R6779 Senior Primary Resource - Trócaire

Trócaire LentenCampaign 2004Primary School Teachers’ Resource: Third to Sixth Class / Key Stage 1

Inside:➥ The story of a family from Rwanda

➥ Classroom activities and worksheets

➥ Poster and artwork

➥ Prayers for Lent

➥ Trócaire’s Better World Award

R6779 Senior Primary Resource 17/11/03 12:06 pm

CONTENTS PAGE

Introductory Activities 3Teachers’ Notes 4Josienne’s Story 5African Charter on the Rights and Welfare of the Child 6What’s the Solution Role Plays 7What’s the Solution Role Plays continued 83rd & 4th class / P4 & P5 activities 95th & 6th class / P6 & P7 activities 103rd & 4th / P4 & P5 class worksheet 115th & 6th class / P6 & P7 worksheet 12Trocaire’s Better World Award 13Prayer Service 14Mass 15Useful resources and addresses 16

Introduction

2 Lenten Campaign 2004

Trocaire’s Lenten Campaign 2004,highlights what life is like for the people ofRwanda 10 years after the genocide in

which 800,000 people were killed.

Our Lenten materials for Primary schoolscomprise two separate booklets – one for JuniorInfants to Second Class / Key Stage 1 and one for3rd to 6th class / Key Stage 2. The materials for3rd to 6th / Key Stage 2 class tell the story ofJosienne and her family.

The story tells what life has been like forJosienne and her family and how they have beenaffected by the genocide. Through a range ofactivities linked to the Primary Curriculum,different aspects of life in Rwanda are explored.There is a particular emphasis on the issue ofconflict and activities explore ideas for conflictresolution which the children themselves canimplement in their daily interactions with friends,family and others in their community. In additionto the story, the materials contain backgroundinformation for the teacher on Rwanda and onTrocaire’s work which supports those who arerebuilding their lives after the genocide. Alsoincluded is a Prayer Service for Lent, a Class

Mass, children’sworksheets and posters.Finally, Josienne featureson this year’s Lenten boxwhere she can be seenplaying her favourite game, skipping.

Following on from last year’s success, we areagain including the Trocaire Better WorldAward. Every child who participated received acertificate and eight schools received specialmerit awards. The award is in recognition of thetime and energy teachers and children put intoexploring the Lenten theme. Once again, weinvite teachers to encourage groups of childrenor a class as a whole, to enter their work on thisyear’s theme for our TrocaireBetter World Award. See page 15 fordetails.

Additional copiesof this resourceare available fromTrocaire free ofcharge as well asIrish translations ofthe materials.

ORDER FORM

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

“However longthe night mightbe the light willalways come”.

– Traditional Rwandan saying.

I would like additional copies of the Senior Booklet / Key Stage 2 (insert number in box)

Name: School Address:______________________________________ ______________________________________

E-mail: _______________________________ ______________________________________


All Change Aims: To show we all belongto a number of different groups of peopleTo do: Ask the class to sit on chairs in a circle. Call outan instruction e.g. Those with brown hair change places.The children with brown hair run to sit on someoneelse’s chair who also has brown hair and await the nextinstruction. Substitute “with brown hair” with some ofthe following:Who play football/hurling/ basketballWho live on a farm/ in a town / in a villageWho Speak another languageWho Play a musical instrumentWho can dance

Every so often shout: All change! Everyone must moveto a different chair.

Variation: The teacher can join in the game once thechildren are clear on how it works. As the childrenchange places, sit on one of their chairs. The child leftwithout a chair then calls out an instruction.

Discussion:How many groups did you belong to?What other groups do you belong to?What do you enjoy about being part of a group?What do you not enjoy?Have you ever been left out of a group? How did you feel?

Scrum!Aims: to show that co-operation is needed for people to avoid conflict.To do: Invite the children to form a large circle, witheverybody on their hands and knees.Number each child alternatively 1 or 2. Explain thatwhen their number is called they must all move onelimb one pace forward. Call “Number 1” to begin. All the“1”s move one limb one pace forward. Now call“Number 2”. The “2”s move forward similarly. Repeatthis as often as necessary.

All children try to cross the circle to the other side – inthe centre a great deal of co-operation will be needed to“navigate” successfully!

Explain: We all belong to different groups. Sometimes itcan be hard for groups to get on together, sometimes itcan be hard for 2 people to get on together. Sometimesthere are conflicts between people. A conflict is a fightor a struggle.

