in restaurants. Record when and where, and even with whom, you ate. Also record any special events you attend where food is served (for example, a special family dinner or party). At the end of each day, provide an estimate of the cost of the food you ate that day. Be as accurate and realistic as possible.

Morning

Noon and Afternoon

Evening

Cost of food eaten per day

Cost of food eaten by me this week

Permission to reproduce is granted. ÂŠ 2011 by World Vision Inc.

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M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

Handout 7

Food Journal Comparison Chart

M O N D AY

$0.86

Helped Mama cook the same meal as Monday night

Sold cakes again; ate a banana

Ate a slice of bread

T u e s day

$0.64

Ate leftover porridge

Shared some roasted corn with my sister in the market

Checked with neighbors to see if they have work for me to earn a bit of money—they do not

Sat u rday

Helped Mama cook the same evening meal again, but this time there was not as much porridge and stew; Mama ate less, but gave us the same portions as usual

Mama and Papa talked about the rising prices of flour, sugar, and cooking oil—all ingredients she uses for her cake business

Woke up tired; we are running out of maize

SU N D A Y

F riday

Again, no cakes to sell

Helped Mama cook the same evening meal again; she is worried we’ll run out of maize

$0.70

Helped Mama cook the same evening meal again

$0.70

1. M ake a list of the types of food Simphiwe eats in a week. What does she eat a lot of? What’s missing from her diet? 2. How do the types of food you eat compare to the types of food eaten by Simphiwe? What are the similarities and differences? 3. How does your family’s weekly food costs compare with the amount Simphiwe’s family spends on food? 4. C ompare your family’s weekly food spending with the average amount spent by other families around the world (see chart below). What factors, in addition to family income, explain the discrepancies in the amounts spent by different families around the world?

T h u r s day No bread—ate leftover porridge

No cakes today because the cost of flour went up at the market

Papa sold one of our family goats for extra income; ate porridge for dinner

$0.70

= $ 30.96

Estimated family food costs for the week

Helped Mama cook the same evening meal again

Sold cakes again; ate one

No bread because a loaf now costs $1.14—ate nothing

W edne s day

The fictional food journal is based on the eating habits of a real child, Simphiwe Dlanini, a 13-year-old girl from Swaziland. Simphiwe is the eldest of four children. Her father, Mefika, is currently unemployed, and her mom, Busi, gets up at 4 a.m. to bake cakes for Simphiwe to sell at school. The family is used to eating bread for breakfast, but can no longer afford it. This food journal shows the possible early effects of food insecurity on a family in a developing country. At this point, enough food is still available for the Dlaninis, but they can no longer afford certain types of food, and anxiety about having enough for the weeks ahead has set in.

Morning

Ate a slice of bread

Sold Mama’s cakes at school for 7 cents each

Evening

$0.86

Helped Mama grind maize and start a fire; cooked maize porridge and vegetable stew from pumpkin leaves, sweet potatoes, and peanuts

Noon and Afternoon

Cost of food eaten per day

Number of people in my family

M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

104

Cost of food eaten by me this week

$ 5.16 X

Speak

Your Peace

This a c t iv it y inv it es participants to learn

about global situations where conflict exists and peace is needed.

Mat erials N eeded

time required: 120 - 180 minutes | iNTENDED FOR GRADEs 6-8

» Pens or pencils, one for each participant » Writing paper, two to three sheets for each participant » Recording device (optional) » Microphone (optional) » Computer with Internet access

Preparation Needed » You will be showing participants a few videos that can be found on YouTube. Locate these videos ahead of time and choose the ones you’d like to show. (Search with both the video title and creator’s name for best results.) Options for consideration include: » A Single Rose by 12-year-old Mustafa Ahmed » Sudanese Children by Shannon Leigh » Speak With Conviction by Taylor Mali » What I Will by Suheir Hammad

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Activity Steps Introduce the concept of “spoken word” using the following key points:

» Spoken word involves one or more people performing a poem, using voice, gesture, rhythm, and pacing to enhance its meaning. » In the late 1980s, Marc Kelly Smith, a Chicago poet and construction worker, introduced spoken-word “poetry slams” as a platform for social commentary. Spoken-word poetry can be about any topic, but lends itself well to social justice issues such as peace and conflict. » 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.

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» Spoken-word poetry can be a tool for advocacy, allowing people whose voices traditionally go unheard to be heard in a forum where words are the main currency. S h o w t w o o r t hr ee of the spoken-word videos you have chosen from the list above.

Assign participants the following task:

» Create a one- or two-minute spoken-word poem about ending conflict and promoting peace (or some other social justice issue). If you aren’t already aware of some of the current global conflict situations, take this opportunity to educate yourself about them. » You will be performing your spoken-word piece for the entire group (or a broader audience) to enjoy. » Here are a few helpful hints: • When you start writing, don’t edit. Write fast or slow, but don’t prejudge 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 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 images (nouns and adjectives) and active verbs, and choose precise words or phrases to make your meaning clear. Try to make the poem about one specific thing. • Read your poem out loud. After all, it is spoken word! Figure out how the words feel in your mouth and sound in your ears. Commit them to memory. You’ll be performing at some point, so be critical of the poem’s strong and weak elements. Record your voice and listen to it in order to make changes or improvements.

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• Once you are satisfied your poem is the best it can be, share it with someone whose opinion you trust. Ask for honest feedback on improving both the poem and your performance. Be receptive to suggestions, but remember it is your decision whether or not to make any changes. L e t t he pa rt ic ipa nt s k no w that they may work individually or in pairs, and that they will have this session and the next to work on the assignment. Then give them a few sheets of paper and a pen or pencil to begin working.

W h e n y o u b e g in t he next sessio n, share the following points before inviting participants to continue working on their assignment:

» Welcome back. Let’s review a few things to keep in mind as you continue to work on your piece: • Voice. This is your most important and powerful performance tool. It’s all you need to carry the poem off well. Work on pitch (high or 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 you admire whose voices 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, exuding confidence through your placement on stage and use of voice and/or microphone. • Memorization. Reading from a paper is allowed, but seriously consider memorizing if possible. Memorization allows you to make eye contact with the audience, pay closer attention to your delivery, and appear more confident on stage. • Audience awareness. Be aware of your audience and speak to them. You are confiding your thoughts and asking them to relate. • Technical elements. This includes keeping to time limits, microphone use, and use of stage (blocking).

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At t h e c o nc l us io n of the second session, remind the participants that they will be performing their spoken-word piece at the next gathering. Ask them to arrive prepared and ready for their presentation.

At t h e t hir d a nd fina l sessio n, invite each participant (or pairing) to perform their poem for the entire group. If time allows, invite discussion about the topic after each performance.

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Part t hr ee

Activities for Young People in Grades 9-12 AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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Child Health Now: An

Educational Session

This sessio n explo r es the causes of under-5

mortality around the world, and invites participants to reflect on the character and promises of God within this context and to take action calling for an end to preventable child deaths.

Mat erials N eeded

time required : 6 0 minutes | i N T E N D E D F O R G R A D E s 9 - 1 2

» T-shirt » Map of Africa with Zimbabwe circled » A medicine bottle labeled ‘Antibiotics’ » Baby doll labeled ‘Many children die before their fifth birthday’ » Fly swatter labeled ‘Mosquitoes’ » A cup of dirty water » AIDS ribbon (red ribbons are fine) » Five copies of Resource 13, “Crime Evidence,” found on page 117 » Playing cards (enough that each participant has one) » Three copies of Resource 14, “Prayer Inspiration Stories,” found on page 118 » Blank sheets of paper, one for each participant » Pens or pencils, one for each participant » Bibles (optional) » Copies of Resource 15, “Child Health Now Prayer Card” found on page 119, printed on cardstock (one card for each participant)

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Preparation Needed » Place the medicine bottle, baby doll, cup of water, fly swatter, ribbon, map, and T-shirt on a table in the front of the meeting space. » Invite three participants to assist in the prayer portion of this session by providing them with a copy of Resource 2, “Prayer Inspiration Stories,” and ask them to write a prayer for children with similar illnesses.

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Session Steps B e g in by n o t ing that the Bible is full of crimes and consequences. The group will have the chance to play detectives by investigating a modern-day mystery.

S e l e c t s ix v o l un t eer s to choose and describe one of the clues on the table. Have

the other participants take turns guessing what each clue represents. Then ask them to use any combination of clues to come up with a creative theory about what the crime was and how it was committed. Facilitate feedback on theories.

D is t r ibut e t o f iv e v o lunt eer s copies of “Crime Evidence,” and ask each to read aloud one of the descriptions noted on the resource.

A s k a nd dis c us s :

» How different were the crimes to people’s theories?

P r e s e nt a n o v e rv iew of the issue of child mortality using the key points noted below:

» Every day, more than 22,000 children die before reaching their 5th birthday. Most of these children live in developing countries and die from causes that are preventable or treatable. » The main identified causes of death are: pneumonia, diarrheal diseases, pre-term births, asphyxia, and malaria. In many of these deaths, malnutrition is an underlying factor. » 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 due to poor infrastructure, natural disasters, and conflict.

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» A significant proportion of under-5 child deaths occur in the newborn period, the first 28 days of life. Of an estimated 8.8 million deaths of children under five in 2008, more than 40 percent occurred in the newborn period. » Preventing the deaths of millions of children requires an integrated approach and lowcost interventions such as: nutrition training; distribution of 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; and ready-to-use therapeutic foods. » Changes are also needed to improve healthcare facilities and systems, remove social barriers for women, and address indirect factors, such as illiteracy, that cause poor health. » Child Health Now is World Vision’s first global campaign focused on a single issue: reducing the preventable deaths of children under 5. In two minutes, more than 30 children under the age of 5 will die. Most of them will succumb to preventable causes, such as diarrhea, pneumonia, childbirth complications, and malaria. » This is more than just a problem facing the developing world. It’s a “silent” emergency. And it is the greatest child rights violation of our time. » That’s why World Vision has launched its Child Health Now campaign, a five-year commitment to reducing these deaths. Our campaign will draw on the lessons learned in our 1,600+ community programs where our development strategies are fully linked to our advocacy efforts with local and national government bodies. » Through this campaign, World Vision encourages communities to raise their voices about their right to quality healthcare and press national governments to meet their responsibilities to children, mothers, families, and communities throughout their country. » We will also join hands with local government and NGO partners to cooperatively address the critical health-related issues in specific communities. » But working locally won’t be enough. As Christians we must also urge wealthy nations to fulfill their promises to improve conditions in the developing world. More than 190 world leaders have committed to achieve the UN’s Millennium Development Goals by 2015. World Vision’s Child Health Now campaign calls on the international community to rededicate itself to these goals. » World Vision wants you to join them by then urging our elected leaders to put child health at the top of their agendas. Let them know we believe 22,000 child deaths every day are not acceptable, and ask them how they’re going to help. Optional Bible-search: Invite the participants to work in pairs or small groups and to identify one or two ‘crimes’ from anywhere in the Bible. Lead a discussion regarding the Scripture verses chosen. Close with a Bible verse that explains God’s attitude towards injustice.

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D is t r ibut e a p l ay ing c a r d to each participant. Then note the following:

» Although this scenario is fictional, the characters are real because everyone will be playing themselves. » It is Monday morning and you are running late. As you are about to leave the house, another family member tells you that they are feeling ill. You are the only two people left in the house. Visualize who the family member is. » Stay standing if you or the family member have been vaccinated to prevent serious illness. » Stay standing if you can choose to buy your family member anti-inflammatory drugs or pain-killers. » Stay standing if you can chose to get information and advice about their symptoms. » Stay standing if you can choose to keep your family member warm and comfortable. » Stay standing if you can choose to miss a day’s work/school to look after them. » Stay standing if you can choose to call a doctor’s office. » Stay standing if you can choose to get an appointment for your family member within the next week. » Stay standing if you can choose to take them to see a doctor within a 20-mile radius. » Stay standing if you can choose to take your family member to a free hospital or call for emergency help.

