Primary School Teachers’ Resource Third to Sixth Class ......Our Lenten materials for Primary...

Lenten Campaign 2005

ETHIOPIAHELP MAKE

POVERTY HISTORY

Primary School Teachers’ ResourceThird to Sixth Class / P4 to P7

TrócaireLentenCampaign 2005

The story of Yusuf from Ethiopia

Classroom activities and worksheets

Poster and artwork

Prayers for Lent

Trocaire Better World Award

inside

R7539 Senior Primary 9/12/04 9:08 am

Trócaire’s Lenten Campaign 2005Our Lenten materials for Primary schools comprise two separate booklets – one for Junior Infants to SecondClass / P1 to P3 and one for Third to Sixth Class / P4 to P7. The materials for Third to Sixth Class / P4 to P7tell the story of Yusuf and his family who live in Ethiopia. Through a range of activities linked to thePrimary Curriculum, different aspects of life in Ethiopia are explored. The materials contain backgroundinformation for the teacher on Ethiopia and on Trócaire’s work. Also included is a Prayer Service and a ClassMass for Lent, children’s worksheets, and posters.

This year we are including a cd-rom, which contains photos of Ethiopia. These can be used as aPowerPoint presentation for the class if your school has the equipment or the images can beprinted and used in class (Internet cafes or computer stores will print them for you if yourschool does not have the equipment to do this).

We are again including the Trócaire Better World Award. The award is in recognition of the time andenergy teachers and children put into exploring the Lenten theme. Every child who participates receives acertificate and there are awards for groups whose entries are of special merit. Once again, we inviteteachers to encourage groups of children or a class as a whole, to enter their work on this year’s theme forour Trócaire Better World Award. See page 15 for details.

Additional copies of this resource are available from Trócaire free of charge as well as Irish translations ofthe materials.

Page 3 Teacher’s NotesPage 4 Introductory ActivitiesPage 5 The Millennium Development GoalsPage 6: Yusuf’s StoryPage 7 Causes of Hunger – Matching ActivityPage 8 3rd & 4th class/ P4 & P5 worksheetPage 9 5th & 6th class / P6 & P7 worksheetPage 10 3rd & 4th class/ P4 & P5 activitiesPage 11 5th & 6th class / P6 & P7 activitiesPage 12 Degu, the lion –

A folktale from Ethiopia Page 13 Class MassPage 14 Prayer ServicePage 15 Trócaire Better World AwardPage 16 Useful resources and addresses

Contents

New

!

ORDER FORM

I would like additional copies of the Senior Booklet / P4 to P7 (insert number in box)

I would like copies of the Senior Booklet / P4 to P7 in Irish (insert number in box)

Name:

School Address:

E-mail address: Telephone:

Please send to Trócaire, 9 Cook Street, Cork or to Trócaire 50 King Street, Belfast BT1 6AD.

2

Contents



A Brief historyof Ethiopia

Ethiopia, formerly known as Abyssinia, is the oldestindependent country in Africa and one of the oldest inthe world. The country’s Rift Valley is known as the ‘cradleof humanity’where the oldest remains of human ancestorshave been found.

Ethiopia has a rich and ancient history with legends of theQueen of Sheba; the Ark of the Covenant that is said tobe in the northern city of Axum and the story of KingLalibela who is said to have built 11 rock hewn churcheswhich are still standing today. Christian missionaries fromEgypt introduced Christianity in the fourth century. Thespread of Islam in the seventh century meant thatEthiopia was cut off from European Christianity.

The Queen of Sheba’s son, Menelik I, is regarded as thefirst emperor of Ethiopia – his dynasty ended with HaileSelassie, who ruled from 1930 until 1974. It is the onlyAfrican country that was not colonised by Europeancolonial forces. It was occupiedby Italy between 1936 and1941, which had colonisedEritrea since the 1880s. In1962 Ethiopia took overEritrea which gave directaccess to the sea. andbegan years of warfareagainst Eritrea. In 1974, amilitary rebellion endedthe reign of Haile Selassieand for 17 years thegovernment was ruled bythe military in a Marxistdictatorship.

In 1991, after a longdevastating civil war,that regime was ousted by acoalition led by the Ethiopian People’sRevolutionary Democratic Front. The government had lostpopular support because of their response to the famineof 1985 and the continuing war against Eritrea.

Facts on

EthiopiaSize: 1,098,000 sq. kmPopulation: 70.7 millionCapital: Addis Ababa Currency: BirrEthnic Groups: Oromo 40%, Amhara and Tigre 32%. Sidamo 9%, Shankella 6%,

Somali 6%, Afar 4%, Gurage 2%, Others 1%. There are over 70 groups altogetherwhose rights are guaranteed in the constitution which was adopted in 1995.

Religion: Muslim 45%-50%, Christian Orthodox 35%-40%, Animist 12%, other 3% - 8%.Languages: Amharic, Tigrinya, Oromigna, Guaragigna, Somali, Arabic, other local

languages. English is the major foreign language taught in schools.Life Expectancy: 44.6 years (male) 39.6 years (female) GNP per capita: $100 (Ireland : $26,960)Poverty Ranking: Ranked 169th poorest country in the world.

In 1984 a drought caused the almost complete failureof crops in Northern Ethiopia. Although internationalrelief agencies made a major effort to provide food tothe affected areas, fighting in and around Eritreahindered the passage of relief supplies. Almost onemillion people died following another year of droughtin 1985.

Problems facing Ethiopia today

Food insecurity continues to be the biggest problemfacing Ethiopians, particularly affecting communitiesliving in the highlands where most people live. Thischronic situation is worsened dramatically duringperiods of drought. The year 2003 saw up to 14 millionpeople dependent on food aid. The government ofEthiopia is working with international donors and non-governmental organisations to improve food securityand engage in long-term development for the country.