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Introductory Activities Yes! No!Aim: to show the importanceof communication in conflict situations.To do: Divide the class into pair. Ask them to label themselvesA and B. As say “Yes” all the time and Bs say “No” all thetime. Explain that there can be variations in persuading , toneof voice, loud/soft. Reverse the roles. Try the same activitywith phrases such as: It’s raining! No it isn’t.! or The sun’sshining No it isn’t!

Invite pairs to roleplay in front of the class. Invite the rest ofthe class to describe what’s happening e.g. he is shouting/persuading/afraid; she is angry/ gentle.

Explain that when people come into conflict often they do notlisten to one another or try to understand one another. Oftenthe situation can become worse – people may end up shoutingat each other instead of listening to what is being said andtrying to understand the others viewpoint.

By OrderAim: to give thechildren anexperience of aconflictsituationTo do:Announce to thechildren thatthe governmenthas decreedthat Childrenshould be seen and not heard.Help the children to draw up a list of the rules which theymight have to follow as a result. Write these on the blackboardin Column 1.

Next help them to draw up a list of sanctions which will applyto those who break the law. Write these on the chalkboard inColumn 2.

Implement the decree in the classroom for a specific timeperiod e.g. when the children are doing written work or applyit to the majority of the class while you work with a group.

Appoint 2 government officials to impose the sanctions.

Unpacking the game: Ask the children how they felt during thegame: those who had sanctions imposed on them, those whofollowed the decree, those who imposed the sanctions.

Discuss: If such a decree was issued by the government, whatwould it tell us about what the government thought aboutchildren? What effect would the decree have on the lives ofchildren? Would a decree like this be fair? How wouldchildren feel? Brainstorm what the children could do to showyour weren’t happy with the decree (e.g. ignore the decree,protest, write to the government).

Explain that our Lenten Campaign materials tell whathappened in Rwanda. 10 years ago the government announcedthat people should beware of the enemy who would kill themif they didn’t kill them first. As a result, 800,000 people weremurdered. Since then, people in Rwanda have been trying torebuild their lives and to learn how to live together.

Lenten Campaign 2004


Rwanda has a new national flag, anthem and coat of arms since 2002. This replaces the old flagwhich came into use in 1962 with independence from Belgium The new flag is blue green andyellow. Blue to symbolise peace and calm, green for prosperity, work and productivity and yellow(sun) a symbol of hope and transparency.

Life expectancy: 41 years.School enrolment: Primary: 66%Secondary: 10% GNP per capita: $943(Ireland : $18,710)(1998)Poverty ranking:164th poorestcountry inthe world

Notes for theteacherA Brief history of Rwanda Before being colonised by Belgium, the Tutsicattle lords governed over a feudal-like systemwith the Hutu farmers tending the land andgrowing food crops. First the Germans, uptoWorld War 1, and then the Belgians ruledRwanda indirectly. The Tutsis remaineddominant. The Belgians strengthened therivalry by educating the Tutsis and giving thempositions of authority.

In 1959 the Hutus rebelled, took power and theBelgians withdrew. Tribal struggles continued.In 1963 civil war broke out again: 20,000 diedand 160,000 Tutsis were expelled from thecountry. From 1990-3 Rwandan refugees inUganda, mainly Tutsis, waged a civil war. OnApril 6th 1994, the Rwandan President wasassassinated. This sparked off a wave ofmassacres which had been planned in theprevious months by the President and the elitearound him who realised they were losingpower. The massacres were carried out byHutu death squads and were aimed at anyoneseen as a threat to the Hutu regime. In 100days, 800,000 Tutsis and Hutu moderates whoopposed the genocide were massacred. Threequarters of the Tutsi population were killed.Many share responsibility for the genocide:those who planned and designed the massmurder, those who took part and those whoknew it would happen. Belgium, France, the

USA and the United Nationsknew the genocide wasbeing planned but didnothing to prevent it.

What Trocaire is doingTrocaire has beenworking in Rwandasince 1994 – theyear of thegenocide.Trocaire wasinitiallyinvolved inemergencyrelief but thefocus of our work is now on supportinglong-term development projects. Theseprojects are run by local partners whileTrocaire provides funding, training and advice.The projects support four main types of work:

A Civil Society Programme promotes andprotects human rights, sets up human rightsclubs in schools, promotes peace andreconciliation and provides legal aid. A FoodSecurity Programme benefits 8,436 familiesgrouped in 326 farmers’ associations. Underan Integrated Rural Development Programmefood production projects run with 60 farmersassociations and Income generation projectshave promoted 1000 small businesses, mainlyamong women. Finally, Trocaire supportsGacaca (pronounced Ga-cha-cha) thetraditional justice system which isinvestigating cases related to the genocide.