N o t e t he f o l l o wing:

» So far the game has been dependent on your ability to make your own choices. » Most people/everybody is still standing. » Now let’s see what it would feel like if your choice was limited by external forces beyond your control. I wonder who will still be standing at the end of the game this time.

R e p e at a s a b o v e. But this time ask people to pick up the playing card that you have distributed first. After each question, ask all the people with a particular card to sit down: i.e. all the queens, all the aces etc. Each time explain by saying: “I’m sorry, but you live in a country where the majority of the population is too poor to have these choices available to them.”

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N o t e t h e f o l l owing:

» Where we are born is something that we have very little control over yet it affects every aspect of life, including our ability to make choices. » You could call it the card that we have been dealt by life. But all of us, whatever life we were born into, are given the choice to follow the call of God. » If we happen to be born or live in a country where resources are plentiful, we are also given the choice to stand up against the injustices we see happening all around us: injustices against humanity, like hunger, lack of medical care, and preventable child deaths. » We are given the opportunity to be like Christ. We can stand up against injustice and stand out on behalf of those who have fewer financial resources than us but who need the same things.

I n v it e t he pa rt i c ipa nt s to open their Bibles to Matthew chapter 8. Read aloud (or

invite someone to do so) verses 1-17. Then offer the following commentary: » Following the message to the multitudes in the Sermon on the Mount, creating as it does a real picture of the principles and values of the Kingdom of God, Jesus goes on to show his followers that his ministry will be about so much more than a series of heartstirring sermons. He lives out God’s plan of salvation in both practical and spiritual terms. In so doing, Jesus provides his disciples with evidence about the calling of the church and gives his modern-day followers and example to live by. » Matthew’s Gospel shows Jesus moving from teaching large crowds to ministering to people’s individual needs. The short encounter with the leper, in verse two, immediately highlights: • The leper’s courage in standing out in faith • Jesus’ compassion for human need • Jesus’ authority over both spiritual and physical disease • Jesus’ holistic ministry and his concern with both body and spirit » The leper only has to stand out of the crowd and speak up for Jesus to bring him freedom from his condition. When the leper says, “If you are willing, you can make me clean,” he demonstrates immense faith and courage but also a radical refusal to accept the barrier of his outcast status. If Jesus had been caught up in Jewish legalism, his own state of health and remaining ritually ‘clean,’ he would have refused to touch the man. Instead, his response is immediate and unstinting. When he says “I am willing,” he acknowledges the leper’s courage, breaks down any remaining barriers of religiosity, and provides not just physical healing, but also spiritual cleansing. » The events that follow the healing of the leper shout loud and clear that Jesus’ ministry is going to be a holistic one. His guidance to those around him is not just about spiritual

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nourishment for the masses. It is also about immediate “life application.” By ministering to both the spiritual and the physical needs of the lost and hurting, Christ’s actions teach us about balancing the physical and spiritual needs of those around us as we live out our calling to follow him. » It is possible that Matthew’s purpose in highlighting this encounter was to show how Jesus related to the people that lived outside the Jewish box marked “socially acceptable.” Matthew may have wished to challenge Jewish legalism and to encourage the faith of the non-Jewish believers in the early church. He may also have been reminding the Christian Jews that non-Jewish believers had a vital part to play in the church’s mission. If so, Matthew’s message is reinforced by the miracle that happens when Jesus is stopped by a Roman centurion. » When Jesus helps the centurion, the power of God within him is so great that he does not need to touch the sick man to bring healing. He does not even go to the sick man in person. Instead, he only has to say the word and a man, lying ill miles away, is healed. » As with the healing of the leper, this brief exchange between Jesus and the centurion testifies to a healing God who is concerned with the well-being of his children, regardless of their racial or religious background. It is significant that the centurion who shows such faith should be another of those men it would be all too easy for the disciples to hate. As an unwanted reminder of the foreign occupiers ruling the roost in Palestine, the centurion was part of an army responsible for quelling Jewish uprisings and maintaining the Roman rule of law and order. » From the perspective of both the common man on the street and the religious leaders of the day, a non-Jewish servant, especially one employed by an enemy soldier, was about as low down the social pecking order as it gets! Another person, another situation, and yet another really good reason not to get involved. For religious Jews of the time, it would be unthinkable to do a good deed for a man like this. The centurion must have known this but he had the faith to stand up and stand out, in order to help someone else and his faith brought healing. » When the centurion first tells Jesus about his servant, Jesus does not waste time asking the soldier for credentials or demanding that the Roman justify his request for help from a Jew. Instead his response is both a test of the centurion’s faith and another compelling example of “loving your enemy.” » The NIV translates Jesus’ response in verse 7 as “Jesus said to him, ‘I will go and heal him,’” but Jesus’ response in the Greek is translated instead in the form of a question, “Shall I come to him?” Perhaps when Jesus asks the centurion this, he is also speaking to his disciples? Perhaps he is reminding them that, while Jews were careful not to enter the homes of Gentiles, he was more than willing to do so? Reconciliation was, after all, a major part of God’s plan! Or perhaps he simply wanted the centurion to be clear about what exactly he was asking Jesus for.

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» During this conversation the centurion, unheeding of the crowd of onlookers, openly confesses his own unworthiness, “Lord I do not deserve to have you come under my roof.” He acknowledges that Jesus will render himself unclean, under Jewish law, by coming to his house. The centurion’s humility, coupled with his experience of his own authority and an immense faith in Jesus’ divine authority, allows him to nail the issue on the head. He says, “…just say the word, and my servant will be healed.” At the heart of his willingness to stand up, stand out, and put his faith into action, is his recognition of the divinity of Christ. » As if to leave us in no doubt of the significance of what has just taken place, Matthew closes this account with his comment that Jesus’ ministry fulfilled the prophecies of Isaiah who said: “He took our weaknesses and he bore our diseases.” (Isaiah 53:4) » Just as the parable of the Good Samaritan shows physical salvation as a precursor to spiritual salvation, so the healing of both the leper and the centurion’s servant show physical healing as a precursor to the spiritual healing of the cross. » As with the Parable of the Good Samaritan, Jesus uses an episode that brings physical healing to teach a moral and spiritual lesson about all people being equal in the sight of God. » Having the faith to stand up and stand out in the crowd is what brought healing. The centurion claimed the word of life for his servant. His faith and courage were abundantly rewarded. » In a world of poverty and injustice, where children will continue to die needlessly unless people have the faith to stand up and stand out on their behalf, this episode reminds Christians that we must fuse together our “believing” life and our “doing” life. » The centurion didn’t just believe in the power of God and leave it at that—he went out and claimed it in the best interests of someone else. » The centurion’s faith was built on solid foundations. He was utterly convinced of the power and compassion of Jesus. He was also utterly sure of receiving divine justice and mercy. We can be just as sure of this today. » Do we have the courage to be like the centurion by standing up and claiming a better life for others?

C o n c l ude t h e s essio n by inviting the volunteers to read their prayers in front of the group. Then distribute a copy of the prayer card to each participant and pray the prayer together.

This resources is adapted from resources created by World Vision U.K. Cat-Dan Lai-Smith, project editor, Abi Watkins, project writer.

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Resource 13

Crime Evidence In case you haven’t guessed yet, the crime created here is actually the worst one you could imagine— murder! The doll represents the fact that more than 8.8 million children under the age of 5 die every year from illnesses like measles. These illnesses are either preventable, treatable, or both.

The f ly s wat t er represents one of the most powerful killers of children under

The c up of wat er represents the fact that more than one in six people around the

The m e dicine b o t t le represents pneumonia. This kills more children than any

The t-s h irt a nd ma p represent a little girl called Princess Mwanza and the

five. Mosquitoes may look pretty harmless, but they most certainly are not. Approximately 2,000 children die every day from malaria. Most die because they are not able to access the simple anti-malarial treatments that could help them to recover from this illness. Many of these children live in countries where healthcare is limited or too expensive for those living below the poverty line. Many families can’t afford insecticidetreated mosquito nets. These nets would help people not to get bitten.

world don’t have access to clean water. Young children who drink unsafe water are particularly vulnerable to parasites and waterborne illnesses. Approximately three children die every minute of diarrhea. They die because their families can’t get a cheap salt, sugar, and water formula that helps dehydrated children to recover.

other illness. Close to 2 million children under the age of 5 die from the disease each year. Children already weakened by one illness are more susceptible to pneumonia. In many homes where people are living below the poverty line, dung and rubbish are burned as fuel. This air pollution can cause respiratory illnesses that often lead to pneumonia. Children with signs of pneumonia need to be treated promptly with antibiotics. Pneumonia can be prevented by ensuring that children are well nourished and by immunizing them against childhood illnesses.

country that she comes from. Mwanza is 4 and a half years old. She lives in Zimbabwe and could easily have become a victim of child-killing diseases. The AIDS ribbon represents the disease that was most likely to kill her. Her mother contracted HIV before Mwanza was born and could have passed it on to her. Thankfully, World Vision was working with local people in her area to prevent the spread of HIV. When Mwanza was born, the doctor took precautions to ensure that she didn’t contract HIV. These included making sure she was delivered by Caesarean section. Like her mother, she was given antiretroviral medicines to help her body fight off infection. In Mwanza’s case, the killer that was stalking her was caught in time. Mwanza is HIV free!

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Resource 14

Prayer Inspiration Stories Instructions: Read the story and then write a prayer for all the children suffering from a similar illness.

St o ry 1

St o ry 2

St o ry 3

“Hi. I am Mai. I am 7 years old and I live in Cambodia. My family is very poor. In my village, we didn’t always have enough clean water or soap for washing our hands. We did not have proper toilets to go to. The bugs from the dirty water made me sick and gave me a tummy ache. I was very ill. I couldn’t eat anything or play with my friends. Then a charity called World Vision helped me and the people in my village. They gave us special drinks to make our stomachs better and to nourish us. They trained ladies from the village to teach us about washing our hands. They worked with the men from my village to build proper toilets and drains. Now, I am not weak or ill anymore.”

“Hello. My name is Jendy. I am 12 years old. I live in Uganda. Many people that live in Uganda are poor. My family does not have much money. Only a few weeks ago I was in so much pain that I couldn’t eat and I couldn’t sleep. No one knew what was wrong! When I first became ill my mom thought I just had a cold. Then, one day, my eyes went a strange, yellowy color and mom realized I had a horrible illness called malaria. You get malaria from being bitten by flying insects, called mosquitoes. Mom asked Selina to come and help me get better. Selina is a lady who lives in my village. She has been trained by a charity called World Vision. Selina looks after children with malaria. She took me to a clinic to get medicine. She saved my life! World Vision also gave mosquito nets to the rest of my family. My family did not have enough money to buy the nets themselves. The nets help to make sure that we don’t get bitten by mosquitoes while we are asleep.”

“Hello. My name is Felix. I come from Zimbabwe. I live in a village where many people are poor. My dad does not have a job. I am hungry a lot of the time. The longest I have gone without eating is five days. When that happened, all I could think of was food. My tummy hurt, so my mom told me to eat the leaves from the tree outside our house. She thought it would fill my stomach up, but I got diarrhea. Now a charity called World Vision is helping us to grow vegetables. They have also given us pineapple seeds and tools. Pineapples grow well in hot countries like Zimbabwe and don’t need lots of water. This has provided my family with another source of food. We can also sell the pineapples for money or swap them for other things we need.”

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Resource 15

Child Health Now Prayer Card Grant us, Lord God, a vision of our world as only your love can make it: A world where the vulnerable are protected, Where the hungry can eat their fill, Where the oppressed find comfort and rest, And where the poor have the same chances as the rich. Please give us courage to stand up and work for a better world, And help us to make it a place where peace is built with justice, And justice guided by your love. Amen.

Grant us, Lord God, a vision of our world as only your love can make it: A world where the vulnerable are protected, Where the hungry can eat their fill, Where the oppressed find comfort and rest, And where the poor have the same chances as the rich. Please give us courage to stand up and work for a better world, And help us to make it a place where peace is built with justice, And justice guided by your love. Amen.