What Trócaire is doingTrócaire supports a number of projects in Ethiopia. InAmara, Trócaire supports the work of Action forDevelopment (AFD), a local Ethiopian non-governmentalorganisation. AFD is currently running a project in DirreDistrict where Dansa and Badada, who are pictured onthis year’s Lenten box, are from. The families here arepastoralists or agro-pastoralists whose livelihood hasbeen affected by natural and man-made causesincluding political marginalisation, drought and soilerosion. The project supports credit and saving co-operatives, livestock marketing co-operatives,agricultural extension, the use of improved farmingtechnololgy and bee-keeping initiatives. It also providesbasic education for children and adults, training for birthattendants and the development of six new healthcentres. The project is improving the water supplythrough the rehabilitation of traditional wells and theconstruction of new wells and reservoirs.

In Tigray, where Yusuf who is featured in this booklet, isfrom, Trócaire supports REST (Relief Society of Tigray)which is working to ensure food security. The project isrunning since 1998. The target population is 34,000people and the project deals with land use, water andthe development of income generation schemes. Thereare also forestry programmes, agricultural programmesbased around new crops, seed programmes and healthprogrammes.

Lenten Campaign 2005 3


4 Lenten Campaign 2005

Introductory Activities80:20 cartoon

Show the cartoon to the class. Ask the children to suggest what the cartoon might mean. Explain that it isdepicting the fact that 80% of the world’s people live in developing countries but only have 20% of thewealth.

Discuss: Who benefits in this situation? Who loses? What causes inequality? What can be done about thisinequality?

This resource looks at Ethiopia which is a very poor country. It explores some of the causes of this poverty. Italso looks at some of the ways that people are working to improve their situation.

Food for All

You will need: 12 cardboard plates.

To do: Ask for 10 volunteers to stand in front of the class. Explain theystand for all the people in the world. Explain that you and the rest ofthe class are going to share out all the food in the world. All the food inthe world is represented by the cardboard plates. Explain that to be fitand healthy, each person needs one plate of food (Hold up one plate).Invite a number of children to share out the plates (There will be 2 leftover).

Discuss: Is there enough food for all the people in the world? If thereis enough food, then why do some people go hungry? (Explain the following:some people have no land to grow food, others have no jobs to earn money to buy food, others are badlypaid and cannot buy enough food, if there is a war food cannot be grown because it is not safe for peopleto work in the fields or because people are taking part in the war they are not at home to farm the land).

Now, collect all the plates. If these 10 children stand for all the people in the world, how many are well fedlike us? Explain that 3 are well fed and 7 are not. Ask three children to move slightly apart from the rest.We have 12 plates – how many of them do you think go to the 7 poor people who don’t get enough foodto eat. Ask a child to give 3 plates to the 7 children to share. How many are there for the people whoalways have plenty to eat? (9). Recall that each person only needs one plate to be well fed.

Discuss what happens to the 6 plates which are left over. (People eat too much, store a lot of it, throw itaway). Finish by stating that there is enough food to feed everyone in the world. Ask a child to share outthe food equally among the 10 children (the 2 extra ones can be stored for an emergency).

Explain that everyone has a right to food. But many people in different parts of the world go hungry today.

Halving World Poverty by 2015 - Millennium Development Goals

You will need: page 5 on acetate projected or a copy between every 2 children.

To do: Explain the following: In 2000, world leaders met at a United Nations Summit. They set themselveseight goals aimed at halving world poverty by 2015. Our government was one of the first to sign theMillennium Development Goals.

Take each of the Goals in turn, discuss with the children what it would mean for poor people if the goalswere achieved. Divide the class into 8 groups. Give each group one goal and ask them to draw a poster as agroup showing what the Goal means. Display these around the classroom or in a prominent place in theschool such as the corridor or entrance.

Revisit the Goals after the children have completed the activities in this resource. Discuss what the Goalswould mean for the people of Ethiopia.

Mapping Work

Find Ethiopia on the map. On a blank map of Ethiopia with the help of an atlas, ask the children to: findand mark Addis Ababa, colour in the Red Sea and the Gulf of Aden and label them. Find and label thefollowing countries which border on Ethiopia: Eritrea, Sudan, Kenya, Somalia, Djibouti. Mark in the area of

Tigray where Yusuf who is featured in our story is from.


All the countries ofthe world worktogether to helppoorer countriesreceive a fair shareof the world’swealth

5Lenten Campaign 2005

Making the world a fairer place

- Millennium Development GoalsMaking the world a fairer place

- Millennium Development Goals

The 8 Millennium Development Goals are:

GOAL1

GOAL3

GOAL8

GOAL6

GOAL4

GOAL2

Halve the number of people who:• live on less than $1 a day• suffer from hunger

Make surethat allchildren startand finishprimary school

Make sure thatas many girls asboys go toschool

Cut by three-quartersthe number of womenwho die when they arehaving babies

Stop diseases like malariafrom spreading and makethem less common

• Halve the number ofpeople without water

• Improve the lives of 100million people who livein slums

• Work to protect theenvironment

Cut by two-thirds thenumber of children whodie before they are 5years old

GOAL7

GOAL5


Yusuf’s StoryDisplay the poster showing different photographs ofYusuf’s life.

Yusuf is ten years old and lives in Tigray in Ethiopia. Thereare seven children in the family and seven grandchildren.Yusuf’s father died 10 years ago of a liver disease – thatwas shortly before Yusuf was born.

