Activities For Global Citizens

I T ’ S N O T U N C O M M O N today for Christians to be asked 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 means 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.
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 6 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.
ACTIVITIES FOR
GLOBAL CITIZENS
AN EDUCATIONAL RESOURCE
FOR YOUNG PEOPLE IN GRADES 6-12
ACTIVITIES FOR
GLOBAL CITIZENS
Activities for Global Citizens
An Educational Resource for Young People in Grades 6-12
World Vision United States is grateful to the global education offices in Canada and the United
Kingdom for granting permission to reproduce many of the activities included in this resource.
Copyright © 2008 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA
98063-9716, wvresources@worldvision.org. All rights reserved. No part of this resource may
be reproduced by any means without the written permission of the publisher (unless otherwise
indicated).
Editorial Director: Milana McLead

Editor-in-Chief: Jane Sutton-Redner
Project Editor: Laurie Delgatto
Copy Editor: Brooke Saron
Design: Journey Group, Inc.
Sales and Distribution Manager: JoJo Palmer
Printed in the United States of America
ISBN 978-0-9819235-0-5
The Scripture in this resource is from the HOLY BIBLE, NEW INTERNATIONAL VERSION®.
NIV®. Copyright ©1973, 1978, 1984 by International Bible Society. Used by permission of
Zondervan. All rights reserved.
During the preparation of this resource, all citations, facts, figures, names, addresses, telephone
numbers, Internet URLs, and other cited information were verified for accuracy. World Vision,
Inc. 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, Inc.
4 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
Table of Contents
Introduction
Part One: Activities for Young People in Grades 6-8

10 All Lined Up
13 Education for Life
18 Exploring International Aid
23 Food Not Famine
27 Global Bingo
29 HIV and AIDS Quiz Show
32 In the Face of Disaster
36 Landmine Trust Walk
39 Poverty and Conflict
45 Steps and Mudslides
49 Stones in a Pond
51 Village Planners
Part Two: Activities for Young People in Grades 9-12

56 Active Global Citizens
59 Christian Generosity
62 Down the Drain
66 God Calls Us to Lead
69 God’s Welcoming Banquet Table
72 Hunger Quiz Show
75 Landmine Labyrinth
81 No Entry to Education
87 The Earth Is the Lord’s
90 The Hunger Cycle
94 The Impact of Communities on the Environment
97 The Trading Game
104 What Do You Think? Views on Poverty
Index
108 Activities by Topics
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 5
Introduction
G L O B A L I Z ATION IS 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 the 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. More neighbors
means 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.
(This introduction was written by Surge Duss for World Vision United States in October 2007.)
About this Resource

A C T I V I T I E S 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 more than two dozen
stand-alone activities intended for young people in grades 6 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: poverty, hunger and famine, international relief and development, disasters, health,
HIV and AIDS, education, the environment, and global citizenship.
Activity Overviews
Activities for grades 6-8
A L L L I N E D UP
The participants explore how the United States compares with other industrialized nations in
regard to foreign-aid spending.
E D U C AT I O N FOR LIFE
This activity helps the participants appreciate the importance of education in developing countries.
E X P L O R I N G INTERNATIONAL AID
In this activity, the participants discover some of the ways in which an international organization
such as World Vision works.
F O O D N O T FAMINE
This activity helps the participants understand the difference between hunger and famine and why
hunger is such a problem in the world.
G L O B A L B I NGO
In this activity, the participants discover overseas connections.
H I V A N D A I DS QUIZ SHOW
In this activity, young people are challenged to explore the impact of HIV and AIDS.
I N T H E FA C E OF DISASTER
In this activity, the participants explore why disasters that occur in developing countries are so
overwhelming.
L A N D M I N E TRUST WALK
This activity introduces the experience of living in an area with landmines.
P O V E RT Y A ND CONFLICT
In this activity, the participants explore the connection between poverty and conflict.
S T E P S A N D MUDSLIDES
In this activity, the participants explore the roadblocks to change in rural communities in develop-
ing countries.
S T O N E S I N A POND
This activity helps young people explore the impact of disaster and the concept of interdependence.
V I L L A G E P L ANNERS
In this activity, the participants explore the impact of debt and debt relief in developing countries.
Activity Overviews (continued...)
Activities for grades 9-12
A C T I V E G L OBAL CITIZENS
In this activity, the participants discuss characteristics of active global citizenship and research and
present a study of a person or group working to create a better world.
C H R I S T I A N GENEROSITY
This activity shows the participants how a biblical text can shed light on their role in the fight to
end hunger.
D O W N T H E DRAIN
In this activity, the participants determine how much water they use every day in their home life
and compare those findings to average values for people in other parts of the world.
G O D C A L L S US TO LEAD
In this activity, the participants learn how God calls young people to lead.
G O D ’ S W E L COMING BANQUET TABLE

In this activity, the participants explore what Jesus taught about inclusion, humility, and welcom-
ing people who are marginalized.
H U N G E R Q UIZ SHOW
This activity reinforces an understanding of the issues surrounding hunger.
L A N D M I N E LABYRINTH
In this activity, the participants explore and discuss the effects of landmines.
N O E N T RY TO EDUCATION
In this activity, the participants explore the key role of education as a route out of poverty and its
benefits for the wider community.
T H E E A RT H IS THE LORD’S
In this activity, the participants explore what the Scriptures say about water.
T H E H U N G E R CYCLE
This activity helps young people understand why the cycle of hunger is so difficult to break.
T H E I M PA C T OF COMMUNITIES ON THE ENVIRONMENT

In this activity, the participants identify ways to reduce their personal impact on the environment.
T H E T R A D I NG GAME
This activity illustrates how trading benefits the powerful.
W H AT D O Y OU THINK? VIEWS ON POVERTY

In this activity, the participants explore their own perceptions of the state of the world.
Activities
for Young People
PART ONE
in Grades 6-8
All
Lined Up
IN THIS ACTIVITY, the participants explore how the
United States compares with other industrialized nations
in regard to foreign-aid spending.
TIME REQUIRED: 30 MINUTES
M AT E R I A L S
NEEDED
» 10 blank sheets of paper

» 10 markers
Activity Steps
1 S E L E C T 1 0 VOLUNTEERS to represent each of the countries listed below:
» Sweden
» Denmark
» United Kingdom
» Luxembourg
» France
» Canada
» Japan » Australia
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» United States » Greece
H AV E T H E VOLUNTEERS line up randomly at the front of the room. Provide each with a
blank sheet of paper and a marker. Ask them to write the names of their countries on the sheets of
paper and then to hold up their papers up for everyone to see. Indicate that all these countries are
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considered to be high-income countries.
I N V I T E T H E REST of the participants to form three smaller groups. Ask the participants if any-
one has heard of the Millennium Development Goals. Then share the following points:
» The Millennium Development Goals are a set of goals that emerged from a United Nations
Assembly in 2000, when all the countries of the world agreed to set goals to significantly
reduce poverty by 2015.
» The United Nations established the goal of every rich country donating 0.7 percent of its
gross national income to poorer countries. This equates to $0.70 cents for every $100.
If the world’s richest nations gave this percentage, extreme poverty could be ended.
» Currently the world gives $80 billion in aid, but $140 billion is needed to eradicate extreme
poverty. To put this in perspective, the United States has spent $180 billion per year for the
war in Iraq.
» The volunteers standing represent 10 developed countries; the objective is to determine the
proper order of the countries according to how much each gives to foreign aid.
4 I N V I T E E A C H SMALL GROUP to determine the correct order of the countries, from lowest
contributions to highest. Allow only a minute for the groups to make this determination, and then
invite the first team to come forward and arrange the “countries” in the order they think is correct.
After the first group has lined up the countries, consult the list in step 5 and tell them how many
countries are in the correct position (but do not tell them which ones). Repeat this step with the
remaining two groups.
5 C O N T I N U E THE GAME until one group has successfully placed all 10 countries in the correct
order. Afterward, inform the participants that the United States contributes only 0.16 percent of its
gross national income to foreign aid and is ranked 21 among other developed countries. Discuss
how the United States compares with other nations and whether the participants think the United
States could or should give more. The list of countries ranked according to the percentage of gross
national income (from most to least) that is used to assist development overseas is as follows:
1. Norway .95%
2. Sweden .93%
3. Luxembourg .9%
4. Netherlands .81%
5. Denmark .81%
6. Ireland .54%
7. Austria .49%
8. Belgium .43
9. Spain .41%
10. Finland .4%
11. France .39%
12. Switzerland .37%
13. Germany .37%
14. United Kingdom .36%
15. Canada .28%
16. New Zealand .27%
17. Italy .19%
18. Japan .07%
19. Australia .3%
20. Portugal .19%
21. United States .16%
22. Greece .16%
(These statistics are from the Organisation for Economic Co-operation and Development Web site.)
6 R E F E R T O the United States’ placement once all the other countries have been placed in order,
and have the participants try to place the United States in the right spot. (Quickly review the coun-
tries from the list in step 5 that have not been mentioned.)
7 C A L L O U T THE NAMES of the countries that have met the 0.7 percent target. Ask the volun-
teers holding those signs to step forward and be recognized (they may curtsy or bow). Then note:
» Many of these countries do not currently meet the target of 0.7 percent. Five countries not
only don’t meet the goal, but they have not set a timeline or committed themselves to a plan
to reach 0.7 percent before 2015.
Ask the participants to try to identify these five countries. Then call out the names of the countries
that have no current plans to meet the 0.7 percent donation goal by 2015: Australia, Canada, Ja-
pan, Switzerland, and the United States. Share that for each $100 earned in the United States, only
8
$0.16 is donated in aid.
A S K T H E PA RTICIPANTS to take some time to reconsider the position and reputation the
United States holds on the world stage. Use the following debriefing questions:
» What surprises you about these results?
» How do you feel knowing that a wealthy country like the United States has not lived up to
its commitment to donate 0.7 percent of its total income to poor countries?
9 C O N C L U D E THE ACTIVITY by discussing what might be done to encourage the United States
government to meet the commitment it made back in 2000.
(This activity is adapted from the activity “How Is the United States Doing?” in Beat Poverty: We’ve Got
What It Takes! An Educational Resource for Young People in Grades 9–12. Copyright © 2008 by
World Vision, Inc.)
Education
for Life
THIS ACTIVITY helps the participants appreciate the
importance of education in developing countries.
M AT E R I A L S N E E D E D
» a long piece of string (long enough so that each participant can hold a part of it)
» a key
» sheets of newsprint, one for each small group of five or six, plus one extra
» markers, one for each small group of five or six, plus one extra
» a roll of masking tape
» story slips from resource 1, “Education Stories,” found on page 17. Enough for each small group
of five or six to have one
Activity Steps
1 A S K T H E PA RTICIPANTS to sit in a circle, quite close to one another. Invite them to hold their
hands in front of them with their elbows by their sides. Run the piece of string around the circle,
over the participants’ open hands, so everyone is holding a part of it. Slip the key onto one end of
the string and then tie the two ends of the string together. You should now have a large loop of
2
string with the key on it.
A S K T H E PA RTICIPANTS to close their hands loosely over the string and move them from side
to side over the string, bumping hands with those sitting next to them. Direct the person who has
the key to slide it along the string to the person next to him or her without anyone else noticing.
Have the group practice this a few times.
3 N O W A S K for a volunteer to come into the center of the circle and close her or his eyes. Move
the key to a different point along the string and then get everyone to move their hands from side to
side again. Ask the volunteer to open her or his eyes and try to spot where the key is as it is passed
from person to person. If the volunteer gets it right, she or he should swap places with the person
who was holding the key. Repeat this step a few more times. Then note the following:
» This game is linked to the theme of the session! There’s a simple key that’s been found to un-
4
lock potential in poor communities around the world and to tackle poverty—it’s education!
D I V I D E A S HEET of newsprint into two columns, one headed “For” and the other “Against.”
Post the newsprint where all can see. Call out some random words and ask the participants, in
turn, to say the word that immediately comes to mind. Start with words like broccoli or football.
Then say the word school and see how the participants respond. Comment on whether their re-
5
sponses are mainly positive or mainly negative.
F O L L O W I N G THIS, brainstorm the benefits of going to school as well as the downsides. Write
these on the newsprint in the appropriate column.
6 A S K T H E F O LLOWING questions and discuss the participants’ responses:

» Where else do you learn?
» What are the essential things you think young people need to learn in the 21st century?
» How would you change school to help you learn better?
7 S H A R E T H E FOLLOWING POINTS:
» Education doesn’t happen at school only. We learn much from our families and from the
world around us.
» We never stop learning, even after we leave school. Some of us deliberately choose to study
more, but we are all constantly picking up new skills as the world around us changes.
» In the United States, we don’t have any choice about whether we receive an education, and
free schooling is available to all. But millions of children around the world aren’t able to go
to school and would love to.
8
» Why do you think these children don’t go to school?
S E E H O W M ANY of the following reasons the participants can name. If some are left unnamed,
be sure to share them.
» In poor countries, people often have to pay for education and many parents can’t afford the
fees.
» Many children have to work to help the family earn enough to survive. Sometimes they have
to do this instead of going to school.
» Some children may have to walk for hours to get to school.
» War affects education.
» In countries where primary school education is free, schools are often run-down and don’t
have basic resources like books, chalkboards, or pens. Children sometimes have to learn
outside.
» The conditions for teachers in rural areas are sometimes very poor. In some places, there is
no house for teachers to live in, so they do not want to go there.
» In areas where HIV and AIDS are common, lots of children have been orphaned. Many
children have to run the house and look after their younger siblings. There is no time to go
9
to school.
D I V I D E T H E LARGE GROUP into small groups of five or six. Give each group a story slip from
resource 1. Also provide each group with a sheet of newsprint and a marker. Ask the small groups
to read the stories on their slips and then discuss and write down the consequences of getting an
education. Encourage them to start with a statement and write down its consequences. For example,
using the story from Malawi, a possible statement and consequences could be:
» A health education worker shows how to purify water. The child no longer gets ill from
drinking dirty water. The child can go to school. The child learns to read and write, and how
to live a healthy life. When the child leaves school, he or she may train to be a health educa-
tion worker. He or she helps many other families to stay healthy so their children can go to
school too.
10
Ask the small groups to show these consequences in a flow chart on their sheet of newsprint.
I N V I T E T H E SMALL GROUPS to present their charts to the large group. Then ask the small
groups to repeat the task but this time write down the consequences of the child’s not getting an
education, again starting with a statement. The Malawi story statement and consequences could be:
» No one shows the women in the village how to purify their water, or explains why dirty wa-
ter is so dangerous. The children get ill with sickness and diarrhea. They cannot go to school
because they are too weak. They don’t learn how to read and write, so they can’t find out
how to stay healthy. When they grow up and have children of their own, the same thing will
happen. Or worse, their children will get cholera and will die.
Again, the small groups should show these consequences in a flow chart and then present them to
11
the large group.
D I S C U S S what needs to happen for the millions of children who are not in school to be given the
opportunity of an education. There is of course no easy solution, so encourage the participants to
think broadly about what changes need to take place. They may come up with the following:
» Governments need to provide education free of charge, making it available to everyone.
» Investment in school buildings, teacher training, resources, and the infrastructure of educa-
tion is necessary.
» Attitudes must change so people realize that girls need an education as much as boys.
» Any measures to alleviate poverty are likely to result in more children going to school, as
children will no longer have to work to support their families.
12 N O T E T H E FOLLOWING:
» World Vision is an international Christian organization that provides opportunities for child
sponsorship, where people in the United States can give a regular sum of money to help a
child and the child’s community in a developing country.
» The money given through child sponsorship helps individual children but also benefits their
whole community.
» World Vision works with local communities to identify their most urgent needs. Working
alongside local people, World Vision helps them to find practical, effective, and lasting solu-
13
tions to the problems they face.
D I S C U S S W I TH THE PARTICIPANTS whether the group (or they as individuals) could com-
mit to sponsoring a child through World Vision. Alternatively, you could discuss ways the group
could raise money for World Vision or a similar organization in its work to alleviate poverty, which
will inevitably lead to more children being able to go to school.
(This activity is adapted from the World Vision United Kingdom youth leader resource Education for Life 2005.)
Resource 1 | Education Stories
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A Malawian family collects water each day from a distant stream to use for drinking and washing.
Unfortunately the water is not at all clean, and the children are often ill with diarrhea and unable
to go to school. They are also at risk of contracting cholera, an even more serious disease. A local
health-education worker shows the family how to purify its water by boiling it and using chlorine
water. The children are now much healthier and can attend school more regularly.
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Twelve-year-old Jagoda belongs to the Roma community in Bosnia-Herzegovina. One day at school,
she announces that her parents have decided she has to leave school to get married. Her teacher
reminds her of her wish to be a teacher, and about how her education will help her to look after her
family better when she does get married. World Vision staff talks to Jagoda’s parents about the im-
portance of her finishing her education, and her marriage has been postponed for now.
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Alunki is 7 and lives with his family in Jaipur in northern India. He comes from a family of rag
pickers, who collect rags from other people’s rubbish and sell them to earn a living. Alunki used
to have to work all day with his family. But recently he has been going to a World Vision informal
education center, which has helped him to catch up on the schooling he has missed so far. And he is
about to join a school with children his own age so he can continue his education.
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Until recently, Ram Chaudhari was a slave to a landowner in Nepal. His father and grandfather
had also been slaves. This practice, where enslavement is passed down the family from one genera-
tion to the next, is known as bonded labor. Nepal’s government has outlawed this dehumanizing
practice, so now Ram’s children, Lalita and Mahesh, can go to school.
----------------------------------------------------------------------------------------------------------------------------------
Resource 1: Permission to reproduce is granted. © 2008 by World Vision, Inc.
Exploring
International Aid
IN THIS ACTIVITY, the participants discover some
ways that an international organization such as World
Vision works.
TIME REQUIRED 50-60 MINUTES
» copies of the handout 1, “Flower Template,” found on page 22. One for each participant
M AT E R IA L S N E E D E D
» pencils or pens, one for each participant