Size: 24, 670 sq.km. (approx. the size of Munster)Population: 8 millionCapital: KigaliCurrency: francEthnic groups: Hutu 84%, Tutsi 15%, Twa 1 % Religion: Traditional African religion: 69%,Catholic: 20%, Protestant: 10%, Muslim:1%Communications: 0 TV (1998), 76 radios(1997) per 1,000 peopleLanguages: Kinyarwanda, English, French.

Facts on Rwanda

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RWANDA


Josienne’s StoryJosienne lives in Rwanda. She is 12 years old. She lives withher mother, two younger brothers and a cousin.

Every day, Josienne and her brothers go to school which isin the village of Birembo. Josienne is in 5th class. Herbrother Edward who is 11 is in 4th class and Jean Baptistewho is 10 is in 3rd class. Their cousin Fred who is 4 years oldlives with them. He is too young to go to school. The schoolis 5 km away. They leave home at 7.30am and run for 30minutes of the journey so that they will arrive on time.School starts at 8 o’clock. Each day they go home for lunchof beans with cassava or bananas. They then return toschool for classes in the afternoon. They learn Maths,Science, French and Social Studies.

Sometimes, the school reports have been poor. Theirteacher and their mother Genevieve try to help them withtheir school work. They know that even though the childrenwere very young when it happened, like everyone in Rwanda,they have been affected by the terrible genocide whichhappened 10 years ago.

Genevieve cannot forget what happened to their family. Sheremembers the lead up, there were announcements on theradio saying that the enemy was to be killed. An air planeexploded killing the Presidents of Rwanda and Burundi whowere returning from peace talks. Immediately, supporters ofthe President gave the orders for the killings to begin.Genevieve and her husband tried to hide their children. Theyseparated their children and hid them in different places,some with families who helped them, others in themountains. People helped them as best they could andwarned them when soldiers were in the area. Their fatherand the three eldest children, Theobald, Emmanuel andAlice were hiding in a church when they were captured.Genevieve never saw them alive again.

The war lasted 100 days. 800,000 people were killed.Genevieve fled to a refugee camp with her three youngestchildren. Every so often she would leave the camp andreturn to her home to gather crops from her small farm. Shewould bring the food back to her children in the camp. Onone of these trips, Genevieve met a woman from COCOF agroup which was helping women to earn an income. Thewoman said their group would help the women in therefugee camp. Genevieve returned home. COCOF gave her aloan to buy a goat. The goat has given birth three times sincethen with two kids each time. Some of her neighbours helpby looking after the goats while the children are at school.Genevieve has also bought a cow which has had two calves.COCOF gives training to the women in how to earn anincome. Genevieve enjoys going to the COCOF meetings. Ittakes her 3 hours to walk the 15 km to themeetings but the advice she gets is veryuseful and most of all she enjoysmeeting with otherwomen. Talkingto other womeneases herloneliness. Shealso has otherwomen to talk toat a prayergroup where

they read the bible. Her favourite bible passage is one whichtalks of love. She reads the bible at home after her day’s work.

Genevieve sees lots of good things happening in the community.She has recently started going to Gacaca meetings. Gacacameans “on the ground” because people sit on the ground atmeetings. It is the traditional justice system in Rwanda. Trustedpeople in the community call those involved in conflicts anddisputes together. They listen to try to find out what happenedand to see what should be done. If they are found to have killedpeople they must then go court for trial. All over Rwanda peopleare going to Gacaca meetings. Genevieve is starting to tell whathappened to her family. The people who carried out the killingswill be called to tell their side of the story. Genevievebelieves these people must tell the truth about whathappened. If they are sorrythey can then be forgiven.As a symbol of thisforgiveness somepeople sit together anddrink out of the samepot. Others dance toshow that peoplehave been forgiven.

As Genevieve seesJosienne and her brothers playingoutside she is reminded of her older childrenwho were the same age as her three younger children now. Theboys like playing football – their ball is home-made from bananaleaves covered with a plastic bag and tied with twine. Josienne’sfavourite game is skipping. Her skipping rope is made from athin strip of bark taken from a banana tree.

The children sometimes see that their mother is unhappy. Onthese days they work extra hard at helping out at home. Theywalk to the stream which is one kilometre away and carry cansfull of water back home. They collect firewood so that theevening meal can be cooked. The boys also look after the cowand the two calves while Josienne helps prepare the eveningmeal. Some days the whole family goes to the fields to weed thecrops of sorghum.

Josienne and her brothers have lots of hopes for the future.They see that their mother smiles and laughs more often. Nowthat they have goats and cows she is not as worried about thefamily. She will be able to pay school fees for the children whenthey start secondary school. Josienne hopes that she can dobetter in school. She would like to be a teacher when she isolder so she knows she will have to study hard.