Where Yusuf and his family live is very dry and stony. Theirhouse, which is built of stone, has three separate rooms: aliving room, kitchen and store room. Their farm is one anda half hectares in size. On the far plot they grow wheat,barley, chickpeas and teff which is a type of grain. On thenear plot they grow carrots, garlic, lettuce, cabbage andsweet potato and some fruits: lemons, oranges, guava,papaya, avocado and gesho which is a fruit that is used tomake beer.

Yusuf’s mother, Aletsahay,hires someone to plough and she pays them a daily

rate for their work. When the rocky ground is ploughedthe stones are left in the fields. The stones help keep themoisture in the ground when there is little rain. When therains come, the stones help to hold the crops in the groundso that they are not washed away. The family also has acow, an ox and a calf. During the rainy season, Aletsehayworks indoors using the dung from the animals to makefuel. She also uses the manure for compost for thevegetables. Aletsehay has 12 chickens. She just recently sold23 chickens to people who were preparing for acelebration.

Three of the children go to school nearby. They get up at 7a.m., eat some homemade bread and set off for school at7.30 and return at 12.30pm. At school, they learn Science,English, Maths, Tigrayan, Amharic, Geography, Sports, Artand Civics. Yusuf would like to be a teacher some day. Inthe afternoon, the boys take turns at looking after thecattle or hoeing and weeding. They also help collect waterat the nearby pump.

Their next door neighbour, Kasai, has a camel. The camel isused to carry heavy loads such as rocks to build houses orthings to sell in the market. He also uses the camel to bringsalt from the Donade Depression. It takes three and a halfdays to walk to Donade and seven days to travel back withthe salt. Kasai no longer makes the journey. One of hissons, Tukue, goes instead. When they return, Tukue andthe camel rest for two weeks before setting off again formore salt. The money they earn from selling salt helps theirfamily.

Yusuf plays with Tukue’s younger brothers, Mehariand Solomon, and friends from the village.

They make goalpostsfrom rocks and use ahomemade football ofplastic wrapped incloth. They also playButhu. In the game,three of the boys actas camels and theother three ride ontheir backs. Each riderthrows a stone and then tries to hit the stone by throwing asecond stone at it.

The elders in the community sometimes sit around chattingabout things which happened in the past. They rememberthe terrible famine which hit Ethiopia twenty years ago. Forsome of the elders it is still too painful to think about. Therewas a drought. People lost family members and cattle whenthe crops didn’t grow and there wasn’t enough water todrink. Many left their homes to look for help. Food aid wasbrought into the country but the government did not give itto those who needed it most. The government was moreinterested in fighting a war than looking after the poor.Many people were forced to fight by the government. Otherswere forced to leave home and were sent to other parts ofEthiopia to live. The government poisoned the water so thatthose fighting in the war would not have clean water todrink. However, many people who were not fighting alsodied because they drank the poisoned water. Others fled toSudan in fear of their lives.

Yusuf knows too that things were not always so good for hisfamily. Five years ago they were very poor. His motherworked as a daily labourer to try to earn money for herfamily. Their lives have changed thanks to help they receivedfrom a group called REST (Relief Society of Tigray). Theytrained people in ways to produce crops all year round. Keyto this was getting water. Earth dams were built to trapwater. Terracing was used to stop water washing away thecrops. Training was also given in growing different crops.

Two years ago, there was a very bad drought and only thevegetables in the near plot survived. However, there werestill enough crops to feed the family and some left over tosell. Aletsahay had used the irrigation system she had learntand she also had a variety of different crops which meantsome at least would survive. Other farmers were not so lucky.Most people can only grow crops two or three months of theyear. They rely on the rains to irrigate their crops. All of thesefarmers had to get food aid. The help Aletsahay receivedfrom REST has brought Yusuf’s family from deep poverty tobeing able to grow crops to feed themselves and also to haveenough left over to sell. The family knows that there will behard times again but they are now better able to cope.

Questions1 How is Yusuf ‘s life like yours? How is it different?2 What are the main problems for Yusuf and his family?3 What happened in the past that is still painful for the

elders in the community?4 Trócaire supports the organisation REST. How has the

family’s life changed since they were helped by REST?5 Remind the children of Goal 1 of the Millennium

Development Goals which looks at Poverty and Hunger.Discuss why Goal 1 is important for the people of Ethiopia.


Elders from Tigray


ywCauses of hunger - Matching ActivityThe following activity looks at some of the causes of hunger in Ethiopia and some solutions. On the left aresome of the causes of hunger. On the right are some solutions to these problems. When this activity iscompleted, 5th and 6th class / P6 and P7 should complete their worksheet on page 9.

Match each cause on the left with a solution on the right.


WHY PEOPLE ARE HUNGRY SOME SOLUTIONS

1.

2.

War and ConflictMoney that was needed to help poor people wasspent by the government on wars over Tigray and

the neighbouring country Eritrea. Some peoplewere forced to fight and so could not work ontheir farms. It was often not safe for people towork in the fields and so less food was grown.

DroughtNot enough rain has always been

a problem in Ethiopia. Peopleand animals need water to live.

Crops need water to grow.

3.

Environment125 years ago almost half of Ethiopia waswooded. Today it is less than 4% Where

there are no trees, the soil is washed awayby the rain. The soil that is left is poor

and so fewer crops can be grown.

4.

AidWhen there have been famines in

Ethiopia, there has been too little helpfrom other countries. The help that

arrived was too late for many people.Also, the government did not give the

food that did come to those whoneeded it most.

5.