Permission to reproduce is granted. ÂŠ 2011 by World Vision Inc.

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Child Health Now: Small

Group Bible Study

This st udy inv it es participants to explore what

Scripture has to say about caring for those in need, especially children. time required: 60-90 minutes | iNTENDED FOR GRADEs 9-12

R e a d t h e f o l l o wing fr o m Ma r k 5:21-43: When Jesus had again crossed over by

boat to the other side of the lake, a large crowd gathered around him while he was by the lake. Then one of the synagogue rulers, named Jairus, came there. Seeing Jesus, he fell at his feet and pleaded earnestly with him, “My little daughter is dying. Please come and put your hands on her so that she will be healed and live.” So Jesus went with him. A large crowd followed and pressed around him. And a woman was there who had been subject to bleeding for twelve years. She had suffered a great deal under the care of many doctors and had spent all she had, yet instead of getting better she grew worse. When she heard about Jesus, she came up behind him in the crowd and touched his cloak, because she thought, “If I just touch his clothes, I will be healed.” Immediately her bleeding stopped and she felt in her body that she was freed from her suffering. At once Jesus realized that power had gone out from him. He turned around in the crowd and asked, “Who touched my clothes?” “You see the people crowding against you,” his disciples answered, “and yet you can ask, ‘Who touched me?’” But Jesus kept looking around to see who had done it. Then the woman, knowing what had happened to her, came and fell at his feet and, trembling with fear, told him the whole truth. He said to her, “Daughter, your faith has healed you. Go in peace and be freed from your suffering.” While Jesus was still speaking, some men came from the house of Jairus, the synagogue ruler. “Your daughter is dead,” they said. “Why bother the teacher any more?” Ignoring what they said, Jesus told the synagogue ruler, “Don’t be afraid; just believe.”

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He did not let anyone follow him except Peter, James and John the brother of James. When they came to the home of the synagogue ruler, Jesus saw a commotion, with people crying and wailing loudly. He went in and said to them, “Why all this commotion and wailing? The child is not dead but asleep.” But they laughed at him. After he put them all out, he took the child’s father and mother and the disciples who were with him, and went in where the child was. He took her by the hand and said to her, “Talitha koum!” (which means, “Little girl, I say to you, get up!”). Immediately the girl stood up and walked around (she was twelve years old). At this they were completely astonished. He gave strict orders not to let anyone know about this, and told them to give her something to eat. - M a r k 5 :2 1 -4 3

A l l o w a f e w m in ut es for the participants to reflect on the reading. Then share the

following comments: » Throughout Mark’s Gospel we see Jesus performing miraculous feats that fulfill the ancient prophecies of the Old Testament and point his followers toward his gift of eternal salvation. Mark, as a potted history of Jesus’ life, is a chronicle of intense action, of breathless excitement. It tells of a man of mystery, gradually revealing his identity, as Messiah, to his disciples. » Aimed at unbelievers, Mark’s Gospel is fast-paced. Jesus is shown as a biblical action-man. Mark uses his account to take his reader on a whistle-stop tour of the person and work of Christ and it is an encouragement to respond in faith rather than fear, to the challenges of believing in Christ. Jesus manifests divine power as he overcomes demons, heals disease, challenges ignorance and hatred, accepts the outcast, and shows love to his enemies, even at the point of his death. At the center of all this activity, the challenge is to respond, in faith, to the divinity of Christ. » Mark is very black-and-white in his portrayal of what it means to have faith. Characters in his narrative either have faith, and the guts to stand up and put their faith into action, or they simply don’t. Furthermore, in Mark, miracles are not seen as leading to faith (compare this with the Gospel of John). Rather, faith is shown as a pre-requisite of miracles taking place. » One of the joys of Mark’s approach to Jesus’ life is that he records the reactions and responses of those who meet Jesus. The reader can use these details to piece together some of the back-story that surrounds the people Jesus encounters. This can help their dilemmas to feel more personal and their challenges to have a deeper resonance for the reader. » In Mark 5:21-43, we see two desperate people putting their faith into action as all around them the world comes tumbling down. We witness the mercy and compassion with which Jesus responds to them. We are encouraged to see their attitude in a time of crisis as a model for our own behavior.

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I nv it e t h e pa rt ic ipa nt s to Take some time to journal or discuss the following questions:

» Most of us are careful not to bother Jesus until we have tried everything else first. » What are your most common safety nets, when life is tumbling around your ears? » Can you think of people for whom these safety nets don’t exist?

S h a r e t he f o l l o wing c o mment s with the participants:

Bekelech’s Story: A Life Without Safety Nets It is raining hard. At Shone Health Center, nearly 215 miles south of Ethiopia’s capital, Addis Ababa, hundreds of people huddle on a flimsy veranda. Adults hold babies tightly to their chests, protecting the tiny, emaciated bodies from the rain. The babies are sick and hungry. Their hold on life is like a fragile thread, all too easily broken. Just a few months ago, World Vision began working with staff at the health center to treat severely malnourished children under 5 years old. Today, more than 1,300 children have already received lifesaving help. In a country where there are few social services to provide safety nets for the poor and vulnerable, 1-year-old Konjit Guidisa is among the lucky ones. She was admitted to the clinic suffering from severe malnutrition. Her aunt, Bekelech Yohannis, has been doing her best to care for the baby since Konjit’s mother died. But, like most things in Bekelech’s life, food is in short supply. “I came to the clinic crying. This baby was dying. Diarrhea and vomiting was killing her. I have four children of my own, and Konjit is now my fifth. I tried breastfeeding her but I fell sick with malaria and the milk stopped coming. We try to get the children some food to eat, at least once a day. Even when there is a meal, it is usually just something starchy, to fill the belly. We cannot get good food like vegetables or meat. But I am happy because at this hospital Konjit has been getting special porridge. They have treated her well and she is now better. I came crying, but now I am very happy, because I have seen the improvement.” Konjit will soon be discharged and her aunt will make the long journey from her home to the outpatient clinic once a week. A nurse will regularly review the baby’s health and replenish supplementary food supplies. In between visits, Bekelech will continue to make ends meet as best she can. “We have a small piece of land, but it is in the lowlands and in a dry area. I have planted some maize but the crop was burned by the sun. I do not have any food at home, but I have God.”

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A l l o w a f e w m oment s for the participants to reflect on the story you’ve just told. Then

offer the following comments: » This passage in Mark begins immediately after Jesus returns from casting the demons out of a non-Jewish man and is promptly met by a large crowd. The throng that gathered around him included an official from the local synagogue whose daughter is on the verge of death. » This man, Jairus, falls before Jesus and begs him to come and heal her. As administrative head of the synagogue, Jairus was responsible for the officialness of officialdom, for making sure that synagogue life was played out in an orderly and dignified manner. As one of the most important and well-respected men in the community, it was extraordinary for the locals to see him groveling at the feet of a lowly village prophet. » So what exactly is Jairus doing on his knees in the dust at Jesus’ feet? Why has he left a daughter who is so sick that every breath might be her last? Why doesn’t such a big- wig simply send his assistant to fetch the healer? » The answer is that Jaius’ world has come crashing down around his ears and he does not have any other safety net. Jesus is his only answer. Jairus’ desperation at the imminent death of his daughter propels him into an unexpected act of humility and faith on her behalf. Things are so bad that he can’t trust the job of persuading Jesus to heal his daughter to anybody who might mess it up. Leaving the sick-bed and begging on his knees, this suave and successful man swallows his pride and places his hope in the only person who can really help him. » Jairus, in worldly terms, is the big man on the block. But he goes in search of Jesus, even though most people were writing off the Son of God as an upstart village boy. » Jairus’ world has crumbled and become unrecognizable. His need prompts him to cast aside his dignity and come as a suppliant. He places his faith in Jesus, not on his status: “Please come and put your hands on her so that she will be healed and live.” » Jairus is a fantastic illustration of what it means to truly trust God. Because of his position among the religious leaders, some of whom openly opposed Jesus and because of his public acknowledgement of Jesus’ authority, this encounter threatens Jairus’ standing within the community. Jairus risks everything for a moment of Jesus’ time.

Ta k e s o m e t im e to journal or discuss the following question:

» What desperate situations from around the world are you prepared to pray about?

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O f f e r t h e f o l l owing comments:

» Jairus seems to achieve his mission. He starts to leave with Jesus. But all too soon the mercy dash is rudely interrupted by the woman with the flow of blood. During Jesus’ detour and the woman’s healing, the reader encounters another person whose world has fallen apart, only to be rebuilt again by stepping out in faith. » Strictly speaking, this nameless woman should not even be in the crowd. Her illness has made her ritually unclean (Leviticus 15:25-27). She knows that by stepping out of the house, she is risking public outrage. Her desperation gives her the courage to take action and to throw the rule book out the window. » Reaching out and touching Jesus is a scandalously defiant act. This woman should not be touching anybody. One touch means pollution for any God-fearing Jew. » But the woman does dare to reach out and touch Jesus, and she is healed instantly. Finally, after years of stigma and shame, she is cleansed, ready to make a swift exit and begin her life again. However, she doesn’t make the clean get-away that she is hoping for. No one who reaches out in faith to Jesus is ever ignored. When Jesus asks who touched him, it shows that, in spite of the teeming throng of people around him, he is spiritually alive to one individual’s physical need. » Refer to Mark 5:30: “At once, Jesus realized that power had gone out of him. He turned around in the crowd and asked, “Who touched my clothes?” » When Jesus begins to talk to the woman, he asks questions to which, as the Son of God, he must already have known the answer. Perhaps this conversation is as much for the benefit of Jesus’ followers as it is for the woman herself? We learn that she has been sick for 12 years and, having spent all her money on doctors, is destitute. Unlike the rich and sophisticated Jairus, who stands up in faith on behalf of someone else, this woman is penniless and seemingly alone in the crowd. She has no one to act on her behalf. Her desperation and her faith lead her to do the unthinkable.

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I n v it e t he pa rt ic ipa nt s to take some time to journal or discuss the following

questions: » Share some examples of times during which you have acted on someone else’s behalf out of sheer desperation. Have there ever been any positive consequences?

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S h a r e t he f o l l o wing comments with the participants:

» In this conversation with the woman, Jesus rejects the orthodoxy of Jewish legalism, as he did at so many other times during his ministry. Despite her fears of being spiritually unclean, the woman refuses to give up until she has made personal contact with Jesus. So, rather than chastising her for breaking the law, Jesus praises her actions, using the word “daughter” to recognize the relationship of love and responsibility that binds her to him: “Daughter, your faith has made you whole. Go in peace and be freed from your suffering.” » Which is all very well, but the fact of the matter is that Jesus’ healing of this woman slows things down. By the time he gets to Jairus’ house, the daughter is already dead. It seems like Jairus has put his reputation and career on the line for nothing. It seems like he has exposed himself to the scorn of his peers by daring to believe in the wrong man. And this man, this lowly prophet, really doesn’t seem to have merited his faith. It’s too late! Jesus hasn’t taken Jairus’ desperation seriously enough or responded quickly enough. » At this point, Jairus could get angry and reproach Jesus. Or he could send his servants to throw Jesus off the property, so that his family can mourn in peace. Instead, when the foundation of his faith seems about to crumble, he obeys Jesus’ command. “Don’t be afraid; just believe.” He allows Jesus to enter his house and reach out to his child, and as always, his faith is rewarded. Jesus reveals himself to be the Lord of Life. » Refer to Mark 5:35-43: “While Jesus was still speaking, some men came from the house of Jairus, the synagogue ruler. “Your daughter is dead,” they said. “Why bother the teacher any more?” Ignoring what they said, Jesus told the synagogue ruler, “Don’t be afraid; just believe.” He did not let anyone follow him except Peter, James, and John, the brother of James. When they came to the home of the synagogue ruler, Jesus saw a commotion, with people crying and wailing loudly. He went in and said to them, “Why all this commotion and wailing? The child is not dead but asleep.” But they laughed at him. After he put them all out, he too the child’s father and mother and the disciples who were with him, and went in where the child was. He took her by the hand and said to her, “Talitha koum!” (which means, “Little, girl, I say to you, get up!”). Immediately the girl stood up and walked around (she was 12 years old). At this point, they were completely astonished. He gave strict orders not to let anyone know about this, and told them to give her something to eat.