» sheets of blank paper, several for each participant
» scissors, enough for all but eight participants
» rolled-up newspapers, one for each small group of three or four
» hardboiled eggs, one for each small group of three or four
» rolls of clear tape, one for each small group of three or four
» two sheets of newsprint
» three markers, each a different color
Activity Steps
1 D I V I D E T H E LARGE GROUP into small groups of three or four. Distribute a copy of handout
1, a pen or pencil, and several sheets of blank paper to each participant. Also distribute a pair of
scissors to all but two groups.
2 E X P L A I N T HAT THE PARTICIPANTS’ task is to cut out as many perfect flowers as they can
in 10 minutes, using the template on the handout and working only in their small groups. Groups
may not share or steal resources from other groups. Be sure to note that tearing out flowers is not
allowed; they must be neatly cut.
3 T H E S M A L L GROUPS that don’t have scissors will soon realize that they are at a disadvantage
and will protest. Tell them they may use a pair of scissors for one minute of every five. They will
have to legally “borrow” the scissors from one of the other small groups. If they request the
scissors from another group, that group must comply (but only for the given minute). By the end
of the 10 minutes, you will have three different experiences: some groups who have had scissors all
the time; some who have had scissors for most of the time; and two groups who have had scissors
4
for a very limited time. After 10 minutes, conclude the game.
R E O R G A N I ZE THE PARTICIPANTS into small groups of five or six. Be sure each group has
some members who are wearing shoes with shoelaces. Ask those wearing shoes with laces to untie
them. Then ask half the members of each small group to place their right hands behind their backs,
and ask the other half to place their left hands behind their backs. Explain that each group’s task
now is to tie the untied shoelaces using only their free hands. Allow enough time for everyone to
5
complete the task.
R E O R G A N I ZE THE PARTICIPANTS again, this time into small groups of three or four. Give
each small group a rolled-up newspaper, a hardboiled egg, and a roll of tape. Explain that their
task is to make a tower that will support the egg at the top. Allow 10 minutes for the groups to
6
complete this task.
N O W G AT H ER EVERYONE together as a large group to get some feedback on the experience

of each game. Initiate a conversation by using the following questions:
» How did you feel about each of these tasks?
» How did you go about completing each one?
» What were your frustrations, if any, in completing these tasks?
7
Tell the participants that you’ll explain the significance of these tasks later on.
D I S C U S S A CHALLENGE that the participants needs to address. It may be a task that they need
to do together, such as getting more people to join in addressing an issue, tackling vandalism in
their neighborhood, or fundraising. Invite them to form pairs to discuss the following questions:
» How can you address this challenge?
» What resources do you need?
» What barriers or difficulties do you need to overcome?
Allow a few minutes for the pairs to discuss, and then invite a few participants to share their
8
answers as you record their thoughts on a sheet of newsprint.
I N T R O D U C E THE IDEA of getting help from outside, if this hasn’t come up already. Ask:
» What kind of help are you looking for?
» How do you want these “outsiders” to relate to you?
» What would you not want the “helpers” to do?
Again record the participants’ responses on the newsprint. Most groups will want the outside help
to provide resources, the power to influence or make decisions, and skills to help them in their
task. If appropriate, use three different colors to circle on the newsprint the responses that fit into
9
these categories.
E X P L A I N T HAT THE AIM of this activity is to explore how global poverty issues can be
tackled—how people in poor communities can gain assistance, and how development agencies
like World Vision work and why. Draw on the participants’ learning from the games they played
earlier. Ask them what they might learn from these about the best ways to help poor communities.
Be sure the discussion includes the following key points:
» In the flower game, the groups without the scissors were at a great disadvantage. But just
giving them scissors for a short time didn’t really address the problem. They needed rights
and justice—access to the same resources as the other groups. Giving aid to people in poor
countries is very important. But if aid is the only thing that is given, people will remain poor.
The structures that keep people poor need to be addressed.
» In the shoelace game, the group members needed to work together to accomplish the task
they couldn’t do individually. Each person brought a different skill (or hand) that comple-
mented someone else. What restrictions do poor communities have that make it difficult for
them to find solutions to poverty completely on their own? What restrictions might a devel-
opment agency like World Vision put on itself when working in partnership with people who
are poor (e.g., the restriction of working at the community’s pace, of not imposing solutions
from outside, of not taking over and doing everything)?
» In the tower building game, each group attempted to tackle the task in different ways, ac-
cording to its collective skills and talents. Some towers were taller than others, some were
stronger, some were more attractive, but as long as they supported the egg, they were all
successful.
» Organizations like World Vision work in different ways with different communities accord-
ing to their needs. Some might need clean water first, others might need agricultural training,
and others might want to find better ways of organizing themselves. The community and
World Vision will be working toward the same result—tackling poverty and creating a self-
sustaining community—but how they get there will be different.
» World Vision provides resources (aid and expertise), access to power (campaigning), and
10
skills (training).
I N V I T E T H E PARTICIPANTS to brainstorm ways young people can take action to help people
living in poverty. Record these on a sheet of newsprint. They might consider the following:
» supporting an organization like World Vision, which is experienced in working with poor
communities.
» fundraising for an organization like World Vision, who will use the money where it is most
needed.
» participating in campaigns that tackle the unfair structures that keep people poor.
» buying fair-trade goods that ensure a fair price for farmers in poor countries.
» evaluating personal lifestyle choices to ensure fair consumption of resources.
» taking part in World Vision’s 30 Hour Famine as a way of understanding more about what
it’s like to be hungry.
» finding out more about what it’s like to live in a poor country and why people are poor (go
to www.worldvisionresources.com).
11
» talking to people about the issues and encouraging them to take action too.
D I S C U S S W HETHER there is any action the whole group could take together. Encourage the
participants to think about what they can do as individuals also.
Handout 1 | Flower Template
Handout 1: Permission to reproduce is granted. © 2008 by World Vision, Inc.
Food Not Famine
THIS ACTIVITY helps the participants understand the
difference between hunger and famine and why hunger is
such a problem in the world.
TIME REQUIRED 60 MINUTES
» food from all around the world (Be sure the countries of origin are indicated on the labels, and
include some fair-trade goods. Try to get a range of foods that young people like. Display the
food items in an area of the room that is easily accessible.)
» a large map of the world
» sheets of newsprint, one for each small group of four or five
» markers, one for each small group of four or five
Activity Steps
1 B E G I N B Y P OSING the following questions and inviting the participants to share their answers
in pairs:
» What have you had to eat so far today?
» What did you enjoy most?
» If you had to survive on just one of the things you ate today, what would it be?
2 L AY T H E M AP out flat and invite the participants to gather around it. Invite a few participants
to take a food item, say what it is and where it comes from, and then place it on the correct
country on the map. When all the food items have been placed on the map, discuss the following
questions:
» How did these foods get to our stores and onto our tables?
» What else do we need to eat for a healthy diet?
3 N O T E T H AT FOOD is a basic part of our lives, but that there can be lots of problems in our
society and across the world associated with getting food, preparing it, and eating it. Discuss with
the participants the following question:
» What problems or difficulties with food do people have in our country?
The participants might mention obesity, standard of food served in schools, pressure to be thin,
eating disorders, lack of knowledge about healthy diets, advertising and availability of junk food,
and so on. Be sure the discussion is sensitive to people in the group who may be affected by any of
these issues. Then ask the following questions:
» What food problems do you think people in developing countries have?
» The food in our supermarkets comes from all over the world. Why doesn’t it get to people
who really need it?
» If enough food is produced to feed everyone in the world, why are some people still hungry?
Be sure to include the following points in the discussion:

» Crops fail because of drought or poor agricultural skills.
» People don’t have enough money to buy food.
» Issues like war and HIV and AIDS affect food production.
» It’s too expensive to transport food from areas of surplus to areas of need.
4 A S K T H E PA RTICIPANTS if they know the difference between hunger and famine. Allow for a
few responses, and then offer the following key points:
» Famine is when a large percentage of the people in a region or country have a severe short-
age of food. But there doesn’t have to be a famine for people to go hungry.
» Hunger can cause malnutrition and stunted growth; it leaves people weak, susceptible to
disease, and often unable to work.
5 I N T R O D U C E THE TERM FOOD SECURITY BY NOTING THE FOLLOWING:

» If a community has food security, it means everyone has access to enough nutritious food for
their needs. Food security involves:
» availability (making sure there’s enough food for everyone in the community).
» access (ensuring that everyone, including older people, children, and women, has
access to enough food).
» consumption (using the food to provide healthy meals).
» building up of assets (having something to fall back on in times of stress so people

don’t go hungry again, such as stores of food, savings, and work skills).
» How can we ensure that people have enough to eat?
»T
he major issue is having the right food, in the right place, at the right time, all the time.
» This means eradicating famine and eliminating hunger.
6
» The goal is food security.
D I S C U S S W I TH the participants what can be done about hunger and famine in the world. Be
sure the discussion includes these ideas:
» Vulnerable people in a community (older people, children, and women) should be a priority
in food distribution.
» Increasing agricultural skills will mean that people will be able to grow sustainable crops
suited to their climate.
» Food aid is necessary in emergencies, but it is not the only solution. The old adage “Give
someone a fish and they eat for a day; teach them how to fish and they eat for a lifetime”
applies here!
» Any measures to alleviate poverty will help more people out of hunger.
» If people are given skills to earn a living, they will be able to buy food.
» Addressing issues such as conflict, and HIV and AIDS will have an effect and reduce hunger.
» Supporting fair prices for farmers will mean farmers will be able to earn enough to support
their families.
7
» Trade justice will enable farmers in poor countries to sell their goods on the global market.
D I V I D E T H E LARGE GROUP into small groups of four or five. Provide each small group with
a sheet of newsprint and a marker. Ask the groups to discuss and then write their own recipes
for sorting out hunger. They need to decide what the essential ingredients are and then think of a
creative way of combining them to show how to tackle hunger. Share the following example:
» Take a generous helping of food aid and sprinkle evenly across the bowl. Add six large table-
spoons of sustainable agriculture and a regular supply of water and mix gently until well
combined. . . .
Allow several minutes for the small groups to complete this task.
8 W H E N T H E SMALL GROUPS are finished, ask them to share their recipes with the large group
and then post them on one of the walls in the room.
9 N O T E T H E FOLLOWING:
» We can respond to the issue of hunger in two basic ways: by being more informed, and by
raising money for organizations such as World Vision to use to help people who suffer from
hunger and famine.
» One way to fundraise is through World Vision’s 30 Hour Famine, which combines both
responses in sponsoring people to go without food for a day. The feelings of hunger that
people experience by participating in the “famine” are minimal compared to the long-term
effects hunger has on a community, but it will help them to understand better what it’s like
to be hungry.
Discuss other ways the participants can fundraise. If the ideas are food-related, all the better! Some
ideas might include having a bake sale and giving the profits to World Vision, or having everyone
10
give up sweets for a week and then donating the money that would have been spent on those items.
N O T E T H AT a third response to the issue of hunger is to choose carefully what we eat so that it
benefits rather than harms people in developing countries. Show the group the fair-trade symbol
from one of the food items used in step 2. Talk about the way fair-trade benefits farmers. Then
11
discuss ways the young people could promote fair-trade within their local community.
RESPONSE
C O N C L U D E BY INVITING the participants to select one action they can commit to over the
next few weeks to help respond to the issue of hunger.
Global Bingo
IN THIS ACTIVITY, the participants discover overseas
connections.
TIME REQUIRED 10-15 MINUTES
M AT E R I A L S
NEEDED
» copies of handout 2, “Bingo Card,” found on page 28, one for each participant
» pens or pencils, one for each participant
Activity Steps
1 D I S T R I B U T E to each participant a copy of handout 2 and a pen or pencil.
2
T E L L T H E PARTICIPANTS they have just a few minutes to obtain signatures for each square
on the bingo card. If you have more than 20 participants in your group, each square must have a
different signature. If you have a smaller group, you can tell the participants that some signatures
may be used twice.
3 C A L L T I M E AFTER a few minutes and then announce a winner (if a participant has not
already proclaimed himself or herself to be the winner). Then lead a discussion on the ways the
participants are interconnected with others from overseas.
Handout 2 | Bingo Card
Can name five Has received Has a pen pal (or

Has ridden in a
products from a letter from e-mail pal) from
European car
Japan overseas another country
Has made a phone Watched a

Has a parent
call to another television program
who was born in Was born overseas
country in the last from England last
another country
six months night
Can name an Can say hello in

Can name three Has eaten East
export from three different
continents Indian food
Ethiopia languages
Can show you Has eaten a Can name a book Has consumed a
a product made product that was by an overseas product grown in
overseas grown in Africa author India
Can name two Is wearing Can name two

overseas presidents something made in overseas music Has traveled
or prime ministers China or Taiwan groups overseas
HIV and AIDS
Quiz Show
IN THIS ACTIVITY the young people
are challenged to explore the impact of HIV and AIDS.
» a large chalkboard
M AT E R I A L S
NEEDED
» chalk
» eraser
» a copy of Resource 2, “Trivia Questions and Answers,” found on page 31
Activity Steps
1 W R I T E E A C H of the possible trivia responses (found below) randomly on the chalkboard.
» 33 million
» women and children
» sub-Saharan Africa
» 2.5 million
» 3 million
» immune
» 60 million
» 6,000
» 1,000
» virus » stigma » North America
» HIV-infected bodily fluid » 15 million » Europe
» individual » ill » Asia
» volume » silence » vaccine
2
» values » men and children
D I V I D E T H E PARTICIPANTS into two groups. Appoint or have someone volunteer to act as

quiz show host.
3 P R O V I D E T HE HOST with a copy of resource 3: Trivia Questions and Answers. Explain that
when the host asks a question, the first team to make a buzzer noise must approach the chalkboard
and circle or check the word they think is the correct answer to the question. If they are correct,
their team gains a point. If they are incorrect, erase the circle or the check and deduct a point from
4
their team.
C O N T I N U E THIS PROCESS until all the questions have been asked and answered. Then an-
nounce and congratulate the winning team.
5 I N I T I AT E A DISCUSSION on the statistics by asking the following questions:

» What do you think and feel when you hear statistics like these?
» Were you surprised by any of these facts about HIV and AIDS?
» How many of you were aware of these realities before today?
» Consider the number of people infected with HIV and AIDS in sub-Saharan Africa. What
does that tell you about how serious this issue is? Is it serious enough to compel you to take
6
action? Why or why not?
C O N C L U D E THE ACTIVITY by discussing ways in which the participants can better educate
themselves about the AIDS pandemic and how they can get involved in the movement to eradicate
the disease.
Resource 2 | Trivia Questions and Answers
Note to Host: Answers are indicated in parentheses.
» As of 2008, how many people worldwide are living with HIV and AIDS? (33 million)
» How many children are infected with HIV and AIDS in the world today? (3 million)
» How many people die of AIDS each year? (2.5 million)
» Where do the majority of people with HIV live? (sub-Saharan Africa)
» Which group of people is most impacted by HIV and AIDS? (women and children)
» What does the “I” stand for in AIDS? (immune)
» What does the “V” stand for in HIV? (virus)
» What word bests describes the phrase “a stain, criticism, or blame on one’s reputation”? (stigma)
» How is HIV transmitted? (HIV-infected bodily fluid)
» How many children are orphaned each day due to AIDS? (6,000)
» How many AIDS orphans are there worldwide? (15 million)
» To date, how many people have contracted the disease? (60 million)
(The statistics on this resource are from the Joint United Nations Program on AIDS.)
In the Face
of Disaster
IN THIS ACTIVITY, the participants explore why
disasters that occur in developing countries are so
overwhelming.
» six slips of paper with one of the following terms written on each: Food, Shelter, Health care,
Education, Friends and Support, and Work
M AT E R IA L S N E E D E D
» a sheet of newsprint, on it write the following list: Food, Shelter, Health care, Education, Friends
and Support, and Work; Post the list where all can see
» a marker
» about 100 sheets of blank paper and a bag or box (Before beginning the activity, make about
100 paper airlines. Keep them hidden from the participants by placing them in the bag or box.)
» two stacks of blank paper (about 25 sheets in each)
» sheets of lined paper, one for each small group of four or five
» pens or pencils, one for each small group of four or five
Activity Steps
1 I N V I T E S I X VOLUNTEERS to come forward to display these needs in order of importance.
Ask the volunteers to each pick up a slip of paper with a need written on it and then stand in a line
from left to right with the most important need on the left side, the least important on the right,
and everything else in between.
2 N O W B R I E F LY introduce the Asian tsunami, the China earthquake, or another disaster. Ask the
participants which need was jeopardized most for those who were affected by the disaster. Invite
six new volunteers to come forward and stand in a “needs” line, using the natural disaster as a
3
basis for the order of the needs.
A S K T H E PA RTICIPANTS how many of the needs on the list are met for them every day. Do
they take it for granted? Explain that we can all help when disasters strike, through our prayers
and through giving.
4 D I V I D E T H E LARGE GROUP into three teams—teams A, B, and C. Then divide the room in
half by making a line on the floor with the masking tape. Note the following:
» Team A will inhabit one half of the room, and team B will have the other half.
» Team C will sit on the sidelines watching.
Gather the members of team C and provide them with the bag or box of airplanes. Quietly note
that they are to open the bag or box when you give them a signal, and then they are to start flying
the planes into team B’s territory until the bag is empty. Note that they are to throw the planes into
5
team B’s space only.
G I V E T E A M A AND TEAM B a stack of blank sheets of paper. Give them five minutes to make
as many paper airplanes as they can. Once the five minutes are up, explain the following:
» The aim of the game is for each team to throw all the paper airplanes in their half of the
room into the opposing team’s territory.
» When a plane lands in a team’s territory, that team must throw the plane back.
» You need to be careful not to hurt anyone, so it is best to throw the airplanes toward the
ground rather than at a person.
» You will have a five-minute time limit.
» The number of planes in each half of the room will then be counted. The team with the few-
6
est planes will be the winner.
I N V I T E T H E TEAMS TO BEGIN. After three minutes, give the signal to Team C. For the last
two minutes of the game, team B will be overwhelmed with airplanes and won’t be able to keep
up! Call time at the end of two minutes and give everyone a chance to catch their breath. Count
the airplanes on each side. Team B should have a lot more than team A. Then collect the airplanes
7
so they aren’t a distraction.
L E A D A L A R GE-GROUP discussion using the following questions:

» How did team B feel at the start of the game? How did team B feel when team C joined in?
Try to draw out the feelings of being overwhelmed and powerless to do anything to stop
being bombarded by planes.
» How did teams A and C feel about their parts in the game?
9 I N T R O D U C E THE THEME of natural disasters. Ask the young people to brainstorm some
recent natural disasters and to note where and when they have happened. The following are some
examples that should be mentioned if the participants don’t bring them up:
» earthquake, China, 2008
» typhoon, Myanmar, 2008
» drought, Somalia, East Africa, 2006
» famine, Niger, 2005
» earthquake, Pakistan, 2005
» hurricane, New Orleans, 2005
» tsunami, Indian Ocean, 2004
Explain the following:

» Many disasters are naturally occurring phenomena, but the causes and impacts are affected
by human activity.
» The ongoing damage to the earth’s fragile ecosystem and the impacts of climate change has
probably contributed to an increase in the number of natural disasters.
» People and communities deeply entrenched in poverty are the most vulnerable to the destruc-
tion and devastation brought on by natural disasters.
» Disasters happen when natural events spiral out of control and whole communities and
10
countries are overwhelmed by them, a bit like team B’s having to cope with the onslaught
from teams A and C.
D I S C U S S W HETHER anything can be done to stop disasters from happening.
11 D I V I D E T H E LARGE GROUP into small groups of four or five. Distribute a sheet of lined
paper and a pen or pencil to each small group. Then ask the groups to imagine that a freak
tornado has destroyed their neighborhood street. Fortunately it happened during the day when
most people weren’t home, so no one was killed, although a few were injured. However, their
houses and most of their possessions were destroyed. Invite the small groups to discuss the
following questions:
» How will you cope?
» Where will you stay tonight?
» What will you do for food this evening?
» What will you do for clothes tomorrow?
» How will you afford a new house?
» Where might you go to live while you find a new house?
» How will you get money to live?
12
Ask that someone in each small group record the group’s thoughts.
I N V I T E T H E SMALL GROUPS to share their recovery plans with the large group. Then ask
the small groups to imagine what it might be like if the same tornado occurred and they were living
in a developing country where they were poor and all those around them were poor as well. Ask
them to discuss how the impact might be different.
Note: If this were to happen in the United States (and it has), it would be devastating and would
take considerable time for individuals and communities to recover. In comparing the effects of this
type of event in the United States to some of the much larger disasters that other countries face, be
careful not to imply that people who have been through something like this in the United States
or similar countries have not suffered. But it is useful to make the comparison in order for the
13
participants to understand why disasters have a much bigger impact in poor countries.
C O N C L U D E THE ACTIVITY by noting the following points:

» Natural disasters themselves cannot be fully prevented, but their impacts can be reduced.
» Through emergency response, World Vision and other agencies support the relief, rehabilita-
tion, and reconstruction efforts of affected communities.
» World Vision also works with communities in disaster mitigation, supporting those commu-
nities in developing strategies to reduce their vulnerability to disaster.
Invite the participants to consider ways they might assist efforts when disaster strikes.
Landmine
Trust Walk
THIS ACTIVITY introduces the participants to the
experience of living in an area with landmines.
T I M E R E Q U I R E D : 3 0 TO 4 0 M I N U T E S
M AT E R I A L S
NEEDED
» several copies of Handout 3, “Paper Landmine,” found on page 38, enough to scatter through-
out the room
» blindfolds, one for every two participants
Activity Steps
1 S H A R E W I T H THE PARTICIPANTS the following key points about landmines:
» Landmines are weapons that explode when disturbed or when physical pressure is placed on
them.
» Landmines are typically planted a few inches below the surface of the ground; the mere pres-
sure of a human foot on the area where the mine is buried causes it to explode.
» Usually a tripwire is attached from the prong to either another mine or an object like a
tree. Disturbing the wire will trigger the mine to explode. Typically cylindrical in shape
and roughly the size of a two-pound bag of sugar, landmines can kill or injure a number of
people in an instant.
» Although millions of mines have been removed from former conflict areas, landmines still
injure or kill 15,000 to 20,000 people every year.
» 80 percent of landmine victims are civilians; one-third of these are children. People are
maimed often while cultivating their land, tending their cattle, or fetching water from a well.
» More than 80 countries are affected to some degree by landmines and undetonated bombs.
» Landmines cannot discriminate between adult and child, soldier and civilian.
2
» During this activity, we will explore what it might be like to live in an area with landmines.
I N V I T E T H E PARTICIPANTS to form pairs. Provide each pair with a blindfold. Ask the pairs
to designate one person to serve as the guide, and the other person as the one who will be guided
3
and thus wear the blindfold.
A S K T H E “ T O BE BLINDFOLDED” participants to go to one end of the room. Have them
4
blindfold themselves, and then ask them to wait patiently.
P R O V I D E E A CH GUIDE with a paper landmine from Resource 3, and then ask the guides to
place the mines somewhere in the middle of the room.
5 I N V I T E T H E GUIDES (a couple at a time) to guide their blindfolded partners to the other

side of the room and back, trying to help them avoid the landmines that have been placed
throughout the room. Note that if a blindfolded person steps on or touches a mine, he or she will
be disqualified and must return to the starting point and be seated (she or he may remove the
6
blindfold at that time).
C O N T I N U E THE PROCESS until all the blindfolded participants have had the opportunity to
7
cross the room and return to their starting point.
I N V I T E T H E PARTICIPANTS to gather back as a large group. Debrief with a large-group

discussion using the following questions:
» For those of you who were blindfolded, how did you feel during the activity?
» For those you who served as guides, how did you feel during the activity?
» For those of you who stepped on a landmine and were disqualified from the game, how did
you feel?
» Imagine you are a deminer—that is, someone who is trained to deactivate mines. What
might be your fears? your hopes?
» Imagine you are a 12-year-old child living in a mined area, and you need to gather bamboo
shoots to sell in the market. Your family needs the income to buy food. Describe your hopes
and fears.
Variations:
» If time permits, reverse the roles and play again.
» Remove some of the mines. Ask all the participants to close their eyes and try to cross the field
without stepping on a mine.
Handout 3 | Paper Landmine
Poverty and Conflict
IN THIS ACTIVITY, the participants explore the
connection between poverty and conflict and then examine
ways to resolve conflict.
» newsprint, one sheet for each small group of four or five

» markers, one for each small group of four or five
» stories from the newspaper or Internet about war and conflict, one for each small group of four
or five (Try to find stories about small-scale conflict—for example, between neighbors—as well
as large-scale wars. Make sure one of the stories is about a conflict that is causing or exacerbat-
ing poverty.)
» copies of handout 4, “Cartoon Interpretation,” found on page 43, one for each participant
Activity Steps
1 D I V I D E T H E LARGE GROUP into small groups of four or five. Provide each group with a
sheet of newsprint and a marker. Ask half the groups to make a list of all the things the members
of their individual group have in common. Ask the remaining groups to make a list of all the ways
the members of their individual group are different. Allow about five minutes for the small groups
2
to complete this task.
G AT H E R B A CK EVERYONE into the large group and ask for their feedback. You might have
each group name one or two items from its list. Ask if the participants were surprised about how
much they had in common or if they were shocked at how many differences they found. Continue
the discussion using the following questions:
» How do you feel about the other members of your group?
» Are your feelings affected by the task you had to do?
» Do those who were finding differences feel differently about the members of their groups
than those who were finding similarities?
3 E X P L A I N T HE FOLLOWING:
» Identifying differences between people is often a source of conflict that can escalate alarm-
ingly.
» An ideal world would be one where humankind has learned positive ways of overcoming
opposing loyalties, social and religious divisions, competing territorial claims, and the clashes
of personal and political ambition. Facing conflict head-on and finding nonviolent ways
to resolve it is the only way this kind of world can become a reality. We cannot choose to
ignore conflict.
» At any level, conflict pulls on people’s fears, experiences, loyalties, and prejudices—the lens
through which they view the world.
» Conflict is a social justice issue, a human rights issue, a “love thy neighbor” issue, and a
“look at your inner-self” issue. Around the world, conflict is a “right in my back yard, right
now” issue for millions of people.
» War, genocide, refugees, displacement, anger, violence, intolerance, and hatred are all results
of conflict.
» Violent conflict—conflict at its most extreme—is not easily understood or contained within a
defined space. It is messy and painful, crossing communities and borders, stripping people of
personal choices and personal control. It affects the powerful and the powerless, the rich and
the poor.
» Ranging from the expression of localized grievances to the complicated maneuvers of geo-
political warfare, violent conflict makes the task of overcoming poverty and hunger all the
more difficult.
» For example, in Rwanda, there are three main groups of people—the Tutsi, the Hutu, and
the Twa. The Tutsi were the aristocratic minority landowners, the Hutu were the major-
ity subsistence farmers, and the Twa were the forest dwellers. They lived together relatively
peacefully for many years. The Hutus and Tutus shared a language, social structures, cus-
toms, and beliefs.
» In 1935, when Rwanda was a colony of Belgium, the Belgians divided people into two
groups—Tutsi and Hutu. They forced people to carry identity cards, which showed which
race they belonged to. They favored the Tutsi and gave them jobs, education, and other
privileges. In 1962, Rwanda gained independence and the Hutu came to power in govern-
ment. Tensions between the two groups grew over the years. In 1994, up to a million Tutsi
and Hutu moderates were killed by Hutu hardliners in the Rwandan genocide.
» Conflict is always a complex issue, but the years of emphasizing the differences between the
Hutu and Tutsi was a key factor in the Rwandan genocide.
4 I N V I T E T H E PARTICIPANTS to gather with their small groups again. Provide each group
with one of the stories you have gathered from the newspaper or the Internet. Someone in each
group should read the story aloud, and then the group should discuss the following questions:
» How did the conflict start?
» Over what are the people fighting?
» Who is affected and how?
» Is there a link between this conflict and poverty? If so, how?
» How could this situation be resolved?
5 I N V I T E O N E PERSON from each small group to summarize the story and discussion for the
larger group. Then ask the following:
» Are war and conflict inevitable in our world? Why or why not?
» Is conflict always a bad thing? Why or why not?
Allow for several responses and some good discussion before proceeding. Then note the following:
» In areas where there is violent conflict, the poor, the weak, the marginalized, and the vulner-
able suffer most.
» Cycles of poverty are made worse by war, and children are the most frequently affected.
Modern-day armed conflict kills and maims more children than soldiers because wars are
fought not on battlefields but in villages and towns.
» An increasingly alarming trend is the use of child soldiers in dozens of countries.
» Children in war zones are deprived of adequate food and basic schooling.
» Children experience the lasting emotional and psychological effects of witnessing violence
and, frequently, of separation from their families.
» Violent conflict poses one of the greatest threats to human development, destroying lives
and undermining efforts to eradicate poverty. Yet violence does not have to be the inevitable
consequence of all conflict.
» If dealt with thoughtfully and creatively, conflicts that arise between different groups in soci-
ety can lead to positive changes in structures and systems that cause injustice and, instead of
violence, build peace.
6 P R O V I D E E A CH PARTICIPANT with a copy of handout 4 and a pen or pencil. Note that the
cartoon on the handout illustrates stages in conflict resolution. Invite the participants to work in
pairs to match up the titles with the panels of the cartoon. Ask them to work through the questions
7
and tasks noted on the handout.
I N V I T E E A C H PAIR to join with another pair to form a small group of four. Ask the small
groups to each create a short drama that illustrates the development and then resolution of a
conflict using the stages in the cartoon. They can address a war situation or a conflict in their own
8
lives. Allow ample time for them to prepare the drama.
I N V I T E T H E SMALL GROUPS to perform their dramas. After all the dramas have been
performed, conduct a large-group discussion using the following questions:
» How realistic were the scenarios of conflict resolution?
» How could you use these stages in conflicts you face personally?
9 C O N C L U D E BY ASKING the participants to think about what they are doing (or could do) to
contribute to a more peaceful world. Offer the following comments as a way to get them thinking
about possible action steps:
» Concerned individuals can play an important part in confronting and resolving conflict by
peaceful, rather than painful, means.
» We all have a personal part to play—whether by fundraising, by educating others about the
issues, or by speaking up for the vulnerable. We are the ones who can make all the differ-
ence. We can inform ourselves. We can lobby governments and individuals.
» We may not be able to protect all the innocent from suffering, but we can pray. We can
give generously to those whose lives are turned upside-down by violence. We can examine
our own actions and motives carefully. We can take responsibility for the internal conflict
between good and evil that takes place in all of us, on a daily basis.
Handout 4 | cartoon
Cartoon Interpretation
interpretation
–Sixtask
panelsone
make up the cartoon below. Match the six titles to the correct panels. Then give the
cartoon
There are an appropriate
six panels title.
that make up the cartoon below. Match the six titles to the corrected panel. Then give the cartoon
an appropriate title.
negotiation
co-operation
different interests
force
compromise
conflict
– task two
When trying to understand a cartoon, it can be useful to follow the acronym IDA: Identify,
When trying to understand a cartoon it can be useful to follow the acronym ‘IDA’ – Identity, Describe and Analyse.
Describe, and Analyze. Write an interpretation of the cartoon. You may find it useful to first think
Write an interpretation
through the questionsof the cartoon. You may find it useful to first think through the questions below.
below.
identitiy
IDENTIFY
Who are the characters in this cartoon?
» Who are the characters in this cartoon?
Why do you think the cartoonist choose to use them?
describe
What takes place in the cartoon?
What ideas are suggested by the sequence of events?
» Why do you think the cartoonist chose to use them?
analyse
What is the main point or message of the cartoon?
Do you agree or disagree with the cartoonist? Why/Why not?
www.worldvision.com.au/globaleducation World Vision Australia
DESCRIBE
» What takes place in the cartoon?
» What ideas are suggested by the sequence of events?
A N A LY Z E
» What is the main point or message of the cartoon?
» Do you agree or disagree with the cartoonist? Why or why not?
Steps and Mudslides
roadblocks to change in rural communities in developing
countries.
M AT E R I A L S
» copies of the game board resource, found on page 48, one for every four participants (printed on
NEEDED
cardstock, if possible)
» dice, one die for every four participants
» coins (or some other object that can be used as game pieces), one for each participant
Note: This activity is based on a board game. Each game can have up to four players.
Activity Steps
1 B E G I N B Y N OTING that poverty happens when many factors—such as government policies,
droughts, war, and disease—limit people’s choices. Then share the following key points:
» Sometimes it seems like global problems are so big that there is no way we can help change
the lives of the world’s poorest people.
» Just giving more money or resources isn’t the answer. Neither is just lobbying for political
change. However, combining these strategies with community development can make a real
difference in the lives of people in poor communities.
» Community development is about change and partnership. It involves work or projects