PovertyEthiopia is one of the poorest countries in the world. Ithas borrowed money from other countries and is tryingto pay off these debts. Ethiopia also has to spend a lotof money buying oil and machinery from rich countries.At the same time, it cannot get a good price for cotton

and coffee which it sells to other countries.

6.

Government decisionsThe Government has forced decisionson people. People have been forcedto leave their homes and to live in

other parts of Ethiopia. Nomads arebeing forced to settle. This is changing

people’s way of life and how theyfeed their families.

Answers: 1B, 2D, 3F, 4C, 5E, 6A

F Stop cutting down trees. Plant moretrees. Instead of open fires whichwaste heat, use stoves that are closed in. Use dung instead ofcharcoal from trees in fires.

C Find ways to grow more food andgrow it all year round. Keep somefood for the times when peoplecannot grow enough food. If food isneeded from other countries it mustarrive quickly and go to the peoplewho need it most.

A Talk to all the people such asfarmers, nomads, poor peoplebefore making changes which willaffect their lives.

E Use the money Ethiopia owes toother countries on helping people inEthiopia. Help people to finddifferent ways to earn money.

B Work to bring peace. Countriesselling arms should stop.

D Dig more deep wells and build earthdams to trap water for people andanimals. Set up irrigation schemes togrow crops and make terrace slopesso that the soil won’t be washedaway when it rains.


3rd & 4th class / P4 & P5 worksheetThe Coffee JarOne reason why Ethiopia is so poor, is because the country gets a poor pricefor goods it sells to other countries. One of these goods is coffee.

1 Look at the coffee jar. How much does each person in coffee productionget? Draw a line from the person to the correct amount on the coffee jar.

2 What percentage do you think the farm worker gets from the moneyearned?

Circle your choice: 10% 20% 50%

The Coffee Bean StoryPut the sentences in the correct order by placing the numbersfrom 1 to 7 in the box

Match the sentence with the correct picture

In your copy, write the Coffee Bean Story


A. The fairtrade coffee company then grinds the coffee and sells it.

B. They don’t ripen at the same time so they are picked by hand.

C. The coffee trees are planted and cared for by the farmer.

D. The beans are taken to the factory to be sorted.

E. It takes 4 or 5 years before they bear fruit.

F. The farmers get paid for their hard work.

G. Then the beans are packed for export.

Find out: Visit your local supermarket and find outwhere the coffee we get comes from.

Fairtrade tea and coffee give the farmers a fair share fortheir work. Tell your family about Fairtrade coffee andtea and ask them to include it in their shopping. Answers: The Coffee Jar:Farm worker, plantation owner,

shipping company, coffee company, supermarket. The farmworker gets just 10% of the money earned. Coffee BeanStory:1c 2e 3b 4d 5g 6f 7a

SupermarketCoffee company

Plantation ownerFarm worker

Shipping company

1

2

34

5 6

7


5th & 6th class / P6 & P7 worksheetNote: The children will need to have explored the information on page 7 before completing this worksheet

Write your hopes for Ethiopia in each of the jigsaw pieces. Use the key words to help you. Cut outthe shapes and assemble to make a map of Ethiopia.


Drought (Key words: enough water,terracing, deep wells, earth dams, irrigation

schemes, pumps)

I hope that instead of suffering fromdrought…

Environment (Key words: more trees,

enclosed stoves, dung, manage forests,

plant new trees)I hope that the environment will…

Aid(Key words:

enough food,

planning, food stocks,

the kind needed)

I hope that…

Government decisions

(Key words: all people involved,

farmers, nomads, no force)

War and Conflict (Key words:

peace, living together).

I hope that instead of war and

conflict …

Poverty (Key words:

less poverty, income

generation projects, debt

cancelled, development projects)

If you had one hope for Yusuf’s family

what would it be?

Completed Jigsaw


3rd & 4th Class / P4 & P5 Activities


SESE: Geography You will need: clay or soil, preferably outside, water in awatering can or from water hose.To do: Construct a mound of clay. Invite a child to pour wateron the mound. Talk about what happens. What effect wouldthis have on small plants if they were in the soil? What wouldhappen to the soil if this happened repeatedly over time? Howwould this affect farmers and their families. Talk about waysof preventing this situation. Invite the children to construct amodel of terraced land using the clay or soil. They should tryto construct it in such a way that the water flows from oneterrace to the next. If this is done outside, they can build small“walls” along a mound of loose soil and then study the effectwhen it rains. Talk about how this would benefit farmers. Howwould it affect the types of crops that would grow?

Physical Education: Game: Butha (Flat stone)6 playersYou will need: wall, outdoors, stones, wall.To do: All players choose a large flat stone and run to the wall.The first three nearest the wall must be carried by the otherthree players on their backs who are the camels. Each pair has2 flat stones. Each person on a camel’s back must throw one oftheir two stones. They then try to hit that stone with theirsecond stone. If anyone succeeds the game continues in thisway. In a round where all three miss, that round is over and allthree pairs must line up again and throw at the wall.

SESE: Camels In Ethiopia, people give their camels names such as “Kuhuil”which means “black eyebrow”, “Tsegay” which means “myprecious” or “Hagos” which means “joy”. Camels have scarmarks on their legs – one for each person who has ownedthem. Kasai’s camel is 10 years old – some camels can live up to60 years.To do: Find out more about camels: the different types, whatthey eat, how they store water and how they are adapted to

their environment.

Religious EducationExplain that Aletsahay is an Orthodox Christian. OrthodoxChristians fast for 55 days. During this time, they do noteat meat, eggs, milk or milk products. They fast allmorning until 1 pm when they usually eat lentils, beans

and vegetables.To do: Talk to the children about Fast Days during Lent.Ask them to find out from their grandparents or parentshow they fasted during Lent in the past.