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S h a r e w it h t he pa rt ic ipa nt s the following statistics on child death:

» Every day, more than 22,000 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 identified causes of death are: pneumonia, diarrheal diseases, pre-term births, asphyxia, and malaria. In many of these deaths, malnutrition is an underlying factor. » 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 due to poor infrastructure, natural disasters, and conflict. » A significant proportion of under-5 child deaths occur in the newborn period, the first 28 days of life. Of an estimated 8.8 million deaths of children under 5 in 2008, more than 40 percent occurred in the newborn period. » Preventing the deaths of millions of children requires an integrated approach and low cost interventions such as: nutrition training; distribution of 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; and ready-to-use therapeutic foods. » Changes are also needed to improve healthcare facilities and systems, remove social barriers for women, and address indirect factors, such as illiteracy, that cause poor health. » Child Health Now is World Vision’s first global campaign focused on a single issue: reducing the preventable deaths of children under 5. In two minutes, more than 30 children under the age of 5 will die. Most of them will succumb to preventable causes, such as diarrhea, pneumonia, childbirth complications, and malaria. » This is more than just a problem facing the developing world. It’s a “silent” emergency. And it is the greatest child rights violation of our time. » That’s why World Vision has launched its Child Health Now campaign, a five-year commitment to reducing these deaths. Our campaign will draw on the lessons learned in our 1,600+ community programs, where our development strategies are fully linked to our advocacy efforts with local and national government bodies. » Through this campaign, World Vision encourages communities to raise their voices about their right to quality healthcare and press national governments to meet their responsibilities to children, mothers, families, and communities throughout their country.

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» We will also join hands with local government and NGO partners to cooperatively address the critical health-related issues in specific communities. » But working locally won’t be enough. As Christians we must also urge wealthy nations to fulfill their promises to improve conditions in the developing world. More than 190 world leaders have committed to achieve the UN’s Millennium Development Goals by 2015. World Vision’s Child Health Now campaign calls on the international community to rededicate itself to these goals. » World Vision wants you to join by urging our elected leaders to put child health at the top of their agendas. Let them know we believe 22,000 child deaths every day are not acceptable, and ask them how they’re going to help.

I nv it e t h e pa rt ic ipa nt s to join you in prayer.

Pray for opportunities to reach out to those who are desperately seeking Jesus. Pray for the faith to stand up and believe that change can happen in your own life. Pray for change in the lives of people like Bekelech and in the situations around the world that seem hopeless.

Pray: Grant us, Lord God, a vision of our world as only your love can make it: A world where the vulnerable are protected, Where the hungry can eat their fill, Where the oppressed find comfort and rest, And where the poor have the same chances as the rich. Please give us courage to stand up and work for a better world, And help us to make it a place where peace is built with justice, And justice guided by your love. Amen.

This resources is adapted from resources created by World Vision U.K. Cat-Dan Lai-Smith, project editor, Abi Watkins, project writer.

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Child Health Now: Safari Mystery Dinner

This a c t iv it y introduces World Vision’s Child Health Now campaign in a fun and engaging way. The activity is based on a group meal and is a cross between a safari dinner, a murder mystery and 20 questions.

Mat erials N eeded

time required: 3-4 hours | iNTENDED FOR GRADEs 9-12

» Copies of Resource 16, “Character Cards,” found on pages 133-138, one for each participant playing a character role » Pens or pencils, one for each participant » Copies of Resource 17, “Cluedo Cards,” found on page 140, ten to fifteen cards for each participant » Copies of Resource 18, “Child Health Now Prayer Card,” found on page 141, printed on cardstock. One card for each participant

Preparation Needed » For ease of use, read through the whole plan in advance and familiarize yourself with the way that the activity works. » The session is simple to run and hinges around 10 main characters. You will need to choose a minimum five (maximum of 10) volunteers to take on character roles. Plan to do this at least a few days prior to the event since there is some needed preparation. Be sure to choose people who are prepared to assume a role and wear a costume during the activity. Assign each volunteer a character and provide them with a copy of their assigned character card found on pages 133-138. Each character card has very basic costume suggestions. Encourage players to do a bit of Internet searching in order to develop and improve on these suggestions or to come up with better ideas of their own.

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» If you have more than 10 people in your group or if some of the people in your group are less comfortable playing a part, ask them to host, cook, or serve the meal. You will also need a facilitator to make sure that everybody is playing fair. » You will be taking on the role of “Master of Ceremonies,” so be sure to review the character cards, and keep a copy with you during the event. » Find volunteers willing to provide drinks and music and to prepare/cook and host one course each of a three course “world-food” themed buffet (starter, main course, dessert). If it is not possible to find hosts within a manageable distance of each other, or if you wish to keep the event as travel-fee as possible, encourage one person to host the whole meal at their house. Encourage other volunteers to provide the food and drinks and to set up and serve. Note: All of the incidents and experiences used to create the characters are based on the real-life challenges recounted by individuals but, the characters themselves are fictional. Any resemblance to real people is purely coincidental and in no way intended by World Vision.

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Activity Steps At the first location introduce yourself in character and explain that people should

converse in character. Ask the players not to give away any of the information on their card until they are asked to. Distribute four to five copies of resource 17 “Cluedo Cards” to each participant along with a pen or pencil. R e a d a l o ud t he fo llo wing scenario. Then make sure that everyone has a welcome

drink. » My lords, ladies, and gentlemen, welcome to our Safari-Mystery Dinner. Time is ticking away and there are plenty of vicious child killers on the loose. So, it’s time to get sleuthing… » Just in case you are getting a tight and tingly feeling in between your shoulder blades, don’t be afraid to enjoy some good food and make some new friends. In spite of their somewhat roguish appearances, the people in this room are all God-fearing and well-respected members of the community. So, you don’t need to worry about gruesome screams in the night or mysterious pools of blood. Nobody here is a murderer! » However, as both a witness to a crime in your own community and a budding detective, you need to use all of the wit, guile, and cunning at your disposal to solve as many mysteries as you can. So, at different stages during our dinner, I will invite you to put your little grey cells to work. Using questions that can be answered “yes” or “no,” you will need to find out as much as you can about: • The identities of your fellow detectives. • The things that are threatening the lives of people in their communities. • How people are stopping these killers from leaving a trail of death and destruction. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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» The super-sleuth who finds out the most information about their peers will be awarded the title of Best Detective. Before we get started, feel free to introduce yourselves and mingle a few moments in sophisticated chatter. Just don’t reveal any of the information on the highly personal section of your character card, until I say so.

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Give players time to enjoy their drink, mingle, and introduce themselves in character. It is important that the participants are not seated formally around a dining table. They can make polite conversation based on their character’s personality but should not give away any of the highly personal information on their card.

Assign the first task as noted below:

» My fellow seekers after truth, now is the time to get detecting. Find out about the personal and family background of the other detectives. Just make sure you don’t ask open questions like “tell me about your background.” » Try to think of a concise question that can be answered “yes” or “no.” For example, “are you a housewife/do you live with your family, etc?” If you get really stuck, ask the other player for a clue. » You can ask up to 10 questions per person, but you only have the length of each course to complete each task. » You need to circulate around the room in order to find out about as many other characters as you can. » You can only ask questions of one person at a time. These need to be questions that can be answered “yes” or “no”. » Try to ensure that your conversation is not overheard! » Use your “cluedo” cards to jot down any pertinent information you obtain about each character.

When everyone has eaten, move on to the next house and/or part of the meal. Assign

task two as follows: » My esteemed dining detectives, we must move on to our second task. » Find out about the challenges facing each player’s community. Just make sure you don’t ask open questions. » Try to think of a concise question that can be answered “yes” or “no”’ For example, “is the community poor? Or does this challenge affect people’s health, or does this problem affect women more than men, etc.” If you get really stuck, ask the other player for a clue. » You can only ask questions of one person at a time.

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» Try to ensure that your conversation is not overheard! » Use your “cluedo” cards to jot down any pertinent information you obtain about each character.

When everyone has eaten, move on to the next house and/or part of the meal. Assign

task three as follows: » The bloodhounds are on the scent. The clues are coming thick and fast. The solution to the conundrum is in sight. But, before we find out who has the best brain for a knotty riddle, one more task. » Find out how World Vision is helping people in each of the player’s communities. » Just make sure you don’t ask open questions. Try to think of a concise question that can be answered “yes” or “no.” If you get stuck, ask for a clue. » You can only ask questions to one person at a time. » Try to ensure that your conversation is not overheard! » Use your “cluedo” cards to jot down any pertinent information you obtain about each character.

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Once the meal is over, ask the participants to present themselves to everybody else, according to the information on their character card. While they are doing this, encourage the others to score one point per correct piece of information they have noted down about each character.

Once the participants have finished scoring, vote to decide who the Best

Detective award should go to. Then allocate the best costume and best character awards. Conclude by thanking the hosts and helpers.

Sharing a brief overview about World Vision’s Child Health Now Campaign using the

key points noted below: » Child Health Now is World Vision’s first global campaign focused on a single issue: reducing the preventable deaths of children under 5. Every two minutes more than 30 children under the age of 5 die. Most of them will succumb to preventable causes, such as diarrhea, pneumonia, childbirth complications, and malaria. » This is more than just a problem facing the developing world. It’s a “silent” emergency. And it is the greatest child rights violation of our time.

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» That’s why World Vision has launched its Child Health Now campaign, a five-year commitment to reducing these deaths. Our campaign will draw on the lessons learned in our 1,600+ community programs, where our development strategies are fully linked to our advocacy efforts with local and national government bodies. » Through this campaign, World Vision encourages communities to raise their voices about their right to quality healthcare and press national governments to meet their responsibilities to children, mothers, families, and communities throughout their country. » We will also join hands with local government and NGO partners to cooperatively address the critical health-related issues in specific communities. » But working locally won’t be enough. As Christians we must also urge wealthy nations to fulfill their promises to improve conditions in the developing world. More than 190 world leaders have committed to achieve the UN’s Millennium Development Goals by 2015. World Vision’s Child Health Now campaign calls on the international community to rededicate itself to these goals. » World Vision wants you to join by urging our elected leaders to put child health at the top of their agendas. Let them know we believe that 22,000 child deaths every day are not acceptable, and ask them how they’re going to help.

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I nit iat e a c o n v er sat io n about ways the participants can speak out and raise funds

to address the issue of child mortality. From that discussion, determine next steps and an action plan.

T o c o nc l ude y o ur t ime t o get her , distribute a copy of the prayer card to each

participant and pray the prayer together.

This resources is adapted from resources created by World Vision U.K. Cat-Dan Lai-Smith, project editor, Abi Watkins, project writer.

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Resource 16

Character Cards Master of Ceremonies Name: Yared Abebe (Male) Nationality: Ethiopian Personality traits: You are a born leader and used to getting your own way. You are charming and have a way of making people feel like they are having a good time. You are accustomed to public speaking and being in charge of crowds. You never take ‘no’ for an answer. Costume suggestions: A masterly moustache. A pair of colorful printed trousers and flip-flops. A chunky wooden necklace.

Character 1 Name: Hana Bekele (Female) Nationality: Ethiopian Personality traits: You are painfully shy and hate speaking in public or going out into crowded spaces. You are a home-body and love having a few of your closest friends around for a chat and a good meal. Costume Suggestions: Loose white dress with colored fabric pinned to the bottom. Highly Personal Information Task 1 – Your family and background You are single and have no children. You live with your sister, who is HIV positive. Her husband died of AIDS related illnesses. She has one little girl aged 9. Task 2 – The challenges facing your community HIV and AIDS is the biggest challenge facing your community. It is killing both adults and children. Your sister is living with HIV and for a long time was worried she had passed the disease on to her daughter. Your sister is so ill that, like others in the community, she is unable to work to support her child. Task 3 – Your partnership with World Vision World Vision is providing education and teaching children how to prevent the spread of HIV and AIDS. World Vision is working with community health workers to care for people who are HIV positive. World Vision is working with medical staff to try and prevent mother to child transmission during pregnancy, birth, and afterward.