undertaken jointly among people in poor communities, local authorities, governments, and
outside organizations (such as aid agencies) to bring about long-term improvements.
» Community development is about communities moving step-by-step and others working
side by side with them to improve living conditions and create lasting change. The existing
knowledge and skills of the people are affirmed, and the community members are seen as
active participants in the process of change.
» The way community development works for one community can be very different from how
it works for another community. In one community, the need for clean and safe drinking
water may be a greater need than the building of a new school. In another community, a
medical clinic may be the greatest need. In yet another community, the need for education on
farming may be most essential.
Tell the participants they will be participating in a board game to help them get a better sense of
2
the kinds of roadblocks many people in developing countries face.
D I V I D E T H E LARGE GROUP into small groups of three or four. Provide each small group
with a copy of a game board, a die, and a coin for each member. Then tell the participants the
following:
» Imagine you work for an American agency that is located in a developing country. Your role
is to help train local resource people in aspects of agriculture, nutrition, water use, sanita-
tion, and community development.
» The idea is that these resource people will then share their knowledge and training with oth-
ers in the community.
» The goal is to move about 4,000 people in a dozen villages from poverty to self-sustainabili-
ty.
» If you roll the die and land on a game board space with a ladder or steps, you get to “climb”
to a higher location. If you land on a location with a mudslide, you must “slide” down.
3
» The game ends when the first player reaches the finish line.
B E S U R E E V ERYONE understands the game rules. Answer any questions the participants might
have, and then invite the small groups to begin the game.
4 W H E N A L L the small groups have completed the game, gather back the participants into the
large group and lead a discussion using these questions:
» What did you learn from this game?
» What did you find most frustrating about the game?
» What changes would make the game easier to win (and make life easier for people who are
5
hungry and poor)?
C O N C L U D E BY NOTING THE FOLLOWING:

» Sometimes community development is seen only as the provision of tangible things, like
water tanks, roads, or school buildings. This model views poor communities as passive
recipients.
» Community development is about more than providing tangible things. It is also about help-
ing community members work through their problems and the causes, effects, and solutions.
This way they learn to understand the issues that are contributing to their poverty, and the
methods and resources that will help them to be self-reliant. The skills that remain will help
them build a better future for their children.
» The types of changes that might need to occur include the following:
» behavioral changes, such as washing hands before eating or having health-workers

wear disposable gloves to prevent HIV and AIDS transmission.
» participation changes, such as including women in decision-making.
» skills improvement, such as developing or learning techniques for irrigating crops,

receiving training to run a small business, or learning to be a classroom teacher.
» structural changes, such as local leadership’s becoming more accountable and con-
sulting with all the groups it represents; increasing access, such as building bridges
over gorges so women can get to health-care centers or clean water.
» It takes time to bring about lasting change. The time it takes in one community may be
different from the time it takes in another. World Vision might work on one project in a par-
ticular community for three years, but stay with a different community for 10 to 15 years,
until that community has the skills, ability, and resources to manage independently.
» Ultimately, community development is about teaching a community to respond to change

and to develop in a way that is sustainable. At the end of the day, successful community
development leaves a community with tools and skills to manage its future without relying
on external support.
» As we saw in the game, if none of the factors that create poverty are changed, people can’t
do anything about the situation that keeps them poor. But changing just one of those factors
can have a dramatic effect.
(This activity is adapted from a game produced by The Sharing Way, by the relief agency and development
ministry of Canadian Baptist Ministries. Used with permission.)
Teenage
78 prostitution 71
75 73
74 70
and AIDS rates
FINISH increase along
new truck route.
76 72
Civil war
69
Tool shipment
63 disrupts crop 67
62
Local leaders arrives too late
61 production. and aid agency for harvest time.
resolve dispute. Lose a turn.
60 65
59 Bad roads and
lack of fuel
Banks go on
strike. Go back 3 Government
57
prevent arrival of
surplus rice. 55 spaces.
53
soldiers
attack
village land
50
58 reformers.
Lose a turn.
51
46
45
For the first Villagers suffer Local leader Clinic
time, women intestinal attendance
embezzles
49
40
are elected to parasites from project funds. by pregnant
the community dirty water. Lose Go back 3 women
council. a turn.
43 44 spaces. doubles.
39 36 35
Rains fail.
Drought stunts 34 Government
31
passes law
crops. Lose a
to redistribute
turn.
32
land more fairly.
38
Government Villagers move Local nutrition
raises prices
for locally
to the city when
government
24 Women receive
credit to buy 26 habits improve
after good
New hog project
raises farmers’
grown grain. takes their land tools and seeds. harvest. Move incomes by 20%.
Farmers’ incomes
increase. 21 22
away. ahead 4 spaces.
28
12
10
Older girls
17 16 15 develop tailoring
skills. Take an
extra turn.
11
19 13
Farmers use Local women
1 8
3 5
new disease- become trained
9
resistant seeds.
START in nutrition and
health.
2 6
Stones in a Pond
THIS ACTIVITY helps young people explore the
impact of disaster and the concept of interdependence.
M AT E R I A L S
NEEDED
» a sheet of newsprint
» a marker
Activity Steps
1 B E G I N B Y N OTING THE FOLLOWING:
» Natural disasters are growing in frequency around the world. They include severe weather
events and their after-effects, such as floods, mudslides, and famine, as well as disturbances
in the earth’s crust, such as earthquakes or volcanic eruptions. Human-made disasters may
result from conflict, environmental damage, or industrial accidents. These kinds of disasters
can also combine with and magnify natural disasters, as in the case of climate change and
drought.
» Today we are going to explore some of the impact that disasters create.
2 A S K T H E PA RTICIPANTS to imagine that the area they live in has been struck by a series of
devastating tornadoes. The community and several neighboring towns are cut off from the outside
world. Roads and bridges are knocked out, and power and telephone lines are toppled. Many
buildings are severely damaged, an unknown number of people are dead or missing, and hundreds
require medical attention. It will take a week for basic power, communication, and transportation
to be restored. Repairs to roads, bridges, homes, and other buildings will take months.
3 C R E AT E a “pond” diagram by drawing a large oval on a sheet of newsprint. Post it on a wall
where all can see.
4 B R A I N S T O R M as a large group the different impacts the tornadoes might have on the
participants’ family members. These impacts will be illustrated as “stones” dropping into the pond.
List the impacts on the diagram, near the center of the pond. Impacts can be both negative and
5
positive.
N O W B R A I NSTORM ways the disaster might directly and indirectly affect the community. List
these “stones” around the first set of impacts, moving out from the center of the pond. A direct
impact would be caused directly by the tornado, while an indirect impact might be caused by one
6
of the aforementioned impacts on family, or some other variable.
F I N A L LY, around the outside of the pond boundary, brainstorm and note the “stones” of impacts
from the disaster that represent effects at the national or international level. Again these might be
7
direct or indirect impacts of the tornadoes.
A N I M AT E T HE DIAGRAM by drawing “ripples” (wavy lines) to show how the various

impacts listed affect one another. Use arrows to indicate the direction. For example, injuries at
the family level will have a (negative) impact on community-level activities like sports, services
like health care or education, and rebuilding efforts; media coverage outside of the community
can (positively) impact funding and volunteer efforts at the community or family level. As the
participants begin to show the secondary, or ripple, effects of the disaster, you may need to list
additional “stones” (impacts) on the “pond.” By the end, you should have a fairly cluttered
8
drawing!
C O N D U C T A LARGE-GROUP discussion using the following questions:

» What have you learned by drawing “stones” and “ripples”?
» What happens to individuals in the community when services are disrupted and infrastruc-
ture is destroyed?
» What happens to the community when individual members lose the ability to care for them-
selves?
» What happens at the national and international level?
» What impact does a breakdown at the inner circles have on the bigger picture? What effects
do outside players (governments, organizations, and individuals) have on those in the com-
munity who were most directly affected?
» Where are the greatest positive ripple effects?
» What prompts people to help others at each level?
» What ethical or faith-based reasons might people give for helping?
Village Planners
IN THIS ACTIVITY, the participants explore the impact
of debt and debt relief in developing countries.
M AT E R I A L S
NEEDED
» newsprint, one sheet for each small group of four or five, plus one extra
» markers, one for each small group of four or five, plus one extra
Activity Steps
» Many poor countries around the world are buried in huge amounts of foreign debt.
» The payments countries make toward servicing their debts contribute to the cycle of poverty
because money is funneled away from essential investments such as health care, education,
and infrastructure.
» Debt, much of it illegitimate, has kept many countries poor. Countries often spend more on
debt repayment than on health care and education.
» But debt relief, agreed upon at the 2005 G8 Summit (an international meeting of the eight
most powerful countries in the world, where their leaders discuss current global issues), al-
lows highly indebted countries to direct money toward development that would otherwise
have been used to pay off debt. For example, in 2006, $750 million that would have been
spent paying off debt was instead used to fund education in Nigeria.
» Poor countries have agreed to fight corruption, and rich countries have agreed to give more
and better aid, forgive debts, and promote fair trade. The knowledge, technology, and re-
sources are available. All we need is the will to make it happen.
2
» In this activity, we will explore the impact of debt relief (and the lack thereof) on poor countries.
D I V I D E T H E LARGE GROUP into small groups of four or five. Provide each small group
with a sheet of newsprint and a marker. Tell the groups they will be creating mock villages in a
3
developing country. Just for fun, you can invite the small groups to name their villages.
A S K T H E S M ALL GROUPS to each plan a village by drawing it on their newsprint. Tell them
that they have $50,000 in government funding to get their villages up and running and may
include anything from the following list, so long as they do not spend more than the $50,000. Each
item costs $5,000. Write these items on a sheet of newsprint and post it where all can see.
» clinic » elementary school
» high school » water pump
» roads » park
» medical supplies » livestock
» community center » town hall
» irrigation system » maternity ward
» fertilizers » electricity
» sewage system » technical college
» tree nursery » daycare center
4
» funds for teachers and school materials
N O T E T H AT the small groups will have to do some creative thinking about how and where to
spend the money they have. Invite them to thoroughly talk through their options before deciding
on items. They can then draw some visual representations of their choices on their newsprint.
5
Allow ample time for them to complete this task.
W H E N A L L THE SMALL GROUPS have created their “villages,” invite each group to share its
6
village with the rest of the participants.
N O W, E X P L AIN to the small groups that their country is in deep debt, and the government has
cut funding to each village from $50,000 to $25,000 to service their loans. The groups must now
decide which features of their villages will be removed from their plans as a result of this cut in
funding. Direct them to mark an X next to each item they decide to remove. Allow time for the
small groups to discuss this dilemma and make their decisions.
7 I N V I T E T H E SMALL GROUPS to share where they made cutbacks and the rationale for their
8
decisions.
N E X T, tell the small groups that their country has just become involved in a debt-relief program
that will free up $5,000 annually that can be used in each village. Tell the small groups that they
will now need to decide which items they will add back to their villages over the next five years and
9
explain why. Direct them to mark a plus sign next to each item they decide to add.
I N V I T E T H E SMALL GROUPS to share what additions they made, and the rationale for their
10
decisions.
D I S C U S S A S A LARGE GROUP what impact debt had on their villages, which services or
infrastructure they decided to cut, and what they learned about their priorities as they implemented
the debt-relief plans. Also discuss the challenges many countries face when trying to create services,
11
programs, and so on with limited funds and budgets.
T O C O N C L UDE, note that the G8 leaders agreed in July 2005 to forgive 100 percent of the debt
of 18 of the world’s poorest nations, freeing up $40 billion that can now be used to address the
needs of the poor. However, the 18 countries that qualify immediately represent less than one-third
of the countries (at least 62) and only 10 percent of the debt that needs to be fully cancelled to
meet the Millennium Development Goals that were internationally agreed upon.
Activities
for Young People
PART T WO
in Grades 9-12
Active Global Citizens
IN THIS ACTIVITY, the participants discuss
characteristics of active global citizenship and research and
present a study of a person or group working to create a
better world.
» three sheets of newsprint

M AT E R I A L S
» a marker
NEEDED

» for each small group of three, two or three newspapers and magazines that include stories of
people who are making a difference in the world (another option would be to conduct an Inter-
net search using the keywords “people making a difference” and locate stories you can print out)
» access to the Internet (optional for a more in-depth research option)
Activity Steps
1 I N V I T E T H E PARTICIPANTS to brainstorm characteristics of active global citizens by asking
the following question (write these on a sheet of newsprint and post it where all can see):
» What do you think are some characteristics of people who proactively work to make the
world a better place?
Invite a few responses to the question, and then continue by making these key points:
» There are many ways to answer the question, “What makes active global citizens?”
» Active global citizens are global learners: They seek to better understand the wider world.
» Active global citizens take a stand: They have decided to not tolerate inequities and injustice.
» Active global citizens are proactive: They work for change, one small step at a time.
2 A S K T H E G R OUP THESE QUESTIONS:
» Do you think this list is complete?
» Are the three items necessary and sufficient for describing what makes an active global citi-
zen? If not, how might we improve the list?
Allow for a few responses to these questions. Then make the following point:
» Famed American anthropologist Margaret Mead once said: “Never doubt that a small
group of committed people can change the world. Indeed, it is the only thing that ever has.”
» Do you agree with this statement? Why or why not?
3
Once again, allow for a few responses to the question.
A S K T H E PA RTICIPANTS if they can name a few people who have made a difference in the
world. Some examples might include Gandhi, Mother Teresa, and Rosa Parks. Then ask the
participants to identify a movement, group, or organization that has made a difference in the
world. Some examples might include Amnesty International, Doctors Without Borders, Mothers
4
Against Drunk Driving, UNICEF, World Vision, and the One Campaign.
I N V I T E T H E PARTICIPANTS to form small groups of three. Tell them their task is to learn
more about an individual or organization that changed the world for the better. Provide them with
the newspapers and magazines you have gathered, or refer them to the Internet if computers are
available. Tell the small groups they are to prepare a presentation using the following questions if
they are going to share about an individual (write these on a sheet of newsprint and post it where
all can see):
» What inspired this person to do something?
» What small first step did this person take?
» Why did other people take up his or her cause?
» What qualities helped this person to achieve his or her goal?
» What roadblocks were encountered, and how did this person overcome them?
» If you were living at the right time and place, could you see yourself being part of this per-
son’s movement? Why or why not?
If a group is going to share about a movement or organization, the group should base its
presentation on the following questions (write these on a sheet of newsprint and post it where all
can see):
» When, where, and why did this movement, group, or organization start?
» What have been some of its major achievements to date?
» How does the group work for change today? Include details of one current project.
» What obstacles does the group face today, and how does it try to overcome them?
» What can volunteers do to help this organization?
» Could you see yourself supporting this organization? Why or why not? If yes, how?
Allow ample time for the small groups to complete the assigned task and prepare their
presentations.
5
G AT H E R T H E PARTICIPANTS in a large group and invite each small group to come forward
and offer its presentation. Invite comments from the participants at the end of each presentation.
Conclude by noting that these examples are a reminder that one person can help to make the
world a better place.
(This activity is drawn from Working for Change: Active Global Citizenship: An Educational Resource for
Young People in Grades 9–12. Copyright © 2008 by World Vision, Inc.)
Christian
Generosity
THIS ACTIVITY shows the participants how a biblical
text can shed light on our role in the fight to end hunger.
M AT E R I A L S
NEEDED
» Bibles, one for each participant