Links with the Alive-O SeriesAlive-O 5: Term 2, Lesson 7: God’s love helps us to love theworldAlive-O 6: Term 2, Lesson 6: Lent

English languageTeach the children the following phrases in Amharic. Askthe children, in pairs to greet each other and introducethemselves:Hello – NagaMy name is – Makan koo ___________________My age is – Ganini koo __________’Goodbye – ‘Nagat’.Here are a few words in Arabic

Hello - Ahalan Goodbye - Ma’a ElSalama Thank you - shokranYou’re welcome - Ala ElRahib Wa ElSaaZero - Sifer One - WahidTwo - IthininThree - ThalathaFour - Arba’aFive - KamisaSix - SitaSeven - Saba’a Eight - ThamaniaNine - Tisa’aTen - AsharaWritingYou will need: large sheets of paper, markers, blutack,photocopies of the photos on the poster showing Yusuf(black and white will do).To do: Display the full poster to the class. Divide thechildren into groups. Give each group a photo, a largesheet of paper and blutack. Invite the children to sticktheir picture in the middle of the sheet. Ask the groups tolook at their photo. Invite them to write questions ontheir photo on the large piece of paper. Ask each groupin turn to call out their questions. You and the rest of theclass try to answer the questions. Make a note of anyunanswered questions. Help the children to research theanswers using encylopediae, library books and theinternet.

Visual Arts: Ethiopian crossesYou will need: markers or ink pens,light cardboard, scissors, copies ofthe crosses on this page eitherdisplayed on overheadtransparency or one for every twochildren.To do: Explain that 50% of allEthiopians belong to the EthiopianCoptic church which dates back toapostolic times and separatedfrom Rome in the 5th century.The special symbol of theEthiopian church is thedecorated cross which has manyelaborate forms. Each one isdifferent but the basic cross shapealways remains. The design is usedon clothes, in pictures and in thechurch. Invite the children to make an Ethiopian cross:they study the crosses shown here and draw a similarcross on cardboard. When their

drawing is complete they cut it out. (These can beused later in the Prayer Service – see page 13)


5th & 6th class / P6 & P7 Activities


English language: Oral languageDebate: Agree, Disagree, Not sureTo do: Put up the signs “Agree”, “Disagree”, “Not Sure” atthree separate places in the room. Invite all the children tostand in the centre of the room. Explain that you will call outa statement and the children are to stand by the sign whichbest shows how they feel about the statement. Askindividuals standing at each sign to explain why they havechosen to stand by that label. Encourage discussion. Thechildren may change their position if their opinion changeshaving heard others’ point of view. Repeat this for each ofthe statements. Statements: When people are hungry the bestsolution is to send food from Ireland / People are hungrybecause they are poor / If the world was a fairer place therewould be no wars.

PoetryTo do: Read the following traditional Ethiopian poem to thechildren:

Return SafelyCome, come, mother of the child, Without being pricked by the thorn,Without being hit by the stumbling block,Without being eaten by the hyena.

Discuss where the mother might have gone to, the dangersshe faces and what it tells about life in Ethiopia. Invite thechildren to write their own four line poem in a similar stylestarting “Come, come, father of the child…” set in Ethiopiaor in Ireland.

SPHE Media EducationYou will need: table set up as newsdesk, imitation clip on microphones,pens and paper.To do: Explain that Ethiopia has hitthe headlines in the past becauseof famine. Divide the class intogroups. Ask them to imagine thatthey are reporters reporting from Ethiopia. Ask them thefollowing questions: What images do you have of Ethiopiafrom what you have learnt? What image of Ethiopia wouldyou like to give people back in Ireland? What are the issuesfacing Ethiopia today? Ask the children to imagine theirreport is going out as a live television news item. Give outpens and paper and ask each group to prepare their report.They will need to appoint one person to be the reporter andto do the live broadcast. The others in the group could belocal people who are being interviewed. Tell the children thatyou, the teacher, will be the newsreader who will cut to themfor their report and ask them questions. Set the scene bytelling some local news items, move onto international newsand introduce the broadcast from Ethiopia. Go to each groupin turn and ask them for their report. Follow-on: talk aboutthe reports, were the images positive or negative? Whatwould people in Ireland think of Ethiopia after the reports?How accurate were the reports? Is there any furtherinformation they would have liked to have had? Talk aboutchallenges for photographers: they are in the country for ashort period, they may not get to the most isolated areas, thelength of time for their report is short, they need to hold theinterest of people watching back home..

Visual Arts: Ethiopian style paintingsYou will need: paper, paints, pencils, copy of painting on this page displayed on overhead transparency or one copy pergroupTo do: Explain that in Ethiopia there is a particular style of

painting which showspeople with large eyesand straight noses. Askthe children to studythe example on thispage. Invite them tofollow the style andpaint their ownEthiopian picture e.g.an Ethiopian womancarrying her baby or awater pot or firewood.

Construction with clay: Makinga model of a stone houseYou will need: air dry clay, glue, narrow sticks such as bamboo,lollipop sticks or garden rods, grass or straw, jar and water.To do: Display the photo showing Yusuf’s family home. Divide theclass into groups and distribute the clay. Invite them to makestones similar to those in the picture with the clay. Show them howto make a slip by mixing some clay with water in a jar – the slipshould be thin enough to be “painted” onto the stones – the slipwill be used to secure each row of stones to the previous layer.Invite each group to build a house similar to Yusuf’s house, with afront door and windows. They build the first row of the stones forthe four walls of their house. They “paint” the top of these stoneswith the slip and lay the next layer of stones. Use the garden rodsto make the lintel for the doors and over the top of the walls toconstruct the roof. Place some stones on top of the sticks and grasson top of the stones. Allow the houses to dry for 2 or 3 days.Group the houses to make a village, marking out a compoundaround each house. Encourage the children to add to the displaye.g. adding soil and “crops”.