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Resource 16

Character 2

Character Cards

Name: Gebre Giorgis (M)

(continued)

Nationality: Ethiopian Personality traits: Your happy-go-lucky and laid-back personality belies the fact that you are extremely hardworking and have ambitions to improve your life. Costume Suggestions: A dark sheet wrapped like a toga, over trousers. Highly Personal Information Task 1 – Your family and background You are 27, married, and the father of twin baby girls, aged 9 months. Your wife is 24 years old. Task 2 – The challenges facing your community Malnutrition affects everyone in your community but children most of all. Severe droughts over the last couple of years have made this worse. Young babies like yours are most vulnerable to the consequences of malnutrition. Malnutrition puts children at risk of illness and disease and leaves them less able to recover from illness. Task 3 – Your partnership with World Vision World Vision is providing emergency food supplies. Staff are also teaching people how to make oral hydration salts. These help to prevent life-threatening dehydration when a child has diarrhea. World Vision pays families to make the salts. These can be distributed to other families and provide treatment and income at the same time.

Character 3 Name: Adrine Petrosian (F) Nationality: Armenian Personality traits: You are extremely flamboyant and very carefree. You like to be outdoors as much as possible and didn’t do very will in school because you felt too cooped up. Costume Suggestions: A tasseled shawl. A white frilly apron. Highly Personal Information Task 1 – Your family and background You are 40 years old. You are married and have six children—four girls and two boys. Task 2 – The challenges facing your community Most of the neighboring families are poor. Jobs are scarce and healthcare is limited. Like other mothers you have difficulty feeding your children. Your family survives on the food that can be grown on a small plot of land but when there is no rainfall the crops are damaged and you risk starvation. Task 3 – Your partnership with World Vision World Vision is helping people to gain skills. They are teaching women about better nutrition. They are providing new kinds of crops. Most importantly, they are working with people in the community to setup simple drip irrigation systems. These protect crops form drought and help to provide a more reliable supply of food. 134

Resource 16

Character Cards (continued)

Character 4 Name: Eskin Aroyan (M) Nationality: Armenian Personality traits: You are diligent and hardworking. You are gentle and a good listener but you also have a wicked sense of humor. Costume Suggestions: Loose trousers and a colored waistcoat and turban. Highly Personal Information Task 1 – Your family and background You are 40 years old. You are married. You have two girls and one boy. You are a teacher. Task 2 – The challenges facing your community Your community is poor. There are high levels of malnutrition. It is cold in winter. Many schools and homes have no heating. The cold, combined with widespread malnutrition can mean that children develop pneumonia. Task 3 – Your partnership with World Vision World Vision has paid members of the community to install heating systems in the local schools. Children can find a warm place to learn even in the winter. School feeding programs are helping malnourished children.

Character 5 Name: Nyasha Mwanza (F) Nationality: Zimbabwean Personality traits: You are friendly and helpful but also headstrong. You are also extremely outgoing and can make conversation about anything. Costume Suggestions: A colorful skirt and blouse. A water bucket to carry on your head. Highly Personal Information Task 1 – Your family and background You are 18 and unmarried. You live with your mother, father, and two younger brothers. Task 2 – The challenges facing your community Health is a big challenge. Most of the members of your community are too poor to buy mosquito nets. Mosquitoes plague people here, and malaria is a big child-killer. Young children are the most vulnerable. Both of your brothers have had malaria, and you suffered from it yourself as a child. Task 3 – Your partnership with World Vision Children and parents are learning about the dangers of malaria and how to recognize the first signs of the illness. Volunteers in the community identify children with malaria, so that they can be prioritized for treatment. Mosquito nets, treated with insecticide, are distributed. The nets stop people from being bitten while they sleep.

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Resource 16

Character Cards (continued)

Character 6 Name: Ronald Chuma (M) Nationality: Zimbabwean Personality traits: You are a bundle of energy. You love adventure and like to try things that people say you won’t be able to master, such as new sports and skills. You get bored very easily. Costume Suggestions: Loose colored trousers and kaftan. Highly Personal Information Task 1 – Your family and background You are 26 and engaged to be married. You live with your grandmother and your three younger brothers. Task 2 – The challenges facing your community There are many children in your community whose parents have died of HIV and AIDS, including your own brothers. These children often suffer from poor access to healthcare and education. This severely impacts their life chances. Elderly people are left with the burden of caring for relatives. Many of the younger people with HIV and AIDS become too weak to work. Task 3 – Your partnership with World Vision World Vision is educating children and adults about how to prevent the spread of HIV and AIDS. Groups of community volunteers are being trained to setup support groups and look after orphans and vulnerable children. Other support groups provide healthcare and counseling for people with HIV and AIDS.

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Resource 16

Character 7

Character Cards

Name: Chanlina Nimol (F)

(continued)

Nationality: Cambodian Personality traits: You are very wise and the person that your friends always turn to for advice. You are a calm and contemplative person and would rather listen than talk. Costume Suggestions: A printed sarong tied around the neck to make a dress. Highly Personal Information Task 1 – Your family and background You are 59 and married. You are a grandmother. Your husband is dead. You live with your daughter and her six children. Task 2 – The challenges facing your community You live in a very poor slum town. Most of the people that live here have migrated from the countryside. The most common problems are malnutrition and pneumonia. People scavenge on garbage piles to find food and items to sell. They burn the rubbish as fuel. Task 3 – Your partnership with World Vision World Vision is educating children and adults about the common causes of the respiratory illnesses that lead to pneumonia. Staff teach people how to recognize the danger signs and to identify children who need urgent treatment. World Vision staff are conducting health education campaigns and helping people to plant household gardens to improve nutrition.

Character 8 Name: Meaker Preap (M) Nationality: Cambodian Personality traits: You are easy to get along with and very down-to-earth. You speak your mind and can be very frank. You have a highly developed sense of responsibility. Costume Suggestions: A short sarong, worn over trousers, T-shirt, and flip flops. Highly Personal Information Task 1 – Your family and background You are 16 years old. You are a subsistence farmer. You live with your mother and a younger sister. Your father died when you were 14. You are now the family’s breadwinner. Task 2 – The challenges facing your community Your community is located at the edge of a major river. The community is poor so some people in the community are dependent on the river for their food and water. However, the river is polluted with industrial, animal, and human waste. Many children die from diarrhea as a result of the unsafe water. Task 3 – Your partnership with World Vision World Vision staff are working with the community to help teach about better hygiene and sanitation and to prevent the spread of disease. Staff and community members are digging a well that can be covered and kept free from contamination. Families are learning skills like tailoring, so that they can generate incomes. With this additional money they buy food to supplement their diet and are no longer solely dependent on fishing in the river. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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Character Cards (continued)

Character 9 Name: Namazzi Otunno (F) Nationality: Ugandan Personality traits: You are slow-talking and quick-thinking. You are very academic and interested in learning. You are family-centered and spend as much time as you can with the people you love. Costume Suggestions: Kaftan over skirt, turban. Highly Personal Information Task 1 – Your family and background You are 31 years old. You are a married housewife with two sons. One of your boys is 7 and the other is 18 months old. Task 2 – The challenges facing your community People are poor. Healthcare is limited. Like other mothers in your community, you had difficult pregnancies because you couldn’t enough to eat and were malnourished. You gave birth to both children at home. One of your boys nearly died because of childbirth complications. You had no medical help. Task 3 – Your partnership with World Vision World Vision is helping people to gain skills. They are teaching women about better nutrition. They are training local volunteers to monitor the health of pregnant women, new mothers and babies. They are providing seeds and tools so that people can grow and sell fresh food.

Character 10 Name: Dembe Kobel (M) Nationality: Ugandan Personality traits: You are a social activist. You are interested in human rights and support lots of good causes. You spend lots of your free time lobbying or volunteering. Costume Suggestions: Kaftan over trouser, beanie hat and beads. Highly Personal Information Task 1 – Your family and background You are 35 years old and a qualified doctor. You are single and live alone. Your family all died from AIDS-related illnesses. Task 2 – The challenges facing your community Your community is very poor. The hospital is a day’s walk away. Measles, which wouldn’t normally be a problem for healthy children, kills many in your community. This is because some are already severely malnourished and suffering from diarrhea or pneumonia. Task 3 – Your partnership with World Vision

You are working with World Vision and some local volunteers to run a drop-in clinic. You are making sure that all of the children in your community are vaccinated against easily preventable illnesses, like measles. You also run classes for first-time mothers. Mothers learn to spot the first signs of measles and to keep their children away from others, while the illness is contagious. They in turn teach other women what they have learned.

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Cluedo Cards Character’s Name: Personality Traits:

Task 1 » Clue: use “yes” and “no” questions to find out things like age, family/marital status, who the character lives with, etc.

Task 2 » Clue: use “yes” and “no” questions, whenever possible, to find out things like the economic status of the community and who has been most affected by the challenges. » Clue: use “yes” and “no” questions to find out whether challenges in the community are related to child-mortality, health, nutrition, poor provision of services like hospitals, or diseases like HIV and AIDS, etc.

Task 3 » Clue: use “yes” and “no” questions to find out if projects involve improving nutrition, sanitation, or disease prevention. » Clue: use “yes” and “no” questions, wherever possible, to find out if projects involve educating children and adults, enhancing people’s skills, providing new services, or setting up community groups.

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Resource 17

Cluedo Cards

Character’s Name: Personality Traits:

(continued) Task 1 » Clue: use “yes” and “no” questions to find out things like age, family/marital status, who the character lives with, etc.

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Permission to reproduce is granted. ÂŠ 2011

World Vision, Inc. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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Jesus

and Global Citizenship IN This a c t iv it y, the participants consider examples of globalization in Jesus’s Galilee and look for lessons about active global citizenship in the story of the feeding of the five thousand.

Mat erials N eed ed

time R E quired : 3 0 M I N U T E s |

INTENDED FOR GRADES 9-12

» Bibles, one for each small group of five or six » Three sheets of newsprint » A marker » A roll of masking tape

Activity Steps ASK THE PARTICIPANTS to consider what aspects of globalization, as we know it today, might

be found in Galilee in Jesus’ time. Have them explain or elaborate. Share the following examples: » Imperialism: The Roman “world order” imposed its values and structures on local culture, customs, and politics. Some collaborated, while others, such as the zealots, plotted to overthrow it, hoping Jesus might help their cause. » Resource Depletion: Fishermen sold their catch for export even as local stocks became depleted. » Crippling Debt: Farmers produced food for the Roman Empire, not themselves, and paid Roman taxes on the proceeds. Forced into debt, some sold their lands and became poor laborers on the estates of wealthy land owners.

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» Consider the following people in Jesus’ day: » poor tenants and laborers » lepers and cripples » fishermen casting their nets but not catching fish » Roman leaders; wealthy tax collectors » collaborators with Rome; the zealots who plotted to overthrow Rome

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» Who would be their equivalents in today’s world? What parallels can you draw between globalization in Jesus’ time and globalization today? What insights can you gain? I nv it e t h e pa rt ic ipa nt s to form small groups of five or six. Provide each small group

with a Bible. Ask that one person in each group read aloud Mark 6:30–44. I nv it e t h e g r o ups to discuss the story using the following questions (write these on a sheet of newsprint and post it where all can see): » How do you think the disciples felt when seeing the crowds arrive?

» Jesus says, “You give them something to eat.” Why did the disciples find this alarming? » How do you think everyone was really fed? » Why do you think the leftover pieces were picked up?