» index cards, six for each participant
Activity Steps
1 D I S T R I B U T E to each participant three index cards and a pen or pencil. Tell everyone to imagine
they have been granted three wishes. They must wish for things for themselves, although it is okay
if their wishes would benefit others too. Allow a few minutes for them to write each wish on an
2
index card. Then collect the cards and read a few random wishes to the group.
I N V I T E T H E PARTICIPANTS to form small groups of three. Then ask them to discuss each of
the following questions:
» What would you take to the top floor of your house if floodwaters were rising?
» What would you take onto the roof?
3
» What would you put in a helicopter?
N O T E T H E FOLLOWING:
» Psychologist Abraham Maslow’s hierarchy of needs says that humans need these things, in
this order:
» Biological and physiological needs: air, food, water, shelter, warmth, intimacy, sleep, etc.
» Safety needs: protection from the elements, security, order, law, limits, stability, etc.
» Belongingness and love needs: work group, family, affection, relationships, etc.
» Esteem needs: self-esteem, achievement, mastery, independence, status, dominance, prestige,

managerial responsibility, etc.
» Self-actualization needs: realizing personal potential, self-fulfillment, seeking personal growth

and peak experiences.
» So, for instance, a person needs food before status. A person will seek safety from harm
4
before improving her or his relationships.
A S K T H E S M ALL GROUPS to compare Maslow’s list with the wishes they made earlier. How
many of the things on their lists are really wants rather than needs? Allow some time for the small
5
groups to discuss.
N O W R E A D Philippians 4:10–13. Then use the following questions to lead a large-group

discussion:
» What would Paul put on his list?
» What might it mean to be content in all circumstances?
» How might a person achieve that?
» Is it possible to be content even though your life might be full of disappointments or difficul-
6
ties? How?
D I S T R I B U T E BIBLES to the participants. Ask them to conduct a search for Scripture passages
that pertain to generosity and the needs of the poor. The following is a list of some options if the
small groups have difficulty locating passages:
» Deuteronomy 15:1–11
» Proverbs 14:31, 17:5, 19:1, 22:2, 22:9, 22:16, 28:6, 28:27
» Amos 2:6b–7a; 8:5,6
» Matthew 6:1–4, 6:19–21, 26:11
» Acts 6:1–7, 9:36, 10:4, 24:17
» Galatians 2:10
» James 2:1–13
» John 3:17
» 2 Corinthians 8:9
Allow time for the small groups to locate at least one passage.
7 I N V I T E E A C H SMALL GROUP to share its chosen passage and the message.
8 D I S T R I B U T E three new index cards to each participant. Ask the participants to revisit the three
wishes they asked for at the beginning of the activity. Knowing what they know now, how would
they change those wishes? Invite them to take a few moments to write down three new wishes.
9
Collect the cards and select a few to share aloud with the large group.
C O N C L U D E the activity by inviting everyone to join in prayer:

» Lord, we have so much. Most of us have food, shelter, people who love us, jobs, nice clothes
to wear, safety, and opportunities for growth and development. May we never take your
good gifts for granted. Help us to use our position of relative luxury to meet the needs of
those less fortunate. Amen.
(The above activity is drawn from Beat Poverty: We’ve Got What It Takes: An Educational Resource for
Down the Drain
IN THIS ACTIVITY, the participants determine how
much water they use every day in their home life and com-
pare those findings to average values for people in other
parts of the world.
TIME REQUIRED: 30-40 MINUTES
» a 1-gallon clear container of water

» a marker
» copies of handout 5, “Personal Water Use Chart,” found on page 65, one for each participant
» calculators (useful in the interest of time)
» for optional Internet-based activity, computer access for each participant or small group
Activity Steps
1 E X P L A I N T HAT personal water use is defined as “any water that is consumed or used at the
household level.” Other personal water uses include personal cleaning, kitchen uses, consumption
for drinking and cooking, and outdoor yard use. Encourage the participants to begin thinking
about the ways they use water in their everyday lives. To build understanding about water
quantities, have the participants take a good look at the gallon of water.
2
A S K T H E L A RGE GROUP the following questions. Record responses on a sheet of newsprint
and post it where all can see:
» What activity in our daily lives consumes the most water?
» How many gallons per person, per day, do the following activities require?
» showering
» bathing
» brushing teeth
» flushing the toilet
» washing dishes by hand
» using a dishwasher
» using the clothes washing machine
» watering the lawn and garden
» washing the car (with a hose)
3 D I S T R I B U T E A COPY of handout 5, a pen or pencil, and a calculator to each participant.

Review the answers to the questions from step 2 as noted on the chart. Then ask the participants
to complete the remaining sections on their own. Clarify the following before they begin:
» Column A is based on each participant’s personal water use.
» Column C is column A multiplied by column B.
» Values for column D are class estimates from the newsprint.
» Values for column E are taken from column C.
4 O N C E E V E RYONE has completed the handout, engage the participants in a large-group

discussion using the following questions:
» Were you surprised at all by any of your findings?
» How did the group’s estimates compare to the calculated values?
» What were the top three ranking activities, in terms of personal water usage?
» Use a calculator to find the group average for personal water use per day. Add each total for
column C and divide by the number of participants.
» How do you think this average compares to the average for water use in all of the United
States and the continents of Africa, Europe, South and Central America, and Asia?
5 U S E T H E F O LLOWING chart to examine daily water use trends around the globe.
Continent / Country Domestic Water Use*

(gallons per day per person)
Africa 17
Egypt 53
Ethiopia 3
Mozambique 2
South Africa 44
Europe 71
Albania 91
United Kingdom 30
North America 137

Canada 208
United States 173
Central America 87
Costa Rica 145
Honduras 7
South America 75
Peru 43
Venezuela 101
Asia 31
Azerbaijan 77
Bangladesh 11
China 16
6
Ask the participants for possible explanations for the differences.
I N V I T E T H E PARTICIPANTS to form pairs and share their responses to the following

question:
» How have your feelings about water and water use been altered as a result of this activity?
7 I F T I M E P E R MITS, invite the participants to create graphic representations (pie charts, etc.) to
demonstrate their own personal water use trends, group results, the United States’ overall use, and
the water use of other countries in the world.
Note: If Internet access is available, have the participants try an online game version of the water calculator
to interactively compute personal daily water consumption values and view graphical results. Calculators can
be found on the Water Footprint Web site and the National Wildlife Federation Web site.
Handout 5 | Personal Water Use Chart
Activity A. Average B. Given C. Total D. Class E. Ranking of
Number of Times Estimates of Daily Estimates of Water Use
Activity is Done Water Use Water Use Daily Water Use Activities
Per Day (from Column C)
Taking a shower
50 gallons
(10 minutes)
(19 / minute)
(standard shower head)
Taking a shower
23 gallons
(10 minutes)
(9 / minute)
(low-flow shower head)
Taking a bath 39 gallons
Brushing teeth
2 gallons
(water running)
Flushing the toilet

3 gallons
(standard-flow toilet)
Flushing the toilet

1.9 gallons
(low-flow toilet)
Washing dishes by hand 10 gallons
Running a dishwasher 12 gallons
Doing a load of laundry 31 gallons
Watering the lawn 300 gallons
Washing a car 50 gallons
TOTAL Daily Water Use by Household Member = =
Source: Water Partners International
(This activity is drawn from Water for All: An Educational Resource for Young People in Grades 9–12.
Copyright © 2008 by World Vision, Inc.)
God Calls Us to Lead
IN THIS ACTIVITY, the participants learn how God
calls young people to lead.
TIME REQUIRED: 30-50 MINUTES
M AT E R I A L S
NEEDED

» blank sheets of paper, one for each participant
» colored pencils or crayons, several for each participant
Activity Steps
1 T E L L T H E PARTICIPANTS that the Bible records a number of examples of God making an
unlikely choice when calling a person for a special task in that person’s community (e.g., Sarah was
called to bear a child at the age of 99; Jesus’ disciples were poor and illiterate; Saul, who became
Paul, was a persecutor of the church). Tell the participants they are going to look at the story of
Samuel—another example of God calling someone who is an unlikely candidate. In this narrative,
Samuel is an unlikely choice because he is so young.
2
D I S T R I B U T E A BIBLE to each participant. As a group, read aloud 1 Samuel 3:1–21 and allow
a few moments for silent reflection. Then offer the following comments:
» God calls Samuel to be a prophet of Israel when Samuel is only a boy. In the story of Samuel
and Eli, it is significant that God calls the young, inexperienced boy rather than the elderly
priest to a leadership role.
» Samuel has no social or religious authority in his community, but Eli is a well-respected elder
and priest. Because of this, Samuel is an unlikely choice for the task. Yet God sees potential
in the youth, innocence, and faithfulness of a young boy. God sees that calling a young per-
son provides an opportunity for newness and change.
» The call of Samuel marks a new beginning for Israel. It lays the groundwork for a renewed
covenant of faithfulness for the Israelites. God gives Samuel an important role, and Samuel
3
obeys God’s call.
I N V I T E T H E PARTICIPANTS to take part in a large-group discussion using the following

questions and comments as a guide:
» Why doesn’t Eli realize (at first) that the Lord is calling Samuel? [Verse 1 tells us the word of
the Lord was rare in those days; this is the first time God has spoken to Samuel. Eli may not
have expected God to call to a child.]
» What does Eli tell Samuel to say in response to God? [“Speak, Lord, for your servant is
listening” (1 Samuel 3:9).]
» When Samuel recounts the Lord’s words to Eli the next morning, how does Eli respond? [Eli
listens carefully and believes what Samuel tells him; he does not get angry with Samuel after
hearing the words of the Lord.]
» Why do you think the Lord speaks to the young boy and not to the elderly priest? [God
speaks about punishing Eli and his sons. God wants to bring the Israelites back to a life of
faithfulness, and a child embodies the possibility of a fresh start; God is preparing Samuel to
become a prophet.]
» What does this story teach us about young people doing God’s work? [Young people can
participate in doing God’s work on earth. They should listen for God’s call and respond, and
4
adults should support and encourage young people as they listen for God’s call.]
P R O V I D E E A CH PARTICIPANT with a blank sheet of paper and some colored pencils or

crayons. Ask them to draw a long, winding road with three blank signposts and a traffic light after
each signpost. Tell them this is their “life highway.” Ask them to think about three times in their
lives when they have been a leader or have taken responsibility (e.g., running a lemonade stand,
helping a younger sibling learn to read, or helping to coach a sports team). Tell them to write their
ages at the time and a few words about the experience in each of the signposts. Allow ample time
for them to complete this task.
5 N O W A S K T HE PARTICIPANTS to think about how others responded to them in those

roles. If their friends, parents, siblings, or teachers were unsupportive, they should color the traffic
light red. If the response was mixed or lukewarm, they should color the light yellow. If they felt
supported and encouraged to take on this responsibility, they should color the traffic light green.
6
Again, allow enough time for the participants to reflect and complete the task.
F I N A L LY, ask the participants to add a few images that show how they can listen for God’s call
as they travel along their life highways (e.g., symbols of praying, listening, or talking to others).
7 W H E N E V E RYONE HAS had time to complete their highways, invite a few volunteers to share
and explain their drawings with the rest of the group.
8 C O N C L U D E THE ACTIVITY by inviting the group to prayer. Pray that the participants will
feel supported when they take on responsibility in their communities. Pray that they will respond
positively (be a “green light”) to other young people who strive to do the same. Pray that they will
listen carefully for God’s call and respond by saying, “Speak, Lord, for your servant is listening.”
God’s
Welcoming Banquet Table
IN THIS ACTIVITY, the participants explore what
Jesus taught about inclusion, humility, and welcoming
people who are marginalized.
M AT E R I A L S
» snacks and drinks for all participants

NEEDED
» red, blue, and green dot stickers, one-third of each color to total the number of participants (optional)
» a sheet of newsprint and a marker (optional)
Activity Steps
1 DIVIDE THE LARGE GROUP into three smaller groups. Identify one group as the red group, one
as the green group, and one as the blue group. (Distribute the red, green, and blue sticker dots
accordingly, if using them.) Ask the members of the blue group to stand together with their noses
touching one wall. Tell them they are not going to participate in this part of the activity. Inform the
members of the red group that they may do whatever they want during this activity. Provide them
with comfortable chairs, drinks, and snacks. Tell them they are to give orders to the green group,
and the members of the green group must listen to their instructions and do what they ask (although
2
they may not ask anyone to do anything that would be embarrassing or humiliating or dangerous).
A F T E R A F E W MINUTES, stop and change the roles around. The blues now serve the greens,
and the reds face the wall. Then hold a third round so that each group has a chance to experience
each role. (Note: The participants will experience stronger feelings to fuel the discussion if they do
not switch roles, but switching may be necessary if some participants are quite sensitive or likely to
take this activity personally. Use your discretion as a leader based on your knowledge of the group.)
3 FA C I L I TAT E A LARGE-GROUP discussion of the activity using the following questions:
Possible answers are noted in brackets.
» At the beginning of the activity, how would you describe the role of each group? [Reds were
in a position of privilege, greens were subordinate, and blues were excluded.]
» How did you feel in each of those roles? Privileged? Subordinate? Excluded?
» Why did members of the green group follow the orders of the red group? [Participants may
say that it was because those were the instructions for the game.]
» What do you think might have happened if the greens had not followed the orders from the
reds? What might the consequences have been?
» Why did everyone follow the rules of the game? Why did the reds accept their position of
privilege? Why did greens obey orders from the reds? Why did the blues remain with their
noses against the wall?
4
» What would have happened if the groups had not accepted the rules of the game?
A S K T H E PA RTICIPANTS to consider what Jesus’ message might be for each of these smaller
groups. Invite the participants to form small groups of three to discuss.
5 D I S T R I B U T E A BIBLE to each participant, and direct everyone to look up Luke 14:7–14.

When all are ready, read the passage aloud, inviting the participants to follow along. Then direct
the small groups to discuss the parable using the following questions:
» In this parable, which groups does Jesus suggest are excluded from society?
» Which groups are excluded in our world today?
» Which groups had power and privilege in this parable?
» Which groups have privilege in our world today?
6
You may want to write these questions on a sheet of newsprint for the groups to reference.
A S K E A C H S MALL GROUP to share with the large group just one answer to each of the
questions from step 5. The note the following:
» In this Gospel, Jesus tells the parable of a man who gives a feast and sends out his servant
to invite guests. When all the usual guests decline, the man tells his servant to bring back
whomever he can find. People of all classes, gender, and ranks are invited to the banquet.
» The parable is a keen reminder that God’s banquet table is open to anyone who will accept
7
the invitation.
N O W A S K the small groups to brainstorm three practical ways they can welcome people who sit
8
on the margins of society. Invite the small groups to share their responses with the large group.
C O N C L U D E the time together with prayer. Pray for the groups that sit on the margins of society.
Ask God for forgiveness for the sins of domination and exclusion. Ask God to open the eyes of
the participants (and you) to the inequalities in society and to give each person the wisdom and
courage to work for the change God desires. Pray that Christians all over the world will prepare a
welcoming banquet table where everyone can sit as equals and share a meal together.
STRENGTH TO ST
Hunger Quiz Show
THIS ACTIVITY reinforces an understanding of the
issues surrounding hunger.
T I M E R E Q U I R E D 3 0 TO 5 0 M I N U T E S
M AT E R I A L S
» a marker
NEEDED