Science: Environmental Awareness:Make a Water FilterYou will need: two plant pots, one withholes in the bottom, fine sand, coarse sand,pebbles, muddy water.To do: Explain that dirty water is a bigproblem in Ethiopia and can be verydangerous. Babies and young childrenespecially need clean drinking water becausethe germs from polluted water will makethem ill. Diarrhoea, cholera, worms andtyphoid are caused by dirty water. Place thepot with holes in the bottom on top of the otherpot. Put the larger pebbles, coarse sand and finesand in the container. Then pour muddy waterthrough and catch the clearer water in a dish. Although the waterhas been filtered, it is still not clean enough to drink – it wouldstill need to be boiled or to have iodine or chlorine added to it.

Drama: Role PlayTo do: Divide the class into groups. Give each of the groups ascene to enact from Yusuf’s story e.g. Group 1: Yusuf and his familyat work, Group 2: Yusuf and his friends playing. Group 3: Thechildren at school Group 4: Kesai’s family and the camel at work.Group 4: The elders talking about the famine Group 5: Yusuf andhis family talking about how REST has helped and their hopes forthe future. Encourage each group to discuss how they will developthe drama, who will have what role, what feelings they wish tocommunicate etc. Each group then develops their drama in role.Invite each group to roleplay their scene for the whole class.

Religious EducationLinks with the Children of God Series Alive-O 7: Term 2, Lesson 3: Christian Community; T2L8: Spirit WindAlive-O 8: Term 3, Lesson 5: Kingdom Justice


12

Folktale


Degu the LionMany, many years ago, when animals understood the humanlanguage and most humans did notunderstand the animal language, as they stilldon’t, a gentle lion named Degu lived in theforest not too far from the humans. He wasdifferent from all the other lions and was known tobe the wisest lion ever to roam the forest. One day,Degu was walking alone in the forest when heheard a noise. He walked towards it and realizedit was a human baby crying. He picked up the baby, put him on his back,and walked slowly back to his cave. The rocking motion comforted the baby so he stoppedcrying. Degu named the baby Anbessa and raised him as his own son. Every night, Deguwould sneak into the village and get fresh milk for Anbessa. Degu hunted small animals andchewed the meat to soften it so Anbessa could eat it easily. Degu slept next to him to keephim warm at night. When he was old enough Degu taught him the human language.

When Anbessa became a man he told Degu he wanted to go and see the villagers. Anbessaand Degu hugged and said goodbye to each other. Degu promised to keep an eye on him.Anbessa was welcomed by the villagers. They had a big feast for him and listened to hisstories of life in the forest.

One day, Degu decided to visit his beloved son because he missed him so much. All of thevillagers were gathered around a fire in the middle of one of the huts, listening to one ofAnbessa’s forest stories. One of the villagers asked Anbessa: “Tell us did you like everythingabout the lion?” “He was a very good father and was always very nice to me – except forone thing”, said Anbessa. He was enjoying the attention so much he could not stop himself.“The only thing I did not like was his smell. His breath and his body smelled very bad”. Asthe villagers laughed Degu slowly walked back to his cave wherehe sat for many days.

At last he decided to go andtalk to Anbessa. Anbessa wasvery happy to see his father.Degu asked him to come withhim to the forest because he had something important tosay to him. Anbessa agreed. Degu pulled a small knife and askedAnbessa to stab him. “Why father? I never want to hurt you I will not stab you.” ButDegu insisted, and finally out of respect for his father’s wishes, Anbessa stabbed him. Degusaid: “Now my son, it is your turn to take care of me, my flesh is wounded.” Anbessa tookcare of his father and stayed with him until his wound was healed. When Degu recovered,he sat Anbessa down and told him, “My son, as you can see, the wound on my flesh ishealed, I no longer feel the pain, but the wound in my heart is still sore. You can now returnto your village and tell your people how it is easy to heal wounded flesh, but not awounded heart.” With that, the wise gentle lion returned to his forest.

adapted from Diving for Honey and other folktales from Ethiopia retold by Meskerem Assegued

Questions1 What is the moral of the story?

2 What do you think parents in Ethiopia want their children to learn by telling them this story?

3 Do you know any other folktale with a lesson to it (e.g. Aesop’s fables)? Tell the tale andwrite about it.


13

Prayer ServicePREPARATION: This liturgy is a celebration of Ethiopian life. Itbegins with a re-enactment of a story from the New Testamentand follows with a brief prayer service. Ask the children to writetheir names on a slip of paper. Place all paper slips in a basket.

YOU WILL NEED: 1 leader, 2 narrators, 6 readers, 1person to hold up the response, Jesus, crowd ofdisciples, children with Trócaire Lenten posters, withchildren’s artwork from this pack and with the Lenten box,a copy of this page for each child, an Ethiopian cross madeby each child.

Leader: Before we begin, pick out a slip of paper from thebasket. This person will receive your gift of an Ethiopian cross. (Pass the basket around)

Jesus taught us how to love. We will hear this in story form and follow with prayers for the peopleof Ethiopia.

Narrator 1: Once, Jesus came with his disciples to the Mount of Olives. (Enter Jesus with crowd of disciples whosettle down to listen to him). They sat down around him and he taught them using stories. Then hesaid:

Jesus: One day I will say to you, “Come and take your places in my kingdom. For when I was hungry you gaveme food. When I was thirsty you gave me drink. When I was sick and imprisoned you visited me”.