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» Put yourself in this story. Whom would you most likely be? How do you think you would have acted? Gat he r t he pa rt ic ipa nt s into the large group and ask what this story tells us about

the hallmarks of a global citizen. Allow for a few responses. Then write “Global citizens...” on a sheet of newsprint and post it where all can see. Have the participants complete the sentence. Invite several participants to offer their responses aloud. [Answers may include: Global citizens take responsibility for people in need, believe that there is enough for all, have an attitude of gratitude and a desire to help others, are good stewards, understand that working for change is difficult but take action anyway.] A s k t he pa rt ic ipa nt s to gather back in their small groups and share their responses to the

following questions (write these on a sheet of newsprint and post it where all can see): » What is God saying to you about active global citizenship? » What are you willing to do in response? Allow some time for the small groups to share their responses, and then gather back as a large group and ask for a summary from each small group.

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C o n c l ude t h e ac t iv it y by inviting the participants to bow their heads in prayer as

you pray: » God of all, help us to recognize all of our sisters and brothers in the global community. Open our hearts to them that we might live in solidarity with this extended family. God of justice and peace, help us to be committed to change unjust structures and to be peacemakers in a suffering world. Empower us to be Christians not only in word but also in compassionate action. Give us the courage to speak out for truth and justice and to prayerfully and patiently call for transformation. May global solidarity and peace be achieved through the power of compassion, understanding, and love. In the name of Jesus, Prince of Peace, we pray for global justice. Amen.

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Sharing Food in a Hungry World

This a c t iv it y demo nst r at es, in a simple way, the relationship between distribution of people and food in the global setting.

Mat erials N eeded

time required : 2 0 minutes | I N T E N D E D F O R G R A D E S 9 - 1 2

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» Newsprint and markers » World map » Bread, one large uncut loaf

Activity Steps O n t h e w o r l d ma p, point out the five most populated continents: Africa, Asia, Europe,

North America, and South America. Explain that most of the people live where they were born and did not choose their birthplace, just as the participants did not have that choice. D iv ide t he g r o u p into smaller groups, each representing one of the following continents, by

size according to the percentages listed next to each continent: » Africa, 12% » Asia, 58% » Europe, 16% » North America, 6% » South America, 8% H o l d up the loaf of uncut bread and explain that it represents all the food that will be eaten

today in the world. Then, divide the loaf according to the percentages listed by each of the five continents and give the pieces to one person in each group.

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D e s ig n at e o n e p er so n to serve as the leader of each small group. Instruct each small-

group leader to feed the groupâ&#x20AC;&#x2122;s members. They might give the same portion to everyone, or be more realistic and give larger pieces to the ones who are considered rich and no bread to some othersâ&#x20AC;&#x201D;the poor, for example. Continents without much bread may try to get bread from others. Encourage discussion within and between continents. Tell them not to eat the bread until after the simulation. ASK a l l pa rt ic ipa nt s to hold up their pieces of bread. Point out that the actions and

feelings they experienced during the simulation are also happening every day on the continents. Conclude by inviting the participants to join you in prayer. Pray for hungry people everywhere. Pray especially for hungry children. Pray for those who have gone without food today. Pray for parents who struggle to provide food for their children. Pray for a world where no one goes hungry ever again.

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The Earth is the Lord’s

In t his a c t iv it y, the participants explore what the Scriptures say about water.

Mat erials N eeded

time required: 30-40 minutes | Intended Audience: grades 9-12

» Five sheets of newsprint » Markers, one for each participant, plus one extra » A roll of masking tape » Bibles, one for each participant » Index cards, eight for each participant » Three or four rolls of clear tape Note: Using multiple sheets of newsprint, create a large mural on one of the walls in your meeting space. On the top of the mural, write the following: “The earth is the Lord’s, and everything in it.”

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Activity Steps B e g in by a s k ing the participants to share their responses to the following questions:

» In what ways is water the basis for all life? » How do we as humans sometimes show a lack of respect for water? Allow for several responses before continuing. S h a r e t he f o l l o wing k ey po int s:

» Water is the cradle and source of life, and one of the most potent bearers of cultural and religious meanings. Life, in all its forms, is impossible without water. Water is a precondition for life—a given, a gift. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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» Water is viewed by many faiths and cultures as a sacred element symbolizing life. To Christians, baptism with water symbolizes the cleansing of sins and the gift of eternal life in Christ. » The theme of water is integral to the telling of our story of faith. Water can symbolize many things for Christians: God’s care and concern, God’s provision, God’s Word, God’s salvation. Though there is no mystical or magical power in water, it stands as a symbol for these things.

» In the Scriptures, we hear time and time again about the importance of water. D iv ide t he l a r ge gr o up into small groups of four or five. Distribute a Bible, eight index

cards, and a marker to each participant. Now ask the small groups to conduct a Bible search to find Scripture verses that refer to water. Point out that there are more than 700 uses of the word “water” in the Bible, so they should not have too difficult a time locating a few. If you like, you can designate certain books of the Bible for each small group to explore. Tell the small groups that as their members find relevant Scripture passages, they should note them in large print on their index cards, one passage to each card. Then on the backs of the cards, they should offer brief summaries of the verses. Each group member should to try to come up with four (no more) different Scripture passages so that each small group has between 16 and 20 different passages when all the members are done. The group members may want to share their passage cites aloud as they write them down so the other members are aware of the cites that have already been listed. Share the following examples with the participants to get them going: » In Genesis 1:20, we read of the first mention of life, and this life comes from water. » In Isaiah 43:19, the hopes of the prophets were expressed through the promise that rivers will spring up in the desert.

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» In Revelations 22:1, it is revealed that in a new heaven and a new earth there will be a “river of the water of life, as clear as crystal.” I nv it e t h e s m a ll gr o ups to report their findings to the large group by mentioning the

Scripture passages they found and providing a quick summary of each. As they do so, ask them to tape their index cards onto the mural you have created on the wall, with the Scripture citations facing out. N o w a s k t h e s ma ll gr o ups to take some time to discuss what they have learned about the scarcity and sanctity of water. As they share, they should note each learning on an index card. Tell the groups to come up with no more than three learnings for each group member. I nv it e t h e s m a ll gr o ups to report back to the large group their learnings as noted on

their index cards. As they do so, ask them to tape the cards onto the mural.

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W h il e t he y a r e st ill in t heir sma ll gr o ups, ask that each participant take his

or her final index card and write a prayer that focuses on the issue of water. It can be a prayer of thanksgiving for the water we have, a prayer for those who do not have water, a prayer for safe water, and so forth. The prayer does not have to be lengthy or fancy; simple and heartfelt is fine. C o n c l ude t he a c t iv it y by gathering the prayer cards and then inviting the participants to pray with you. Use a few of the prayers noted on the cards.

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The

Luxury Tax Initiative

In t his a c t iv it y, the participants explore the current global food crisis in light of the Lenten disciplines of prayer, fasting, and almsgiving.

Mat erials N eeded

time required : 4 5 - 7 5 | I ntended for : G rades 9 - 1 2

» Blank index cards, one for each participant » Pens or pencils, one for each participant » Copies of Handout 9, “Living Simply,” found on page 156, one for each participant » Copies of Handout 10, “A Lenten Study on Giving,” found on pages 157-160, one for each participant or a copy for each leader » Copies of Handout 11, “Help Care for Hungry Children,” found on page 161, one for each participant

Activity Steps Gat he r t he pa rt ic ipa nt s. Ask whether anyone is familiar with the Church season

known as Lent. Allow for a few responses. It is likely that some of the participants will offer some kind of explanation about “giving things up.” If so, then pose this question: » Why do some people give things up during the Lenten season? » What is the purpose behind this practice? Allow for a few responses. Then offer some background information on Lent using the following key points: » “Imagine what it must have been like for Jesus’ disciples to watch him be brutally executed and then rise from the dead.”

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» “As Jesus’ modern-day disciples, few would deny the magnitude or significance of these events, yet how many of us are really changed by the story of Christ? How many of us really spend a significant amount of time, especially around Easter, reflecting on and being transformed by the sacrifice of Jesus?” » During Lent, Christians are encouraged to focus their energy on three disciplines: prayer, fasting, and almsgiving (sharing our gifts with the poor). The extra time spent praying during Lent can lead us closer to God. » “During Lent we are encouraged to focus our prayer on the places in our lives and in our world that need improvement. Our fasting isn’t about denying ourselves as a sort of punishment, and it isn’t even about food. We fast from television, food, video games, computers, and other simple everyday indulgences so we can literally hunger for God. Our fasting also puts us in touch with those whose hunger is never filled because they live in poverty. Finally, our praying and fasting lead us to action.” » “The Lenten season offers an opportunity to shed our complacency, refocus our attention on Jesus, and through this, transform the way we live our lives.” » “First popularized in the fourth century, Lent is a time for giving things up balanced by giving to those in need. We give freely because Jesus gave freely.” » During Lent, people around the world come together in remembrance, celebration, and response to the story of Christ, with the desire to be changed not just for a season but also for the rest of their lives. » In the Catholic and many Protestant traditions, Lent begins on Ash Wednesday when Christians are signed with ashes on their foreheads. The ashes are a sign of repentance, dating back to the Old Testament when King David shed his regal clothing for sackcloth and ashes as a sign of repentance and mourning. » “Lent is not intended to be an annual ordeal during which we begrudgingly forgo a handful of pleasures. It is meant to be the Church’s springtime, a time when, out of the darkness of sin’s winter, a repentant, empowered people emerges.” » “Put another way, Lent is the season in which we ought to be surprised by joy. Our selfsacrifices serve no purpose unless, by laying aside this or that desire, we are able to focus on our heart’s deepest long: unity with Christ. In him—in his suffering and death, his resurrection and triumph—we find our truest joy.”

(Portions of this summary are quoted or adapted from Tony Alonso, Return to the Lord: Praying and Living Lent, Winona, MN: Saint Mary’s Press 2007. © 2007 by St. Mary’s Press. All rights reserved. Used with permission. Portions of this summary are quoted from Dorothy Sayers, Bread and Wine: Readings for Lent and Easter, Maryknoll, NY: Orbis Books, 2005. © by Orbis Books. All rights reserved. Used with permission.

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A s k t he pa rt ic ipa nt s what they think about the idea of fasting during the six weeks of

Lent. Allow for a few responses. Then ask them to form groups of three or four and discuss within their groups what would be most difficult “to give up” and why? Gat he r t he pa rt ic ipa nt s again and ask each group for a brief summary of their

discussion. Then offer the following key points: » In spring 2008, massive shocks to the world food markets highlighted shortages and inequities in food availability and distribution. As a result, more people worldwide are experiencing chronic hunger. » This situation is pushing vulnerable people into riskier actions and livelihoods in order to survive and to provide food for their families. World Vision is working to enhance the efforts already under way to address the critical short- and long-term food needs of children, families, and communities.

» The following factors are contributing to rising food prices: • Rising fuel and transportation costs • Political turmoil and conflict • Growing populations and increased consumption of meat • Climactic variations, including droughts, floods, and storms that have destroyed harvests • Poor environmental care • An increased demand for food crops being used for biofuels • Speculation and hoarding of food commodities • Long-term issues such as unfair trade A s k t he pa rt ic ipa nt s to share their overall impressions of the information about the

global food crisis you just presented. Allow a few responses. Then present the following statistics: » Undernutrition contributes globally to 53 percent of deaths among children younger than age 5. » Every year, 4.8 million children younger than age 5 die from causes related to malnutrition. This calculates to more than 13,000 children a day, or one child every seven seconds, dying from causes related to malnutrition. » There are about 963 million undernourished people worldwide—907 million of them live in developing countries. » 90 percent of the world’s hungry live with chronic hunger—a nagging hunger that does not go away. » The current food crisis is exacerbating an already unacceptable situation. Increases in food prices could push 100 million people deeper into poverty, of which 35 million will be children.