» a stopwatch
» sheets of blank paper
Activity Steps
1 D I V I D E T H E LARGE GROUP into small groups of five or six. Assign each team a number
or name. Note these numbers or names on a sheet of newsprint and post it where all can see.
This will serve as your scorecard. Invite someone to serve as a timekeeper and give him or her the
2
stopwatch.
T E L L T H E T EAMS they will be participating in a quiz show, answering a number of questions

you will pose. Explain that when you have asked each question, the first team to make a buzzer
noise will have 30 seconds to respond with an answer. If their answer is wrong, the other teams
will have an opportunity to answer. Each correct answer is worth five points. If the question
defaults to another team, the correct answer is worth three points. Should the question remain
unanswered, you will then need to provide the correct answer. Make sure everyone understands the
rules, and then proceed with the game using the following questions (answers noted in brackets):
» The world produces enough food for everyone to have 2,500 calories a day. That’s 150 more
than the basic minimum. True or false? [True, if distributed equally.]
» How many people in the world go hungry each day—8 million, 80 million, more than 800
million? [854 million people in the world go hungry each day.]
» In developing countries, how many children die every year from preventable and treatable
causes—6 million, 16 million, 25 million? [16 million. 60 percent of these deaths are from
hunger and malnutrition.]
» In the United States, how many children live in households where people have to skip meals
or eat less to make ends meet—1 million, 5 million, more than 10 million? [11.7 million.
That means one in 10 households in the United States is living with hunger or is at risk of
hunger.]
» Hunger is worse in rural areas among native people in Latin America than in the cities. True
or false? [True]
» The largest number of poor and hungry people is found where—in Africa or in Asia? [Asia
in terms of sheer numbers, but Africa has a higher proportion of hungry people among its
total population.]
» In Tanzania, over a three-year period, a community-based nutrition program has cut severe
malnutrition in half. True or false? [True]
» If everyone in the world lived as the richest 20 percent do, people would use 10 times as
much fossil fuel and 200 times as many minerals. True or false? [True]
» Which developing country has increased its per capita food consumption (in terms of calo-
ries per day) and has its wealth distributed relatively equally, but is criticized in the interna-
tional community for its lack of respect for human rights? [China]
» A baby born in Shanghai, China now has a better chance of surviving its first year than one
born in New York City. True or false? [True, due to the efforts of China to improve the
health of its people.]
» If farmers around the world would add synthetic fertilizer to their land, they could produce
more food. True or false? [False. Studies show that heavier applications of synthetic fertilizer
have had little effect on increasing yields.]
» List three main causes of hunger. [Possible answers include: lack of food, wages, and shelter;
illness; no access to land or education; war; environmental degradation; weather conditions;
unequal trading; debt.]
» How are environmental problems linked with poverty and hunger? [Very closely. For ex-
ample, deforestation can result in topsoil being blown away, which leads to desertification.
Another example is water pollution, which kills fish and other marine life.]
» What is the difference between famine and chronic hunger? [Famine is relatively sudden and
short-term, is often precipitated by drought or war, causes severe hunger and high death
rates, receives high media attention, and often receives a high level of international response.
Chronic hunger is ongoing and long-term; it is sometimes called the “invisible emergency”
because millions more people die every year due to the effects of chronic hunger. But the
issue receives little media and international attention for developing solutions because the
causes are perceived as more complex.]
» List five factors that affect food security. [Possible answers include: land and water, fuel, wa-
ter and sanitation, transportation, jobs, family and culture, research and development, exchange
rates, peaceful conditions, political structures and government policies, education, media.]
» How is poverty linked to hunger? [Poverty is the main cause of hunger. Poverty means lack
of access to proper nutrition, clean water, sanitation, income, and health care. All these fac-
tors contribute to hunger.]
» How does land use affect hunger in developing countries? [In many developing countries,
land is mostly owned by relatively few wealthy and powerful people or by large foreign com-
panies. Land is used to produce crops like coffee, bananas, and cotton for export, because
these crops bring in high prices in international trade.]
3 A D D U P T H E SCORES and announce a winning team. Then offer the following key points:
» Globally almost 826 million people go each day without the food their bodies need for
healthy development. This chronic undernourishment feeds a never-ending cycle of disease,
stunted growth, delayed development, and poverty.
» The effects of chronic or ongoing hunger are worlds apart from this temporary hunger.
Chronic hunger has far-reaching impacts on individuals and their families and, by extension,
on communities and whole societies.
» Malnutrition is a leading cause of disease and premature death in the developing world.
Those most affected include fetuses, children, and pregnant and nursing women. Their bod-
ies have the extra demands of growth and development—their own, or in the case of moth-
ers and mothers-to-be, their children’s. Over the longer term, malnutrition feeds a vicious
cycle of hunger and poverty.
» It is well established that poverty is a leading cause of hunger. But the reverse is equally true:
Hunger is part of a downward spiral within households that traps families in poverty for
generations.
» Now, for the first time in history, the world has what it takes to end hunger.
4 C O N C L U D E BY NOTING that these facts and figures offer just a glimpse into the issues that
people of the world face in regard to poverty.
(The above activity is drawn from Beat Poverty: We’ve Got What It Takes!: An Educational Resource for
Landmine
Labyrinth
effects of landmines.
» copies of resource 5, “Landmine Labyrinth Game Board” found on page 78 (printed on card
stock, if possible), one for each small group of four or five

» copies of resource 6, “Landmine Labyrinth Cards” found on page 79 (printed on card stock, if
possible, and cut apart as scored), enough for each small group of four or five to have one set of
cards
» copies of resource 7, “Landmine Limbs,” found on page 80 (printed on card stock, if possible,
and cut apart as scored), enough for each small group of four or five to have one set of cards
» dice, one die for each small group of four or five
Activity Steps
» Most Americans are not likely to experience the daily terror of living in an area sown with
landmines. Yet for millions of people throughout the world, losing a limb, their lives, or their
livelihood to undetected plastic explosives is a daily reality—a reality that lasts years after
the landmines have been planted.
» Landmines are weapons that explode when disturbed or when physical pressure is placed on
them.
» Landmines are typically planted a few inches below the surface of the ground; the mere pres-
sure of a human foot on the area where the mine is buried causes it to explode.
» Usually a tripwire is attached from the prong to either another mine or an object like a
tree. Disturbing the wire will trigger the mine to explode. Typically cylindrical in shape
and roughly the size of a two-pound bag of sugar, landmines can kill or injure a number of
people in an instant.
» Although millions of mines have been removed from former conflict areas, landmines still
injure or kill about 15,000 to 20,000 people every year.
» 80 percent of landmine victims are civilians; one-third of these are children. People are often
maimed while cultivating their land, tending their cattle, or fetching water from a well.
» More than 80 countries are affected to some degree by landmines and undetonated bombs.
» Landmines cannot discriminate between adult and child, soldier and civilian.
» During this activity, we will explore what it might be like to live in an area with landmines.
2 D I V I D E T H E LARGE GROUP into small groups of four or five. Provide each small group with
a game board, the two sets of cards, coins (or other objects you selected for game pieces), and a
die. Then share the following game instructions:
» As you can see on the game board, there are several paths a player can take. It is up to you
to determine your path from start to finish.
» Roll the die to move your game piece, and then simply follow the instructions noted in the
space where you land.
» If you land in the hospital, you must collect an “artificial limb,” which will be deducted from
your score at the end of the game.
» The game is complete when everyone in your group has reached the finish line.
» The first player to finish will receive 25 points. Everyone else will receive 10 points.
» If you have any artificial limb cards at the end, you will need to deduct five points for each card.
3 B E S U R E E V ERYONE understands the rules of the game. Answer any questions the participants
might have. Then invite the small groups to begin the game.
4 W H E N A L L THE SMALL GROUPS have finished the game, gather everyone back into the
large group for a discussion. Use the following questions:
» What did you learn from playing the game?
» For those of you who stepped on a landmine, how did you feel?
» Imagine you are a deminer—that is, someone who is trained to deactivate mines. What
might be your fears? your hopes?
» Imagine you are a 12-year-old child living in a mined area, and you need to gather bamboo
shoots to sell in the market. Your family needs the income to buy food. Describe your hopes
and fears.
5 E X P L A I N T HAT there is an international campaign to ban landmines. Ask the participants why
this campaign might exist. If there were a campaign to ban any weapon, why might landmines be
chosen as the focus? Allow for a few responses, and then share the following:
» A major breakthrough in the campaign against these deadly weapons was the signing in
1997 of the Ottawa Convention, which outlaws stockpiling, production, and transfer of
anti-personnel landmines.
» As of 2008, 156 countries are party to the Mine Ban Treaty. Countries that have not signed
the convention include China, Russia, and the United States.
» For as long as landmines exist anywhere, important work must be done to protect communi-
ties and assist survivors.
» The best way to help people in countries that have a lot of landmines is to stop them from
getting hurt in the first place.
» Four approaches are needed to deal with landmines:
» training local people in how to avoid being injured by landmines.
» removing landmines.
» putting pressure on governments to ban the making and use of all landmines in future.
» providing medical care and rehabilitation for people who have been affected by landmines.
6 A S K T H E PA RTICIPANTS to think about what they might do to impact the issues of

landmines. Here are a few suggestions to get them started:
» Let others know about the damage done by landmines. Perhaps you might even plant paper
landmines down the corridors of your school, office, or church, and then perform a short
skit or distribute information drawing attention to landmine victims.
» Write a letter to your federal representatives, encouraging them to urge the United States
government to do all it can to remove the curse of landmines. Write also to embassies of
non-signatory countries, urging them to accede to the treaty.
START
LANDMINE
LABYRINTH
Take a card. Take a
shortcut.
You have learned
Take a card.
SAFE about safe paths.
Move ahead one SAFE
SPOT space.
SPOT
MINE! Take a
shortcut.
Start again.
There are mines United Nation deminers

in your mango Your family
have been in your area
MINE!
grove. You lose A mine explodes loses its only
Take a card. for six months. Move
your source of 25 feet away. Flying ox to a mine.
ahead one space.
nutrition and debris injures you. Move back
income. Lose a Go to the hospital. Start again. one space.
turn.
Take a Take a card.
shortcut.
Take a card. Take a card.
You walk on well- You walk on well-
HOSPITAL
worn paths. Move worn paths. Move
ahead one space. ahead one space.
Lose one turn, Collect two “artificial

SAFE limbs.” Leave hospital via “safe spot” SAFE
SPOT on either path.
SPOT
MINE! Take a
MINE!
Start again. Take a card. Start again.
shortcut.
A mine blows off

your foot. Because it takes five
hours to reach the hospital, infection sets
in. Your leg is amputated below the
knee. Stay at the hospital.
MINE! MINE!
Start again. Start again.
SAFE TAKE SAFE

SPOT A C ARD SPOT
The best firewood area Your field was mined by
was mined last week. guerillas. You can’t plant
Move back one space. crops. Move back two
spaces.
FINISH
78 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 1: Permission to reproduce is granted. © 2008 by World Vision, Inc.

SCORE AND CUT
LANDMINE Government soldiers mined village fields

last week. Move back four spaces.
LABYRINTH CARDS
A nearby mine explosion injures you. Your friend has stepped on a mine. Three Your best friend moves away to live with
Eventually you recover. Lose a turn. hours later, he arrives at the hospital. One relatives after her parents die in a mine
arm and one leg are amputated. Move explosion. Move back two spaces.
back four spaces.
The area where you once gathered In two days, mines are removed from an You’ve heard a rumor that a neighboring
bamboo shoots was mined four months area with mango trees. Food and income field has been mined. You watch for signs.
ago. You lose income from loss of sales of will be increased. Move ahead three Stay on well-worn paths. Move ahead one
bamboo shoots at the market. Move back spaces. space.
one space.
Your school has been closed for the You’ve set off a mine and have lost your War continues. Reuniting with your
past two years because of mines on the foot. Move back two spaces. mother is difficult. She has no proper
premises. Lose a turn. identification to visit you and your sister.
She has to travel along rural back roads
where there are many mines. Lose a turn.
The war is over, and you and your family There is a cease-fire. United Nations No mines here. Watch out as you head
return to your village. Over the next three troops clear roads. You are reunited with out into less familiar territory.
months, ninety-one villagers step on land your mother. Move ahead two spaces.
mines. Move back four spaces.
Your only cow is loose. It is grazing in a You forget which paths are safe to take. You have lost your legs and become an
suspect area. Lose a turn. Move back two spaces. extra burden on your family. Your brother
must leave school to work. Lose a turn.
Your father has lost a foot and his sight. You see a skull and crossbones sign For two years, your parents have not been
Move back three spaces. marking existing mines. You do not leave able to work the fields because the fields
your path. Move ahead one space. are mined. Presently your father works in
a town far away and returns home once a
month. You stay behind with your mother
and three brothers. Lose a turn.
Your school reopens after the area has You are safe this time. Watch your step! You are fitted with an artificial limb
been demined. Move ahead two spaces. several months after your leg stump
heals. You’re lucky that you live near a
rehabilitation center. Lose a turn.
Resource 1: Permission to reproduce is granted. © 2008 by World Vision, Inc. 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 79

Photocopy and
cut out one
set of “artificial
limbs” for each
“Land Mines
Labrinth” being
played. Place
cards beside
game boards.
80 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: Permission to reproduce is granted. © 2008 by World Vision, Inc.

No Entry
to Education
IN THIS ACTIVITY, the participants explore the key
role of education as a route out of poverty and its benefits
for the wider community.
» copies of handout 6, “My Educational Experiences,” found on page 85, one for each participant
M AT E R I A L S

NEEDED
» two copies of resource 8, “No Entry Stories,” found on page 86

» a marker
Activity Steps
1 I N V I T E T H E PARTICIPANTS to think back over their own educational experiences, from
preschool through elementary and junior-high school to their current situation. Ask for a few
volunteers to share what stands out in their minds. Point out that they also learned a lot before
2
they even went to school, such as how to communicate with others.
P R O V I D E E A CH participant with a copy of handout 6 and a pen or pencil. Ask the participants
to take some time to complete the handout. Explain that in the “Highlights” column, they are to
record two or three key things they learned—facts or skills. In the “Disappointments” column,
they are to record anything that didn’t go so well with their education, such as a teacher’s leaving
or a regret that they didn’t concentrate on lessons. In the next column, they can remember key
teachers and others who helped them, and the final column gives them an opportunity to record
things they learned outside of school, such as swimming or riding a bike without training wheels.
Allow a few minutes for the participants to complete the handout.
3 W H E N A L L THE PARTICIPANTS are done, invite a few volunteers to share their highlights
and the key people who have played a part in their education. Then invite the volunteers to reflect
on what they would have missed out on if they hadn’t had the opportunity to be educated. Ask:
» How would your life now be different?
» How would your expectation of the future change?
» What would you have missed out on if your parents had not had an education either?
You may want to note that some of the things the participants listed in the “Learned Outside of
4
School” column might disappear if their parents had not received an education as well.
N O T E T H AT MILLIONS of children across the world are not able to go to school, and more of
these children are girls than boys. Education plays a key role in helping people make constructive
5
contributions to community life, and in getting people out of poverty.
A S K F O R T WO VOLUNTEERS to come forward. Provide each with a copy of resource 8 and

ask that each read aloud one of the stories on the resource. Then invite the rest of the participants
to consider the factors in the stories that can stop children from going to school or disrupt their
education. List these factors on a sheet of newsprint and post it where all can see. Some possible
factors that may be named include the following:
» no local school (nearest school too far away or too difficult to get to)
» ideological reasons (a belief that girls should not be educated)
» conflict and war
» lack of teachers and teacher training
» lack of money for school fees or materials
» HIV and AIDS, which leaves children as orphans and having to fend for themselves
» lack of sponsorship or aid from overseas
Note that providing education for everyone is multifaceted. Lots of people and agencies need to
6
play a part.
W R I T E T H E SE TERMS on a sheet of newsprint and post it where all can see:

» international initiatives
» national initiatives
» local community initiatives
» family initiatives
» individual initiatives
Invite the participants to discuss what each term means. Below is an overview of international and
national initiatives:
» International initiatives are countries working together or organizations working together on
a global scale.
» National initiatives affect individual countries and can be government decisions or organiza-
7
tions working in just one country.
I N V I T E T H E PARTICIPANTS to form small groups of three or four to discuss these different

categories. Ask them to discuss the following questions:
» What can be done at each level to work toward education for all?
» What are the responsibilities and opportunities of each group?
Encourage the participants to think about the roles of each of these groups in poor countries and in
rich countries. If you have already studied the Millennium Development Goals and the Convention
on the Rights of the Child, you might remind the participants of these. Allow ample time for the
8
groups to discuss.
I N V I T E T H E SMALL GROUPS to share their thoughts with the large groups. Be sure to
comment on the following points if the small groups do not raise them:
» The United Nations Convention on the Rights of the Child says that children have a right to
a free primary education and that education should develop their talents and personality to
the full.
» Two of the eight Millennium Development Goals refer to education: to achieve universal
primary education and to achieve gender parity in education (as many girls as boys going to
school).
» The Education for All movement, led by the United Nations, is a global commitment to
provide quality basic education for all children, youth, and adults.
» World Vision is an international organization that works with people in poor communities,
helping them to overcome their challenges. The community will decide what its priorities are
and what help it needs, and education is usually high on the list.
» Governments of poor countries can set policies to provide free primary education, but they
may struggle to afford it. They will need to provide buildings, materials, teacher training,
and so on.
» Governments of rich countries can agree to give aid to poor countries or to make decisions
9
on debt and trade that will provide poor countries with more money to spend on education.
S U M M A R I Z E THE CONTENT of the lesson, the importance of education in lifting people out
of poverty and the role of different groups in making this happen. It may be that the participants
don’t see much of a role for individuals. Talk about the difference between power and influence.
Share the following points:
» Governments have power to make decisions and act on them. But individuals can influence
what governments do.
» In terms of our involvement, we can campaign for education for all, we can lobby our rep-
resentatives to take action, and we can support agencies like World Vision, who are working
on the ground to address the problem.
» As individuals, we can also make sure we have a positive attitude toward education, making
10
the most of the opportunities in front of us.
C O N C L U D E BY talking through the different options for involvement and deciding what the
participants can do as a group or as individuals.
Handout 6 | My Educational Experiences
At Home Highlights Disappointment Key People Learned Outside

of School
Preschool,
Playgroup,
or Nursery
Elementary
School
Junior High
School
High School
Resource 8 | No Entry Stories
Nadir’s Story
Nadir is 9 years old and lives in the village of Tagobist in Afghanistan. Tagobist is at the bottom of
a mountain gorge, squeezed into a ravine, and it is impossible to drive a vehicle to the village. The
only way to bring in supplies is on the backs of donkeys, along a five-mile winding path.
Nadir is excited because a school has just been built in his village. For years Afghanistan has been
at war. The Taliban regime grew in power in the early 1990s until they controlled about 90 percent
of the country. Under the Taliban rule, only boys received religious training in the mosques, and
the education of girls was completely forbidden.
Mahborah is the headmaster of the new school. He has dreamed of being a teacher for years and
somehow managed to attend teacher’s training college under the Taliban regime. Many teachers in
Afghanistan are not so fortunate and have been only to primary school or have been trained in a
“madrassa,” which is a religious school. The new school will eventually serve 400 students from
three villages, but at the moment, there are only two teachers.
Nadir has high hopes for the future. “I want to be a student,” he says. “Not just now but in the
future. I enjoy studying my language, Pashtu, and I want to continue to learn. Being a student is
important, especially for our future.”
Juliet’s Story
Juliet Nantume has spent all day with her cousin Peter Kabunga weeding their neighbor’s cassava
patch instead of going to school. But they are not playing truant. The headmaster sent them home
from school because they need to pay around $4 for the printing of end-of-term reports and test
papers. They are working to earn the money for the reports, earning around 75 cents a day.
Juliet is 12 years old and lives in Uganda, where primary school education is provided free of
charge by the government. However, students must pay for educational materials such as books
and pens, and they must buy uniforms. This can cost up to $200 a year.
Juliet is an orphan. Her parents both died of AIDS, and now she lives with her older brother and
sister. Peter joined their household when his parents died of AIDS.
Juliet wants to become a nurse or a nun, but without support, it is likely she will drop out of
school like her older brother and sister. For some children in Juliet’s village, World Vision sponsors
pay their education and medical bills. But World Vision needs to find a sponsor for Juliet before it
is too late.
The Earth
is the Lord’s
IN THIS ACTIVITY, the participants explore what the
Scriptures say about water.
» five sheets of newsprint

M AT E R I A L S
» markers, one for each participant, plus one extra

NEEDED

» 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.”
Activity Steps
1 B E G I N B Y A SKING 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?
2
Allow for several responses before continuing.
S H A R E T H E FOLLOWING KEY POINTS:

» 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.
» Water is viewed by many faiths and cultures as a sacred element symbolizing life. To Chris-
tians, 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 salva-
tion. Though there is no mystical or magical power in water, it stands as a symbol for these
things.
3
» In the Scriptures, we hear time and time again about the importance of water.
D I V I D E T H E LARGE GROUP 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 over 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.
» In Revelations 22:1, it is revealed that in a new heaven and a new earth there will be a “river
4
of the water of life, as clear as crystal.”
I N V I T E T H E SMALL GROUPS 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
5
facing out.
N O W A S K T HE SMALL GROUPS 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.
6 I N V I T E T H E SMALL GROUPS 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.
7
W H I L E T H E Y are still in their small groups, 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.
8 C O N C L U D E the activity by gathering the prayer cards and then inviting the participants to pray
with you. Use a few of the prayers noted on the cards.
The
Hunger Cycle
IN THIS ACTIVITY, the participants explore why it is
so difficult for successive generations of poor families to
break the cycle of poverty.
» copies of resource 9, “The Hunger Cycle Game Board,” found on page 92, one for every three or
M AT E R I A L S
four participants (printed on card stock, if possible)

NEEDED
» copies of resource 10, “Hope Cards,” found on page 93 (printed on card stock, if possible, and
cut apart as scored), enough for each small group of three or four to have one set of cards
» dice, one die for each small group of three or four
Activity Steps
1 B E G I N B Y noting that several factors keep families locked in the grip of hunger, generation
after generation. There are ways out of this cycle, but not many. Note that the participants will
be participating in a game that will help them explore the cycle of hunger and how it might be
2
addressed.
D I V I D E T H E LARGE GROUP into small groups of three or four. Provide each small group
with a game board from resource 9, a set of “Hope Cards” from resource 10, coins (or other
objects you selected for game pieces), and a die. Then share the following game instructions:
» The goal of this game is to escape the cycle of hunger. But this game is a tough one to win.
The odds are stacked against you.
» Many of the world’s hungry face this situation, not as a game but as a daily reality. People
simply don’t have the resources to break out of the cycle.
» Each player will begin at the starting point, rolling the die during each turn, moving his or her
game piece accordingly, and following the instructions on the space where the piece lands.
» If you land on a space marked “Hope,” you will need to draw a card.
» You will have only five chances to go around the board and escape. Once you’ve moved
around the board five times, you must end the game. Either you will have escaped, or you
3
will still be stuck.
C H E C K T O SEE if anyone has any questions. Once you have answered any questions, invite the
small groups to begin the game. Remind the participants to keep track of how many times they
4
have traveled around the board. Five times is the limit.
W H E N T H E GROUPS have completed the game, invite them to gather back as a large group
and discuss the following questions:
» What did you learn from playing the game?
» For those of you who did not escape the cycle, how did you feel? What might have helped
you to succeed?
» For those of you who did break the cycle, how did you feel?
5
» Why was breaking the cycle such a challenge?
» The game would have been fairer if the cards had contained more opportunities and fewer
false hopes. In a similar way, as governments, non-governmental organizations, and people’s
movements commit to breaking the hunger cycle through planned efforts to reduce poverty,
the odds for those who are hungry will improve.
» It is well established that poverty is a leading cause of hunger. But the reverse is equally true:
hunger is part of a downward spiral within households that traps families in poverty for
generations. According to Catherine Bertini, executive director of the World Food Program:
“The damage hunger inflicts on children is often irreversible. Lasting mental and physical
damage leaves them incapable of working their way out of poverty as adults. Then today’s
hunger becomes tomorrow’s hunger” [World Food Summit, 1996].
» Countries face an uphill battle in trying to increase prosperity with a population hampered
by hunger. Work-related productivity and education are key factors in a country’s ability to
develop economically and to improve the social conditions of its people.
» The increased rate of illness and infection associated with malnutrition takes a toll on the
economy because of the extra demands on health-care services. Widespread malnutrition
also puts increased demands on the education system. Malnourished children are more likely
to need special education supports and to repeat grades. This increases education costs and
6
leads to a less-educated population.
C O N C L U D E BY discussing ways the participants can impact the issue of poverty. One option
would be for them to raise awareness about hunger by holding an “end world hunger” event in the
community. Spend some time talking through this option, and even begin some preliminary planning.
THE HUNGER
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92 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 9: Permission to reproduce is granted. © 2008 by World Vision, Inc.

A community health program provides a
well-baby and immunization clinic near
Sorry, false hope. Sorry, false hope. Sorry, false hope. your village. Roll the die. If you roll a 1, 3,
The government grants you a new Your harvest was good, but 30 percent or 5, your mother takes you.
The harvest looks good, but it is
piece of land, but you discover the soil was lost in storage because of rodents
destroyed by insects.
is too poor to produce good crops. and insects. Congratulations!
Lose a turn.
Move back two spaces. Move back one space. You’ve broken the hunger cycle! Valid only
if you are in the “birth and infancy” section
of the board.
A school opens near your farm and your

Sorry, false hope. parents send you. Roll the die. If you roll
Sorry, false hope. Sorry, false hope. a 2, 4, or 6, you do well and the future
The government announces a school You and your family move to the city
Another older brother moves looks brighter.
for your area, but a coup unseats the in hope of a better life. But with no
to the city but is unable to earn
party in power and the promise goes skills, you can’t earn enough to buy
enough to send any extra money. Congratulations!
unkept. nutritious food.
Move back one space.
Lose a turn. Move back two spaces. You’ve broken the hunger cycle!
Valid only if you are in the “childhood”
section of the board.
A government program in your area teaches

Sorry, false hope. new techniques for making your land more
Sorry, false hope. The rains did not come, and your productive. Roll the die. If you roll a one, three,
Your village is not included in a new country has experienced a long
Sorry, false hope. or five, you try them and your harvest increases.
The harvest looks good, but it is
community health project. drought. Your surplus food has been
destroyed by disease. Congratulations!
Move back two spaces. used up.
Lose a turn. You’ve broken the hunger cycle!
Valid only if you are in the “adulthood”
Your village cooperates to dig a well

Local women form a cooperative to sell
for fresh clean water. Daily water-
crafts and make extra income for food.
carrying chores are reduced by two Sorry, false hope. Roll the die. If you roll a two, four, or Sorry, false hope.
hours. The village’s endless battle with Government loans are only for farmers six, you join. The harvest looks good, but it is
water-born diseases begins to succeed. that grow food for export. No loans are
destroyed by disease.
available for small farmers like you. Congratulations!
Congratulations! Lose a turn.
Lose a turn. You’ve broken the hunger cycle! Valid
You’ve broken the hunger cycle! Valid
only if you are in the “adulthood”
only if you are in the “adulthood’
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
93
The Impact
of Communities on
the Environment
IN THIS ACTIVITY, the participants identify ways to
reduce their personal impact on the environment.
M AT E R I A L S
NEEDED
» newsprint and markers

» 100 animal crackers
Activity Steps
1 D I V I D E T H E PARTICIPANTS into five groups. Distribute the 100 animal crackers to the three
groups in this way: 86 to one group, 10 to another group, and four to the remaining three groups.
Then note that this is the actual pattern of consumption in our world. Ask the participants why
they think we should take care of the environment.
Allow for a variety of responses.
2 N O T E T H AT experts tell us that by the year 2050, we would need five more planets if everyone
in the world were to live like we do now in North America. What do the participants think of this?
3
Again allow for a few responses.
D I S C U S S with the participants what the saying “living lightly on the land” means. Do all rural
families “live lightly on the land?” Ask them to think about rural families in the United States.
Discuss how lifestyle choices affect the impact we have on the environment. Make a list of lifestyle
choices that are considered “living lightly” (biking or using public transportation, eating lower on
4
the food chain, buying less, etc.). You may wish to note these ideas on a sheet of newsprint.
A S K T H E PA RTICIPANTS if they recycle at home and school? What things do they throw out
that could be recycled? Allow for a few responses. Then share the following key points:
» The average American consumes more than 25 times more resources than the average person
from a developing country. That means that a family in a developing country would have to
have 75 children to have the same environmental impact as an American family with three
children. (Source: worldpopulationbalance.org)
» One of the biggest environmental problems facing our planet is where to put our garbage.
A person in North America creates about 40 times more garbage than someone in India.
Each person in the U.S. produces about 4.4 pounds of garbage per day. (Source: Environ-
mental Protection Agency)
» The United States and Nicaragua are both countries with coastlines, mountains, cities, and
farms. However, on average, Americans use six times more energy than Nicaraguans do.
» Every time we buy something, we are also buying all the energy that was used to produce
that item.
» Americans use much more water than people do in many countries. For example, people in
Tanzania use only 2.6 gallons of water a day compared with Americans who use an average
of 80 to 100 gallons.
» The 20 percent of the population that lives in the richest countries put far more stress on the
earth than does the rest of the world. For example, this richest fifth of the world:
» consumes 84 percent of all paper; the poorest fifth, 1.1 percent.
» uses 58 percent of total energy; the poorest fifth, 4 percent.
» consumes 54 percent of all meat and fish; the poorest fifth, 5 percent.
» owns 87 percent of the world’s vehicles; the poorest fifth, less than 1 percent.
» According to the United Nations, a child born in an industrial country such as the United
States will have an environmental impact on the earth 30 to 50 times greater than a child
5
born in a developing country.
S U G G E S T T HAT the participants consider doing one or all of the following activities at home in
the upcoming days or weeks:
» In the morning, fill a bucket with water. Try to use only that much water throughout the day.
Wash with it, drink it, and use it to cook your meals. Remember it is all the water you have
for flushing toilets and washing clothes too. Consider how your habits would change if that
was all the water you had every day?
» Initiate a garbage-free day. Do not throw anything into the garbage. Compost, recycle, or
reuse everything.
» Use self-stick notes to make “energy saver” reminders for you and your family at home. Post
them where family members will see them (by light switches, on the dishwasher, in the bath-
room, etc.). Sample statements might include the following: Turn Off the Lights!; Use Only
When Full!; Shorter Showers!
Now ask the participants to gather back in their groups of six, and come up with one creative way
to help either educate others about energy, water, and overall consumption, or to help reduce the
amount of consumption. Note that these should be fun and creative ideas (and practical).
6 C O N C L U D E BY inviting each group to share their idea. Then challenge and encourage the
participants to commit to following through on at least one idea presented during the activity.
(The above activity is drawn from Communities Around the World, Around the Corner: An Educational
Resource for Young People in Grades 3-6. Copyright © 2008 by World Vision, Inc.)
The
Trading Game
IN THIS ACTIVITY, the participants explore how
trading often benefits the powerful.
» three paper grocery bags, each marked with one of the following labels: “Group 1,” “Group 2,”
or “Group 3”
» 15 sheets of blank paper

» a pad of self-stick notes
» two pairs of scissors
» two rulers
» a compass
» a protractor
» six pencils
» extras of any of the above supplies to introduce into the game after play has started
» three copies of resource 11, “Diagram of Shapes,” found on pages 102-103.
Note: You will need to create three small-group bags as follows:

» The bag for group 1 should include one sheet of blank paper, two pairs of scissors, two rulers, one compass,
one protractor, and four pencils.
» The bag for group 2 should include 10 sheets of blank paper and one pad of self-stick notes.
» The bag for group 3 should include four sheets of blank paper and two pencils.
Activity Steps
» 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 every-
thing 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 past 50 years, and countries like the United
States have more wealth and technology than ever before. However, many poorer develop-
ing 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 grow 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 for these goods in poor countries
can drop, destroying the livelihood of farmers.
» Countries that are now wealthy did not get that way through free trade. Instead they were
able to protect their local industries to allow them to develop. Yet today’s developing coun-
tries are forced to follow policies of free trade.
» The problem is not with trade itself but with some of the inequalities and hardships created
by global trade rules.
2
» This activity will help us explore the issue of global trade and its impact on the poor.
A S K F O R A VOLUNTEER to help out with the activity. Tell the volunteer that he or she will be
serving as the banker for this game. The banker will keep a record of each group’s wealth and will
serve as the clearinghouse for any transactions that take place during the game.
3 N O T E T H AT you will be serving as the game leader by attempting to be impartial and

intervening in disputes that might occur. You will also be keeping notes of transactions, interesting
comments, and unfair practices. And, finally, you will be introducing new elements to the game.
4 D I V I D E T H E LARGE GROUP into three smaller groups. Provide each small group with one of
the grocery bags you have prepared as well as a copy of resource 11. Tell the group with the bag
labeled “Group 1” that it will be representing an industrialized country, such as the United States,
Canada, or France. Tell the group with the bag labeled “Group 2” that it will be representing a
newly industrialized country, such as Brazil or India. Tell the group with the bag labeled “Group
5
3” that it will be representing a developing country, such as Tanzania or Bangladesh.
S H A R E T H E FOLLOWING game objectives with the groups:

» The objective of each country is to make as much wealth for itself as possible by using the
materials it has been given.
» No other materials may be used.
» The wealth is made by manufacturing paper shapes.
» The goods you are going to manufacture are the shapes shown on the resource. Each shape
has its own value, and these paper shapes can be taken to the banker in batches for checking
and crediting to your country’s bank account.
» Your group may manufacture as many shapes as you like. The more shapes you make, the
wealthier your country will be.
» However, all shapes must have sharp edges and must be the exact size shown on the hand-
out.
» Again, remember that you can use only the materials you have been given.
» Physical force is not allowed.
» As the game leader, I will intervene in any disagreements that might occur between groups or
between a group and the banker.
6 B E F O R E T H E GAME BEGINS, answer any questions and make sure everyone understands
the rules. Then invite the small groups to begin. Resist answering further questions from the
players. Simply repeat the rules if necessary. Watch and record how the groups negotiate prices
and determine terms of trade. Note any alliances or deals and any cheating or stealing, and plan to
bring these examples to the discussion later.
7 A S T H E G A ME PROGRESSES, consider introducing any or all of the following to stimulate the

activity:
» When the banker has collected many of a particular shape, change the market value by
shouting out that the market value has dropped on that shape and risen for another. Be sure
the banker registers the changes.
Note: The economies of countries can rely mostly on the export value of one product. For example,
when world prices for rubber and copper dropped, the economies of Malaysia and Zambia suffered.
Alternatively, market value changes may mean, for example, that the rich groups in this trading game
find that their compasses are no longer as useful as they once were—that is, their technology has become
outdated.
» Increase the supply of raw materials or technology by giving one group an extra supply of
any of the game items and announce to the world that a new deposit of raw material has
been found.
Note: This parallels the find of oil or an important mineral, which can drastically change a country’s
economic prospects.
» Using self-stick notes, send a discreet message to two of the small groups, telling them that
if they stick a small square of their self-stick paper to their manufactured shapes, they will
triple their values. Be sure to notify the banker.
Note: This parallels a country’s having a resource for which it may not anticipate the full value. Other
nations buy the resource cheaply and later make a huge profit.
8 W H E N I T S E EMS as though the small groups have done all they can, end the game and invite
everyone to gather back as a large group. Note that the game highlights unequal world trading
situations. Debrief by inviting a discussion using the following questions:
» What were your overall impressions of the game?
» The game attempts to reflect real practices. What current global examples can you think of?
S hare your own observations of the game, especially noting any grievances you observed. Allow
for the offending group or groups to respond.
» Why weren’t resources shared more freely?
» How would cooperation have affected trading?
» Describe how alliances formed. What were the results?
» What reactions were provoked when prices for shapes were increased or decreased? How
9
does this practice parallel what happens in global trading today?
» Just like the game we played, many of the rules dictating how trade operates are biased.
» International trade takes place according to rules established by the World Trade Organiza-
tion. The WTO has 149 members but is dominated by the wealthy nations who typically try
to gain new markets for their own goods while keeping their domestic markets as closed as
possible to overseas products.
» In theory, if all countries had equal input into international trade decisions through the
WTO and access to global trade, poorer countries could grow their economies. Then they
would have more money to improve the lives of their own people.
» But in practice, the world trade game is not played out on a level field. The countries are
mismatched. The more powerful make the rules.
» The WTO is made up of 149 member countries—rich and poor—that account for over 97
percent of world trade. While the WTO operates on a “one country, one vote” system, the
trade rules that govern member countries are decided by consensus. This means all parties
agree to the decision after negotiations.
» Unfortunately, most of the agreements negotiated within the WTO still support the interests
of rich countries and large corporations, at the expense of poorer countries. This is partly
because adequate representation in decisions relies on being able to send along experienced
representatives, which poorer countries often cannot afford to do.
» One of the WTO’s strengths is its power to apply penalties for unfair practices, a way to
keep countries honest. Countries that breach WTO regulations must change what they are
doing or they may have to pay fines or change their domestic laws. This means that disagree-
ments are less likely to spill out into larger conflicts.
» The WTO has huge potential to reduce global poverty, if it can regulate trade in a way that’s
fair to all countries, particularly the poorest.
» Poor countries need a rules-based multilateral organization like the WTO, where they can
form coalitions and make a united front. But work must be done to change the way the
WTO operates so that dealings between member countries are fairer and open to everyone.
» Even though individuals can’t represent themselves at the WTO, ordinary people can lobby
10
their government to work on changes to the WTO.
A S K T H E PA RTICIPANTS to think about how fairer trade practices might impact worldwide
poverty. Allow for a few responses, and then note that the following:
» If trade rules were improved, there might be a dramatic reduction in poverty. If developing
countries had the ability to trade effectively with developed nations, they would make con-
siderable progress toward ending their own poverty.
11
» Trade can be one of the most effective tools for long-term poverty reduction.
C O N C L U D E 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 who make the same comment or ask the
same question, the more effective the message is likely to be.
» Check and choose. You may not be able to afford, or may not have the choice, to shop ethi-
cally, 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.
Resource 11 | Diagram of Shapes
$5,000
$150
$200
Resource 11 | Diagram of Shapes (continued)
$200
$200
What do
you think?
Views on Poverty
IN THIS ACTIVITY, the participants explore their
own perceptions of the state of the world.
M AT E R I A L S
» copies of handout 7, “My Perceptions,” found on pages 106-107, one for each participant
NEEDED

» a marker
Activity Steps
1 B E G I N B Y P OSING the following rhetorical questions and comments:
» Have you ever had to think about where your next meal was coming from?
» Does our country produce or import enough food to meet everyone’s needs?
» Does your family earn enough money to purchase the food it needs?
» Is the food you eat safe and nutritious?
» Could drought or crop damage wipe out your supply of food?
» These are questions we rarely (if at all) think about, but millions of people throughout the
world face them daily. Today we are going to explore why this is and what we as a country,
and as individuals, can do to help change poverty in the world.
2 D I S T R I B U T E to each participant a copy of handout 7 and a pen or pencil. Explain that the
handout invites them to think about their own outlook on poverty and to comment on their own
perceptions about the state of the world. Ask the participants to read over and think about each
of the statements on the handout. For each one, they are to put a dot on the line underneath to
3
indicate their degree of agreement or disagreement.
I N V I T E T H E PARTICIPANTS to form small groups of five or six to share their responses to

the statements. Then ask the small groups to rank the statements in order from 1 (agree with most)
4
to 15 (agree with least).
G AT H E R B A CK THE PARTICIPANTS into the large group and lead a discussion using the
following questions:
» Which statement did your group most agree with? Why?
» Which statement did your group least agree with? Why?
» Have you met anyone who has expressed views similar to these? If so, how did you react?
» What do you think would be an appropriate way to challenge a viewpoint you disagree
5
with?
O F F E R T H E FOLLOWING KEY POINTS:

» According to UNICEF, 27,000 children die each day due to poverty. That’s one child every
three seconds. It doesn’t have to be this way. Now more than ever—in terms of the money,
the food, and the science needed—we’ve got what it takes to beat poverty.
» Poverty, at its most simple, can be defined as a lack of the resources needed to live a “normal
life.” However, notions of what is needed to live a normal life vary significantly. Similarly,
ideas about what “normal” really means are subject to considerable debate.
» Poverty is about more than money or the lack of it. Poverty is about a connection between
people everywhere, about the effects of the ways people think, act, and react. Poverty is
about hopes and dreams, and about how many people are prevented from dreaming. Pov-
erty affects young and old, body and soul. Poverty is exacerbated by the complexity of our
world and its structures.
» Now is the time to focus on poverty. Over the past few years, world leaders have begun to
talk seriously about addressing this issue. Commitments have been made, and goals have
been set. We need to act to ensure that leaders stick to their promises.
» Citizens the world over are challenging the belief that poverty is inevitable. Progress will
continue to be a step-by-step process; no one person can do the job alone, but every person
can help. Beat poverty—we’ve got what it takes!
(The above activity is drawn from Beat Poverty: We’ve Got What It Takes!—An Educational Resource for
Handout 7 | My Perceptions
Strongly Agree Strongly Disagree
Thinking about global issues is depressing. Some problems in the world are just too big
to solve.
______________________________________________________________________________
We produce enough food to feed the entire world population.

______________________________________________________________________________
Each day thousands of people die of AIDS. There is nothing we can do to help those
already infected.
______________________________________________________________________________
It’s not up to me to fix the world. It’s the responsibility of the governments and
humanitarian organizations.
______________________________________________________________________________
As much as we may want to put an end to poverty, we just don’t have the money to do so.
______________________________________________________________________________
My actions at a local level are a part of global change.

______________________________________________________________________________
Most of the talk about the world’s “starving millions,” and so on, is an exaggeration. The
problems aren’t nearly as serious as people make them out to be. If we stopped worrying
so much, these problems would sort themselves out.
______________________________________________________________________________
The poor countries can’t catch up to the rich ones because the rich ones got rich by
conquering the poor ones. And they stay rich by controlling the world’s trade system.
______________________________________________________________________________
The best way to fight poverty is to change ourselves. As individuals we need to be more
generous, live simpler lives, care more about the people around us, and waste less.
______________________________________________________________________________
Sooner or later, the poor countries are going to get together and force the rich ones to
give them fairer prices for their products. The big question is whether this can be done
peacefully or whether there will be wars.
______________________________________________________________________________
Most countries have great inequalities among their own populations. A rich minority is in
charge, and everyone else is poor. The internal inequalities are the cause of more poverty
than are the inequalities between countries.
______________________________________________________________________________
__________________________________________________________________________
The main causes of poverty are related to climate and environment. You can’t expect much
progress when people have to deal with tropical heat, poor soils, dense jungles, deserts,
mosquitoes, and a lack of clean water.
______________________________________________________________________________
There have always been poor people, and there always will be. There will always be lazy
people who don’t mind living in poverty and who stupidly have children they can’t feed.
______________________________________________________________________________
The biggest problem in the world today is the population explosion. There are just too
many people to feed and clothe. The answer is to increase the use of birth control in poor
countries.
______________________________________________________________________________
Both richer and poorer countries should be aiming for self-reliance: regions and countries
growing their own food. This can be done most effectively by giving land-reform farmers
and peasants their own land.
______________________________________________________________________________
Index
Activity by Topic
Disasters
32 In the Face of Disaster
49 Stones in a Pond
Education
13 Education for Life
81 No Entry to Education
Global Citizenship
56 Active Global Citizens
27 Global Bingo
66 God Calls Us to Lead
49 Stones in a Pond
Hunger and Famine

23 Food Not Famine
72 Hunger Quiz Show
90 The Hunger Cycle
HIV and AIDS

29 HIV and AIDS Quiz Show
International Relief and Development

10 All Lined Up
18 Exploring International Aid
51 Village Planners
97 The Trading Game
Landmines
36 Landmine Trust Walk
75 Landmine Labyrinth
Poverty
Poverty and Conflict

104 What Do You Think? Views on Poverty
The Environment
62 Down the Drain
87 The Earth Is the Lord’s
About World Vision
W O R L D V I S I ON IS a Christian humanitarian organization dedicated to working with children,
families, and their communities worldwide to help them 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 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. Partnering with World Vision
provides tangible ways to honor God and put faith in action. By working, we can make a lasting
difference in the lives of children and families who are struggling to overcome poverty. To find out
more about how you can help, visit www.worldvision.org.
About World Vision Resources

Ending global poverty and injustice begins with education: understanding the magnitude and
causes of poverty, its impact on human dignity, and our connection to those in need around the
world.
World Vision Resources is the publishing ministry of World Vision. 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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I T ’ S N O T U N C O M M O N today for Christians to be asked what our faith has to do with the

Editorial Director: Milana McLead

Printed in the United States of America

Part One: Activities for Young People in Grades 6-8

Part Two: Activities for Young People in Grades 9-12

About this Resource

G O D ’ S W E L COMING BANQUET TABLE

T H E I M PA C T OF COMMUNITIES ON THE ENVIRONMENT

W H AT D O Y OU THINK? VIEWS ON POVERTY

» 10 blank sheets of paper

6 A S K T H E F O LLOWING questions and discuss the participants’ responses:

» How would you change school to help you learn better?

» Some children may have to walk for hours to get to school.

» War affects education.

Resource 1: Permission to reproduce is granted. © 2008 by World Vision, Inc.

» pencils or pens, one for each participant

N O W G AT H ER EVERYONE together as a large group to get some feedback on the experience

» How did you go about completing each one?

» What were your frustrations, if any, in completing these tasks?

» What resources do you need?

» What barriers or difficulties do you need to overcome?

» How do you want these “outsiders” to relate to you?

» What would you not want the “helpers” to do?

» evaluating personal lifestyle choices to ensure fair consumption of resources.

Handout 1: Permission to reproduce is granted. © 2008 by World Vision, Inc.

» What did you enjoy most?

» What else do we need to eat for a healthy diet?

» What food problems do you think people in developing countries have?

Be sure to include the following points in the discussion:

» People don’t have enough money to buy food.

5 I N T R O D U C E THE TERM FOOD SECURITY BY NOTING THE FOLLOWING:

» consumption (using the food to provide healthy meals).

» building up of assets (having something to fall back on in times of stress so people

» How can we ensure that people have enough to eat?

» This means eradicating famine and eliminating hunger.

Can name five Has received Has a pen pal (or

Has made a phone Watched a

Can name an Can say hello in

Can name two Is wearing Can name two

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

TIME REQUIRED: 30 MINUTES

D I V I D E T H E PARTICIPANTS into two groups. Appoint or have someone volunteer to act as

5 I N I T I AT E A DISCUSSION on the statistics by asking the following questions:

» How many of you were aware of these realities before today?

Note to Host: Answers are indicated in parentheses.

Resource 2: Permission to reproduce is granted. © 2008 by World Vision, Inc.

» Team C will sit on the sidelines watching.

» You will have a five-minute time limit.

L E A D A L A R GE-GROUP discussion using the following questions:

» typhoon, Myanmar, 2008

» drought, Somalia, East Africa, 2006

» famine, Niger, 2005

» earthquake, Pakistan, 2005

» hurricane, New Orleans, 2005

» tsunami, Indian Ocean, 2004

Explain the following:

D I S C U S S W HETHER anything can be done to stop disasters from happening.

» Where will you stay tonight?

» What will you do for food this evening?

» What will you do for clothes tomorrow?

» How will you afford a new house?

» How will you get money to live?

C O N C L U D E THE ACTIVITY by noting the following points:

» How would you change school to help you learn better?

» Some children may have to walk for hours to get to school.

» War affects education.

» pencils or pens, one for each participant

» How did you go about completing each one?

» What were your frustrations, if any, in completing these tasks?

» What resources do you need?

» What barriers or difficulties do you need to overcome?

» How do you want these “outsiders” to relate to you?

» What would you not want the “helpers” to do?

» evaluating personal lifestyle choices to ensure fair consumption of resources.

» What did you enjoy most?

» What else do we need to eat for a healthy diet?

» What food problems do you think people in developing countries have?

» People don’t have enough money to buy food.

» consumption (using the food to provide healthy meals).

» building up of assets (having something to fall back on in times of stress so people

» How can we ensure that people have enough to eat?

» This means eradicating famine and eliminating hunger.

» How many of you were aware of these realities before today?

» Team C will sit on the sidelines watching.

» You will have a five-minute time limit.

» typhoon, Myanmar, 2008

» drought, Somalia, East Africa, 2006

» famine, Niger, 2005

» earthquake, Pakistan, 2005

» hurricane, New Orleans, 2005

» tsunami, Indian Ocean, 2004

» Where will you stay tonight?

» What will you do for food this evening?

» What will you do for clothes tomorrow?

» How will you afford a new house?

» How will you get money to live?

» newsprint, one sheet for each small group of four or five

» Over what are the people fighting?

» Who is affected and how?

» How could this situation be resolved?

» Is conflict always a bad thing? Why or why not?

» Community development is about change and partnership. It involves work or projects

» What did you find most frustrating about the game?

» behavioral changes, such as washing hands before eating or having health-workers

» participation changes, such as including women in decision-making.

» skills improvement, such as developing or learning techniques for irrigating crops,

» Ultimately, community development is about teaching a community to respond to change

» What happens at the national and international level?

» Where are the greatest positive ripple effects?

» What prompts people to help others at each level?

» What ethical or faith-based reasons might people give for helping?

» high school » water pump

» medical supplies » livestock

» community center » town hall

» irrigation system » maternity ward

» sewage system » technical college

» tree nursery » daycare center

» Do you agree with this statement? Why or why not?

» What small first step did this person take?

» Why did other people take up his or her cause?

» What qualities helped this person to achieve his or her goal?

» What have been some of its major achievements to date?

» Bibles, one for each participant

» What would you take onto the roof?

» Esteem needs: self-esteem, achievement, mastery, independence, status, dominance, prestige,

» Self-actualization needs: realizing personal potential, self-fulfillment, seeking personal growth

» What might it mean to be content in all circumstances?

» How might a person achieve that?

» Proverbs 14:31, 17:5, 19:1, 22:2, 22:9, 22:16, 28:6, 28:27

» Amos 2:6b–7a; 8:5,6

» Matthew 6:1–4, 6:19–21, 26:11

» Acts 6:1–7, 9:36, 10:4, 24:17