Narrator 2: Those who heard were puzzled and asked:

1st disciple: Lord when did we see you hungry and give you food?

2nd disciple: And Lord, when did we see you thirsty and give you drink?

3rd disciple: And Lord, when did we see you sick and imprisoned and visit you?

Narrator 1: And Jesus explained what he meant.

Jesus: Whenever you did this to anyone who was hungry or thirsty or sick or imprisoned, you did it to me.

Narrator 2: Whenever we help anyone who is in need, we are being true followers of Jesus.

Narrator 1: There are plenty of people in the world today who are in need. Some are close and all around us,others are far away.

Narrator 2: In our class we have been learning about people in Ethiopia and how they live. Although they arefar away, they can still be like brothers and sisters to us.

Narrator 1: We are partners with them. In our class, we have been learning from them and about how they arebuilding a better life for themselves.

Invite the children to hold up the Lenten poster, the Lenten box and their artwork illustrating whatthey have done and to say a sentence or two about each.

Leader: Let us pray for people in need in Ethiopia.

Child 1: Let us pray for the people of Ethiopia and in particular for Yusuf and his family. We pray that theywill always have enough food to eat with enough left over to sell to buy what they need.

All: Lord, bless all those in need.

Child 2: Let us pray for those who work to help the people of Ethiopia in their struggle (display the Trócairebox)

All: Lord, bless all those in need.

Child 3: Lord, thank you for the food we eat, the water we drink, the homes we live in. Thank you for ourfamilies who help us.

All: Lord, Bless all those in need.

Gift giving: The teacher starts by giving the child whose name she picked out of the basket his/her Ethiopiancross. The child receiving the cross, gives the cross to the child whose name s/he picked. Continue inthis way until all the children have received and given the gift of an Ethiopian cross..

Song: Sign of the Cross Chant (Alive-O 5: Term 1, Lesson 1)



Class Mass


Preparation: For a class or school Mass, prepare bydecorating the altar with posters which accompany thisbooklet and show the Trócaire Lenten theme andcoloured cloths. Add flowers or foliage displaysgathered from the school grounds.

Entrance Hymn: Whatsoever You Do (Alive-05: T2, L6,p. 209).

Opening PrayerYou are the God of the poor,The human and simple God,The God who sweats in the streetsThe God with a weather-beaten face

Entrance Procession: Invite the children to bringexamples of their work such as completed worksheetsor activities undertaken from the activities pages in thisbooklet. These may be placed around the altar.

Pentential rite: Invite the children to write down someof the things denied to the people of Ethiopia e.g. foodto eat, water to drink, water for their cattle. As theyare read out, all answer, “Lord have mercy” and “Christhave mercy” alternately. Invite them to think of thetimes they have not shown love to others at home or inschool. All answer, “Lord have mercy”.

Psalm 146Response: Praise God, my soul!

Alleluia!Praise God my soul!I mean to praise God all my life,I mean to sing to my God as long as I live.

Response: Praise God, my soul!

God forever faithful,Gives justice to those denied it,Gives food to the hungry, Gives liberty to prisoners.


God reigns forever,Your God from age to age.


Scripture reading: Do not forget God when youhave everything (Deuteronomy 8:11-14)So, take care that you do not forget Yahweh, your Godby neglecting the commandments, norms and laws thatI give to you today. And when you have eaten and havebeen satisfied, when you have built comfortable homesand live in them, when your livestock have multiplied,when you have silver and gold in abundance, and anincrease of good things of every kind, then do not letyour heart become proud and do not forget Yahweh,your God, who brought you out of the land of Egypt,the house of slavery.

Gospel Reading: The last judgment(Matthew 26:31-40)When the son of man comes in his glory with all hisangels, he will sit on the throne of Glory. All the

nations will be broughtbefore him, and as a shepherdseparates the sheep from thegoats, so will he do with them,placing the sheep on his right andthe goats on his left.

The King will say to those on hisright: “Come, blessed of myFather! Take possession of thekingdom prepared for you from the beginning of theworld. For I was hungry and you fed me, I was thirsty andyou gave me drink. I was a stranger and you welcomedme into your house. I was naked and you clothed me. Iwas sick and you visited me. I was in prison and you wentto see me.”

Then the upright will ask him, “Lord when did we see you hungry and give you food; thirsty and give you drink,or a stranger and welcome you, or naked and clothe you?When did we see you sick or in prison and go to see you?The King will answer, “Truly I say to you; whenever youdid this to one of the least, to my brothers, you did itto me.”

The Offertory

After communionInvite one of the children to read out the followingprayers as a post-Communion reflection.

A prayer said by nomads in Ethiopia:We ask for peaceful journeys with our cattle.Make our cattle peaceful.Make our day peaceful.Make our children peaceful- until we return again to this place.

Lenten PrayerJesus in the Wilderness,In those moments when I chooseTo do withoutAnd find it difficultHelp me, strengthen meWith thoughts of others who do without and have nochoice (Alive-O,T2 L6)

Prayer for EqualityI believe in the equality of all,Rich and poor.I believe in liberty.I believe in humanity and that through it we can createunity.I believe in the love within each of us,And in the home, happy and healthy.I believe in the forgiveness of sins,I believe that with divine helpWe will have the strength to establish equality in society.I believe in unity, the only way to achieve peace,And I believe that together we can obtain justice.

(Prayer of an Ayacucho Youth Group, Peru)

Invite individual children to share their hopes forEthiopia.