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» There are 400 million hungry children in the world. » One out of every seven people on earth goes hungry. » One out of three people in developing countries is affected by vitamin and mineral deficiencies and is therefore more subject to infection, birth defects, and impaired physical and psycho-intellectual development. » More than 193 million children younger than age 5 worldwide are stunted or short in stature. » More than 157 million children younger than age 5 worldwide are underweight. » Undernutrition among pregnant women in developing countries leads to one out of six infants being born with low birth weight. » 57 percent of malaria deaths are attributable to undernutrition. » In AIDS-affected families, food consumption in the household can drop by as much as 40 percent due to decreased productivity and earnings, leaving children at a higher risk of malnutrition and stunting. » Even if a child does not die directly from starvation, malnutrition makes children more prone to—and likely to die from illnesses such as pneumonia, diarrhea, malaria, and measles. » Even a small increase in food prices hits the poor hard. The poorest people in developing countries can spend up to 75 percent of their income on food, leaving little left for things like education and health care. » While the world produces more than enough to feed its entire population of some 6.5 billion, more than 850 million people go hungry every day. This is a grave injustice, and we can no longer claim ignorance to the plight of our brothers and sisters around the world.

(Sources: UNICEF State of the World’s Children, 2009; Food and Agricultural Organization of the United Nations: “Hunger on the Rise, 2009; United Nations World Food Programme, State of Food Insecurity in the World, 2009)

A s k t he pa rt ic ipa nt s to once again share their overall impressions of the information

about the global food crisis you just presented. Allow a few responses. Then present the following comments: » With the current economic turmoil, it is easy for people to turn away from giving. When money is tight, it is hard to care about the suffering of those living so far away. » But do you ever wonder if you will have food to eat tomorrow? Have you ever tried to survive on just one meal every few days? Can you imagine starving to death?

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» The Gospel of Matthew tells us: “Do not store up for yourselves treasures on earth, where moth and rust destroy, and where thieves break in and steal. But store up for yourselves treasures in heaven, where moth and rust do not destroy, and where thieves do not break in and steal” (6:19-20). I nv it e t h e pa rt ic ipa nt s to gather again with their small groups. Ask them to revisit their

discussion about what they could give up or go without during a six-week period. Ask them to consider the following questions: » Would you consider the item(s) you selected to be a necessity or a luxury? Provide a rationale for your decision. » What other luxuries do you partake in each day? (Think about things like new clothes, soda, fast food, movie tickets, computer games, cable television, etc.).

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Allow time for the groups to discuss. Gat he r t he pa rt ic ipa nt s again and ask each group to offer a few examples of luxuries

they experience on a daily basis. T e l l t he pa rt ic ipa nt s that you would like to invite them to participate in a unique

opportunity during the upcoming six weeks of Lent. The opportunity involves 1) voluntarily denying themselves various luxury items they are accustomed to having each day or week and 2) placing a tax on certain luxury items they own. P r o v ide e a c h pa rt ic ipa nt with a copy of “Living Simply,” an index card, and a pen

or pencil. Ask them to choose a few items listed in the section titled “Living Without” or come up with their own ideas. Be sure to note that the “giving up” is not limited to just items. A participant may choose to give up a beauty service or a gym membership and donate the saved money. However, these items or services should be ones that the participant is willing to give up for six weeks. Allow a few moments for them to review the list and make a mental list of additional items. I nv it e t h e pa rt ic ipa nt s to write down a few items they can live without on one side of

the index card. Remind them that it is not about the number of items but rather the spirit of giving up in order to give. Allow ample time for them to complete this task. N o w a s k t h e m to turn the index cards over and think about the luxury tax items listed on the handout. You may wish to ask them whether they had thought of these items as luxuries before this discussion. A s k t he m t o r e view the list and then to write down five or more of these items that they are willing to tax. Note that they may also come up with their own ideas for luxury items. Allow ample time for them to complete this task. A f t e r a l l t h e part ic ipa nt s have completed the above tasks, invite them to gather

again into the large group. Explain to the participants that the money acquired during Lent through giving up and taxing luxury items will go toward efforts to fight the global food crisis. Conclude by offering the following comments:

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» The goal of the Luxury Tax Initiative is not only to raise money for the global food crisis but also to transform our communities and ourselves as we recognize the many luxuries we have in our lives. » Through this discipline, we will learn to share our abundance and redefine what needs are. We will worship God through sacrifice and grow closer to him as we shed the many distractions that keep us from listening to his voice and depending on him. We will stretch ourselves in generosity as we follow Christ’s call to sacrificially care for the poor and marginalized. » We do not participate in this out of guilt but rather out of gratitude. Christ sacrificed everything for us so that we may have life. As an act of gratitude, we also sacrifice so that others may live.

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» This could be a significant learning time in one’s journey of faith. P r o v ide e a c h pa rt ic ipa nt with “Help Care for Hungry Children.” This handout provides them with information on how and where to send the funds they save. Another option would be for you to gather again with the participants at the end of Lent, collect all their funds, and submit a group donation. C l o s e in p r ay e r . Pray for those around the world struggling to have enough food. Pray for

hearts to be moved to action. Pray for transformation during this Lent season, as we reflect on the story of Christ. Thank God for Christ’s life and sacrifice. Thank God for his provision and pray that we may have the courage to share.

Ideas to Extend the Gathering Scripture Study “A Lenten Study on Giving,” provides a Lenten study based on Matthew 25:31–45. You might consider extending this session by inviting the participants to join you in the study. Another option would be to provide the participants with a copy of the study to take home for individual or family use.

Create a ”Living Simply Jar” Invite the participants to create a “Living Simply Jar” by providing them with empty coffee cans, jars, shoe boxes, or any other type of container and encouraging them to decorate it however they wish. Be sure to provide a variety of craft and decorative items. Invite the participants to be creative and have fun with it! Suggest that they write the following somewhere on the container: “living simply so that others may simply live.” After everyone has finished their works of art, invite them to take the container home and place it in a visible location that will remind them to sacrifice items and put the saved money into the jar.

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handout 9

Living Simply Living Without

• • • • • • • • • • • • • • • • •

Starbucks 1 x a week = $4; x 6 weeks = $24 Fast food 1 x a week = $5; x 6weeks = $30 Movie tickets = $5 to $10 each Can of soda for 75 cents 2 x a week = $9 in 6 weeks Not buying magazines or canceling unused magazine subscriptions = $4 each Instead of buying a new dress for a school dance, borrowing from a friend or reuse one you already own = up to $200 Buying clothes from a secondhand store or garage sale instead of a department store Selling unused CDs and or DVDs Walking or riding a bike instead of driving to save gas money Giving up getting your nails done or any beauty service If you’re gettng fast food, skipping the fries Donating part or all your weekly allowance Packing your lunch instead of buying lunch Donating or selling unused clothes Skipping dessert Renting movies and getting books from local library instead of buying them Eating at home instead of going out to eat

Luxury Tax

• • • • • • • • • • • • • • • • • •

$2 if you are on a sports team that has uniforms or take a dance class $1 if you have an instrument (piano, flute, etc) $1 if you have a bike $4 if you have a cell phone $10 if you drive or own a car 10 cents for each piece of clothing you own 5 cents for each accessory you own $5 if you have your own computer/laptop 25 cents for every video game you own $1 for every grade you’ve completed in school $4 if you go to a private school $6 if you own an iPod/mp3 player 10 cents for every pair of shoes you own (25 cents for Heeley’s) 25 cents for every TV in your home (50 cents for TV in a vehicle) 25 cents for every place in your house where you can get a glass of clean drinking water 25 cents if you have a skateboard 50 cents if you have your own room 5 cents for every book you have

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handout 10

A Lenten Study on Giving Jesus on Giving

—Matthew 25:31–45

hen the Son of Man comes in his glory, and all the angels with him, he will sit on his throne in heavenly glory. All the nations will be gathered before him, and he will separate the people one from another as a shepherd separates the sheep from the goats. He will put the sheep on his right and the goats on his left. Then the King will say to those on his right, ‘Come, you who are blessed by my Father; take your inheritance, the kingdom prepared for you since the creation of the world. For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me.’ Then the righteous will answer him, ‘Lord, when did we see you hungry and feed you, or thirsty and give you something to drink? When did we see you a stranger and invite you in, or needing clothes and clothe you? When did we see you sick or in prison and go to visit you?’ The King will reply, ‘I tell you the truth, whatever you did for one of the least of these brothers of mine, you did for me.’ Then he will say to those on his left, ‘Depart from me, you who are cursed, into the eternal fire prepared for the devil and his angels. For I was hungry and you gave me nothing to eat, I was thirsty and you gave me nothing to drink, I was a stranger and you did not invite me in, I needed clothes and you did not clothe me, I was sick and in prison and you did not look after me.’ They also will answer, ‘Lord, when did we see you hungry or thirsty or a stranger or needing clothes or sick or in prison, and did not help you?’ He will reply, ‘I tell you the truth, whatever you did not do for one of the least of these, you did not do for me.’

Changing the Perception: Sacrifice Here for the Sake of Lives There —Chip Huber, Dean of Spiritual Life, Wheaton Academy

f you visit Wheaton Academy, a private Christian high school in the western suburbs of Chicago, where I work as the dean of spiritual life, you see a group of American teenagers who are more privileged and blessed than most. The majority of the 650 students have cell phones and iPods, and many are wearing designer clothes from head to toe. There are running jokes about the difference between the cars in the faculty and those in the student parking lots, and you see plenty of students toting Starbucks cups as they walk to their first-period classes. On first look, you might easily conclude that this place is the native habitat for the Me Generation and all its entitlement and luxuries. However, God tends to show up in strange ways in the most unlikely places, and Wheaton Academy is no exception. In the fall of 2002, a small group of students cast a large vision for the rest of the student body: to become deeply concerned about the poor and suffering in sub-Saharan Africa. They believed that our school had a calling from God to respond to the AIDS pandemic devastating Zambia. As I watched and supported these students in their pursuit of this vision, I wondered if they would be taken seriously in an affluent environment where students rarely saw (continued on next page) M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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poverty and few could identify with physical hunger, need, or illness. But in direct opposition to a culture that was trying to sell them on their own concerns and pleasures, this vision of focusing on others began to penetrate hearts in life-changing ways. Several students began to creatively dream about how we could make sacrifices in our daily lives so that we might literally help save lives in Zambia. A group of girls began a tradition of forgoing buying new dresses for our two formal social events. And instead of participating in this American rite of passage, they exchanged dresses with their friends and donated the funds they would have spent on new dresses to meeting the needs of children in Africa. Choosing to not buy a prom dress meant that we could build a school in Kakolo Village, Zambia, where girls could receive an education and avoid early marriage, involvement in the sex trade, and a hopeless future. Other students participated in “Zambia project weekends,” where they would eat at home rather than eating out and watch a DVD instead of going to a movie theater, so that the money they didn’t spend could help provide long-term food security for families suffering from famine. And there were Starbucks “fasts,” where students would go a month without their beverage of choice so their coffee money could help build clean water wells to help prevent childhood deaths from waterborne diseases. This simple vision became the idea that shifted the whole focus of our student community and culture. Strangely, it became rather cool to choose to not be part of the “culture of stuff” and instead figure out how to help others in need. As this different way of looking at and living the teenage life emerged on our campus, God began to do his work in individual lives as well. One student told all her friends to not bring birthday presents to her 16th birthday party. Instead, she had a jar at her front door with a big sign saying “YOU HAVE ONE LIFE . . . DO SOMETHING” for her friends to drop in the money they would have spent on a gift. My varsity boys’ soccer team helped run a “Zambia carnival” on our campus for my 6-year-old daughter’s birthday party, where her whole class and their siblings had a ball while contributing more than $3,000 in lieu of the usual gifts that are forgotten days after the party ends. And a quiet sophomore girl left more than $900 in cash on my desk one day with a simple note telling me how she had been saving her babysitting money for the past 18 months and was now giving it all away to help build a ministry center called the Good News Club. This club would share the message of Jesus’ love with several hundred children in rural Zambia. I wept alone in my office as I saw the countercultural work Jesus had done in her life, about which no one else would probably ever know. Over the past six years, hundreds of our very typical high school students have made small sacrifices, sharing their blessings with a community in need in Zambia. I have seen God at work in our student community in a truly new way as they have understood the biblical notion that it is truly more blessed to give than to receive. All these creative and heartfelt gifts have added up to more than $600,000 for the people of Zambia. In some small way, I think, our students have charted a different course for their generation. And as a community of believers, we understand in a new way the power and the transformative impact of the sacrificial life Jesus displayed in his incarnation, life of service, and willingness to go to the cross and overcome death so that we might have life in all its fullness, both now and for eternity. The blessings of rich friendships and being part of a truly authentic and caring community of people in Zambia far outweigh any financial sacrifices we made. There has been joy and meaning and blessing that we simply have not found elsewhere in our everyday culture. I am most thankful that this generation of students, in responding to the greatest needs in our world today, has led me into all that Christ has designed for me.”