Final hymn: Go Now in Peace (Alive-0 5, p.310) or Go TellEveryone (Alive-0-7, p. 308)


LTROCAIRE Better World AwardAims:To encourage children to work co-operatively in exploring Trócaire’s Lenten theme.

Entries must be:• Based on Trócaire’s Lenten theme 2005• Done by pupils working co-operatively in groups.

Entries can be photographed or sent in there original format.

Suggested activities:

• Put on display of posters explaining the 8 Millennium Development Goals and what they would meanfor Ethiopia.

• Paint a mural or series of paintings in the Ethiopian art style depicting aspects of Ethiopian life.

• Do a group drawing showing images of the struggle of the people of Ethiopia or telling Yusuf’s story.

• Put on an exhibition on the Lenten theme for the rest of the school, the parents, the local library.Include the activities from this booklet.

• Design a class book on Ethiopia: include drawings, stories, descriptionsdone by the children.

• Research further information on Ethiopia using the internet. Eachgroup in the class could be given a particular area to research e.g.Group 1: Culture, Group 2: History, Group 3: Famine etc and presenta class project on Ethiopia.

• Find out about Ireland and the Great Famine. Tell what happenedand compare and contrast what happened in Irelandand Ethiopia.

• Make a video of the children undertaking theactivities in this booklet such as the role plays.

The Awards:

Members of each group who submit anentry will receive a Trócaire BetterWorld certificate. In addition, therewill be awards for groups whoseentries are of special merit. Themerit awards will include:

• Rafiki – Trócaire’s CD romfeaturing over 10 hours of games, stories,puzzles and adventures which link children inIreland with children in other parts of the world.

• Peter’s Projection Atlas – the earth in its trueproportions.

• Ethiopian artefact.

Send your entry by April 8th 2005 to:Trócaire, 9 Cook Street, Cork or 50 KingStreet, Belfast BT16AD. Please markyour entry Trócaire Better WorldAward.

In addition, if your project isabout Ethiopia and themillennium development goalsyou might like to send it as anentry to Development Co-operationIreland ‘Our World’ Children’s MediaAward. Further information is availableon www.xxxxxxxxxxxx



The following resources are available from Trócaire Resource Centres

New! Our World Our History: The Maya of Guatemala.

Trócaire 2004 €6.00/Stg

3rd and 4th class. Strand Unit: Ancient Civilizations.This resource for teachers contains activities, A4photographs and children’s worksheets on theAncient civilisation of the Maya.

New! Our World Our History:Nomadism, Slavery and Conflict.

Trócaire 2004 €6.00/Stg

5th and 6th class. Strand Units: Slavery,Nomadismand Conflict since 1960s. This resource forteachers contains activities, A4 photographs andchildren’s worksheets. In the section on slaverythe history of the slave trade is explored as wellas slavery today, nomadism looks at nomads ofSomalia and Irish Travellers, conflict looks at EastTimor and the Vietnam war.

New! Trocaire at Work, TheMillennium Development Goals –Worksheets for 5th and 6th class/ P6 and P7

Trócaire 2004 Free

This set of worksheets focuses on the MDGs andincludes teacher’s instructions and worksheetsprofiling how projects supported by Trócaire areworking towards the goals. The 9 worksheets for5th and 6th / P6 and P7 class children provide arange of activities linked to the Primarycurriculum.

New! Global Gift pack for Primaryschools

Trócaire, annually Free

This pack provides fundraising ideas for making adifference to poor people in different parts of the

world. Children are encouraged to think ofthose who are less well off and to buy a global gift – a gift which will help change the lives of poor families around the world.The global gifts change each year. Examplesinclude a pig for a family in Colombia, aschools kit for children in Haiti, a goat for afamily in South Africa.

Rafiki – CD ROM

Trócaire 1999 €38.09/Stg£29.99

Contains over 10 hours of games, stories,puzzles and adventures which link children inIreland with children in other parts of theworld. Countries featured include: India,Guatemala, Kenya, Brazil and Rwanda. Thesection on Guatemala looks at coffeeproduction. Rafiki is interactive andparticipatory and linked directly to the aimsand objectives of the Revised PrimaryCurriculum. Age 7+

The World in the Classroom –Development Education in thePrimary Curriculum

Primary School Development Education ProjectCDU, Mary Immaculate College €12.70/Stg10.00

A resource for teachers exploringdevelopment education methodologies and identifying opportunities for adevelopment perspective in each of the subjectareas in the new Primary Curriculum.

MAPS

Peter’s Projection Map (folded) 85cmx60cm,Traidcraft, €3.17/Stg £2.50

USEFUL WEBSITE www.trocaire.org - Trócaire Kids Website contains fact sheets,

stories from around the world, activities and ideas for taking action on the environment.

Cork9 Cook St., Cork. Tel: (021) 427 5622, Fax: (021) 427 1874,e-mail: [email protected]

Resource CentresMaynoothMaynooth, Co. Kildare. Tel: (01) 629 3333, Fax: (01) 629 0661, e-mail: info@trócaire.ie

Belfast50 King St., Belfast, BT1 6AD.Tel: (028) 9080 8030, Fax: (028) 9080 8031,e-mail: [email protected]

Dublin12 Cathedral Street, Dublin 1. Tel/Fax: (01) 874 3875,e-mail: [email protected]

Design and Print | Genprint (Ireland) Ltd.

E Printed on recycled paper

Written by Anne-Marie Kealy and Sheila Dillon. Research: Sean Farrell. Artwork by Rachel Abraham.


Primary School Teachers’ Resource Third to Sixth Class ......Our Lenten materials for Primary...

Documents

Transcript of Primary School Teachers’ Resource Third to Sixth Class ......Our Lenten materials for Primary...