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Reflection Questions » What did you think about the Wheaton Academy story? Do you think it was difficult for them to give up things like buying new clothes? What was their motivation? Do you think you could commit to giving up something in order to give? What are some items you can give up?

(continued) » Why is it important to give?

» Why is it sometimes hard to give?

» Christ calls us to love our neighbors. Who is your neighbor? Do you ever think about people in other countries as your neighbors? Why or why not?

» How would you live differently if you really believed Christ’s message of “Whatever you did for one of the least of these, you did for me”?

» What do you think when you read stories about hunger in the world today? Do you feel too far removed from it to care? Do you feel confused about how to help?

» How can you help with the current global food crisis?

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Scripture for Further Study

A Lenten Study on Giving

» Exodus 35:4–29

(continued)

» 2 Corinthians 9:6–15

» Philippians 4:10–23 » Luke 7:36–50 » Proverbs 11:24 » Acts 20:35 » Proverbs 19:17 » Matthew 19:21 » Luke 11:41 » Deuteronomy 15:7 » 2 Corinthians 8:1–15 » 1 Timothy 6:6–21 » Romans 12:8 Permission to reproduce is granted. © 2011 by World Vision Inc.

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Help Care for Hungry Children He upholds the cause of the oppressed and gives food to the hungry. —Psalm 146:7

e invite you to partner with us in providing life-saving food and hope for children affected by global food insecurity. Every day, more than 13,000 children die because of hunger. The funds you give will go toward the following: • Emergency food relief • Seeds and livestock • Agricultural training • Training in how to choose and prepare nutritious foods

Your gift will provide emergency food aid and help families become food-secure for the future.

What t o d o : Take the money saved during Lent and donate it individually or collect it and donate as a group. Complete the bottom portion of this page and return to World Vision. This will ensure your donation is processed and the funds are distributed correctly. Please make checks payable to World Vision. Another option is to donate online. Go to www.worldvisionresources.comto make a donation. Please continue to pray for those whose lives have been affected by food insecurity. Thank you for helping to save lives! To learn more about the global food insecurity, visit www.worldvisionresources.com.

Send your gift t o : 34834 Weyerhaeuser Way S. P.O. Box 9716 Federal Way, WA 98063-9716 www.worldvision.org

✁ Yes,

we will help provide assistance to children and families affected by food insecurity.

Enclosed is a gift of $ _____________________________________________________

FOR:  ETHIOPIA  KENYA  UGANDA  WHERE MOST NEEDED

Church Name ______________________________________________________________

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Source Code: 12931370

To Set Captives Free A Bible Study on Human Trafficking This Bib le st udy explores Jesus as an advocate

who embodied Isaiah’s call to justice.

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» Bibles, one for each participant

Activity Steps B e g in b y p o s in g t he fo llo wing q uest io ns:

» When you hear the name “Jesus,” what word comes to your mind? Why? » If you stopped people on the street and asked them that question, what do you think they might say? I n v it e a g o o d numb er o f r espo nses from the participants.

Offer the following comments: » Jesus is described as an “advocate” (parakletos) once in the New Testament (1 John 2:1). It is the same word used for the Holy Spirit in the Gospel of John (14:16, 26). » Furthermore, the four Gospels provide an account of how Jesus exerted His role as an advocate in defending the poor throughout His life—in words and deeds.

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» In the following passage, Jesus quotes the prophecy found in Isaiah 61:1-2, in which the prophet claims the liberation of Israel from captivity in Babylon. The expression “the year of the Lord’s favor” refers to the Year of Jubilee, which marked the liberation of slaves, the cancellation of debts, and the restoration of the land to its original owners. » Then Jesus, filled with the power of the Spirit, returned to Galilee, and a report about Him spread through all the surrounding country. He began to teach in their synagogues and was praised by everyone. When he came to Nazareth, where he had been brought up, he went to the synagogue on the Sabbath Day, as was His custom. He stood up to read, and the scroll of the prophet Isaiah was given to him. He unrolled the scroll and found the place where it was written.

I nv it e t h e pa rt ic ipa nt s t o o pen t heir Bib les to Luke 4:4 and follow along

with you as you read verses 14:21.

N o t e t hat t h is t ext is sometimes called Jesus’ manifesto because Jesus’ advocacy included four good news messages. Ask the participants to name the four found in the text. Then engage all in a group discussion using the following questions: » Are these four messages what you would normally associate with the proclamation of the gospel? Why or why not? » How do you think this “good news” can be lived out in our world today? What examples can you share from your own life of this action? C o n t inue b y no t ing:

» At the start of Jesus’ ministry, He reads from Isaiah. Jesus stands before the elders and His entire faith community and unfolds the scroll to this passage about setting the oppressed free. » God’s concerns about captivity and oppression are so big that Jesus uses them to describe the purpose and work on Earth. » Christians primarily led the anti-slavery movements in the 1800s. They were inspired by the Bible to fight slavery. Despite the advances made, slavery still thrives in the 21st century. » Experts believe there may be more slavery now than at any time in the history of the world. The United Nations says that at least 27 million people are enslaved worldwide. Each year 800,000 people are forced into bondage. » However, within the last decade there has been a global challenge to the practice of modern slavery. A large number of today’s anti-slavery activists are again inspired by their faith, many invoking Isaiah 58:6 to “loose the bonds of injustice.” » Human trafficking involves the forced labor and sexual exploitation of people of all ages. Often it involves the sexual exploitation of women and children through prostitution and pornography, including child sex tourism. Younger victims are targeted more and more as AIDS becomes prevalent and traffickers meet the demand for “clean” victims among sexual predators.

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» Labor slavery also abounds through debt bondage, domestic servitude, forced labor in mining and agriculture, and begging rings. » Yet individuals are making a difference—a living reminder that true religion serves the poorest and most vulnerable among us and sets the captives free. The number of activists is growing. Governments across the globe are starting to respond. This is the ripest time yet for challenging the institutions of slavery worldwide, in the character of the biblical command to “set the captives free.”

E ng a g e t he pa rt ic ipa nt s in a large-group discussion or invite them to divide into

smaller groups and share their responses to the following questions: » Why do you think Jesus was so concerned about the poor and oppressed? » Why do you think human trafficking still occurs? » Does the scale of human trafficking occurring today surprise you? Why or why not? » Do you think most people are aware that slavery still exists? » What do you think would need to occur to end human trafficking? » What role could you play in this? » Would you consider yourself to be an “activist” for the poor? If so, how? » Do you think every follower of Jesus has a responsibility to advocate in some way for people suffering through oppression? Why or why not?

C o n c l ude y o ur disc ussio n and study with prayer. Pray, thanking God that He loves everyone regardless of who they are, especially the needy, the vulnerable, and the outcast. Thank God for Jesus Christ—who demonstrated God’s compassion for all of us, who broke the power of evil and set us free. Ask God to help us to live as free men and women, to identify the poor right where we are, and to reach out to them with the liberating power of the gospel. Invite God to challenge you on ways that you might act to “set the captives free.”

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Why Is There

Hunger?

In t his a c t iv it y, participants brainstorm

possible explanations for hunger. Their reasons become hypotheses to check in the community and validate or revise based on their findings.

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» Newsprint and markers » Pens or pencils, one for each participant » Sheets of blank paper, one for each participant

Activity Steps

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A s k t h e pa rt i c i pa n t s to break into pairs. Distribute to each pair a sheet of blank

paper and a pen or pencil. Challenge each pair to come up with the longest list of possible answers to this question: Why is there hunger?

W h e n t h e pa i r s h av e f i n i s h e d , ask them to categorize the reasons on their lists

in the following manner: »P lace an X next to the two reasons you think explain why most hungry people are hungry. »P lace an O next to the reasons that best apply to people living in poor countries. » Place a checkmark next to reasons that individuals could do something about. »P lace a plus sign next to reasons that indicate it is the hungry person’s fault for being hungry. M O R E AC T I V I T I E S F O R G L O B A L C I T I Z E N S

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A s k t he pa ir s t o pa rt ner with another pair. Give each team of four a sheet of

newsprint and a marker. Have the teams discuss and compare their reasons and the categories to which they assigned them. Which are the same? Different? After a few minutes, gather the participants into one group and have the participants share their reasons and why they assigned them to a particular category.

M e n t i o n t o t h e g r o u p that their reasons are simply hypotheses that need to be

tested. Brainstorm community resources they might use to verify their hypotheses. Ask the participants to go into the community to find evidence and data to check their hypotheses. Examples might include: conducting research at the local library or on the Internet; meeting with the director of a local food bank or pantry or a local governmental representative to discuss their hypothesis and check their data. Invite them to bring their findings to another meeting.

C o n c l u d e b y i n v i t i n g t h e pa rt i c i pa n t s to join you in prayer. Pray for all

those who hunger for food and clean water. Pray for those who go without food each day. Pray that we become a people who are willing to share our abundance of resources with those who go without.

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Also available from

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Alive at Five T h e S il e nt Gl o ba l Cr isis o f Child Deat hs

In 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, was born to a sick or malnourished mother and suffered malnutrition as well, and died from preventable or treatable causes. This child will be mourned by family and friends, but in the rest of the world, the death will go unnoticed. Every four seconds, the same story repeats. Alive at Five is multi-media approach to studying the global issue of child health. The resource provides tools and activities that help participants develop skills in language arts, mathematics, social studies, media studies, communications technology, dramatic and visual arts, and health sciences. The activities are designed for grades 7 through 10, but they can be easily adapted to other grade levels or informal learning.

Go to www.worldvisionresources.com to order these resources.

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About World Vision W o r l d V is io n 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 where each child experiences “fullness of life” as described in John 10:10. We know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. World Vision is unique in bringing nearly 60 years of experience in three key areas to help children and families thrive: emergency relief, long-term development, and advocacy. We bring our skills across many areas of expertise to each community where we work, enabling us to support children’s physical, social, emotional, and spiritual well-being.

About World Vision Resources E nding g l o b a l po v ert y 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: World Vision Resources Mail Stop 321 P.O. Box 9716 Federal Way, WA 98063-9716 Fax: 253-815-3340 wvresources@worldvision.org www.worldvisionresources.com

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It is no t unc o mmo n today for the

world to ask Christians what our faith has to do with the massive needs we see everywhere. Jesus answered that question in Luke 10 by saying that the heart of the law and the prophets was summed up in loving God and loving our neighbors as ourselves. Yet, because of globalization, loving one’s neighbor gets to be a bigger task every year. More neighbors require more faithfulness. The Bible teaches to give cups of cold water in Jesus’ name. Young people must know this. We must teach them why we give cups of cold water, we must teach them where the needs are greatest, and we must teach them how to do it in a way that retains the dignity of those who receive our cup. Citizens of God’s kingdom are citizens of the world. The world is our parish. The world’s needs are our mandate. The world’s neediest are our neighbors. More Activities for Global Citizens provides innovative and creative learning activities to help prepare young people to live in an increasingly globalized world and to be active, participating citizens who can contribute to shaping a better future. The resource includes about two dozen stand-alone activities intended for young people in grades 1 to 12. Activities vary in time from 20 to 60 minutes and can be implemented on their own or added to an already existing church or school curriculum. Within these pages you will find activities, exercises, and games that introduce issues such as poverty, hunger and famine, international relief and development, disasters, health, HIV and AIDS, education, the environment, and global citizenship.