Questions1. How did the genocide effect Josienne’sfamily?2. How has Trocaire helped Josienne’s family? 3. Genevieve likes to read the Bible, in particular Corinthians 1

Verse 1-13. Read these verses in class (The Class Mass on pagecontains Verses 4-7). Why do you think Genevieve likes thesepassages.

4. Look at the African Charter on the Rights and Welfare of theChild on page 6. Which rights have not been protected forJosienne and her family in the past? Which rights do you thinkwill be important for them in the future? Look at theresponsibilities. Take each one in turn. What does it mean forJosienne and her brothers in their daily lives? Whatresponsibilities do you have towards your family, yourcommunity, your country? There is now an Ombudsman forChildren in Ireland. Find out how this person was appointed,what is the Ombudman’s job?

5Lenten Campaign 2004

DISPLAY THE POSTER AS YOU TELL THE STORY



Every child has the right to:

• grow up in a family of happiness, love and understanding.

• enjoy his/her rights and freedom regardless of race, ethnic group, colour, language,

• life

• a name and nationality

• express his/her opinions freely

• go to school

• health and health care

• special treatment as a child if found guilty of breaking the law

• live in a free society where there is tolerance, respect,friendship among all ethnic, tribal and religious groups

• rest, leisure, play and cultural activities

• be protected during armed conflicts

Every child:

• has responsibilities towards his family and society

• shall respect his parents, superiors and elders at all times andhelp them in case of need

• shall show tolerance and use talk to solve problems.

• shall strengthen the independence of his country

• shall help to promote African Unity

African Charteron the RightsRights and

WelfareWelfare of the ChilD

Rwanda signed this Charter in 1991 and it came intoforce in Rwanda 2001

(adopted)


What’s the

Solution?Aim: to provide the children with anopportunity to role play conflicts whichhappen in their lives and the wider world andto explore ways of resolving the conflict.

You will need: copies of the conflict cards onpage, copies of the result cards.

To do: Divide the class into 4 groups.

Give out copies of Conflict Card 1 to eachgroup. Invite each group to roleplay what ishappening: child told to be home at 3 o’clockbecause mother needs to go out but childwants to join friends in park. What does thechild do?

Invite each group to roleplay the scenario forthe whole class.

Discuss what happened in each roleplay.Discuss how they felt in their roles. Discusswhat the consequences of the actions mightbe e.g friends may be happy/unhappy withhim/ mother will/will not be able to go out; hewill/won’t get to play. Explain that conflictscan take place within a person. Our innervoice tells us what our choices are – we mustchoose what is the best thing to do. Whowould the child have taken into account whenmaking a decision (self, mother, friends)?What would be the best solution?

Give out copies of Conflict Card 2 to eachgroup. Give each group one of the Resultcards. Check that each group understands theterminology. Ask each group to roleplay thescenario with the outcome as shown on theResult Card. Role play for the whole class anddiscussion as before. Explain that conflictscan take place between two or more people.

Repeat this with Conflict Card 3. Changearound the Result Cards so that every grouphas an opportunity to try out a different result.Role play and discussion as before. Inaddition, discuss who is not in picture whomight have started the conflict. Explain thatconflicts can take place between groups(Conflict Card 3). Josienne’s story tells of a


conflict which took place betweengroups.within a country.

Repeat the process with Conflict Card 4. Againchange around the Result Cards. Role-playand discussion as with Conflict Card 3.Explain that conflicts can take place betweencountries (Conflict Card 4). Invite the childrento think of countries which have been inconflict.

Dealing with

conflictsAims: to devise strategies for dealing withconflicts

To do: Invite the children to brainstorm ideasfor what to do when we get angry e.g. Count to 10, keep cool, take deep breaths, nohitting etc., take turns at speaking and listento each other, repeat what the other personsaid. “sit on the step” or some chosenpeacemaking place and work it out and comeback when it is settled.

Draw up a list for reducing conflict at school.Develop this into a list of rights in the class orschool e.g.

Our class should be a place where peoplefeel safe

No physical violence

Everyone is called by the name they choose

No racist remarks

Tips for conflict-solving within the classroom1. Describe what happened. What was the conflict

about?2. Describe the outcome of the conflict.3. Invite each person to say how they feel.4. Encourage those involved to brainstorm what

they would like to happen to resolve the conflict5. Agree an action to be taken – plan this step by

step

At all times, try to bring the tension down!


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con

flic

tca

rds

A. There is a big argument. You cannot agree on what to do.

C. You work out what to do together.Either one side gives in or bothagree on a compromise.

B. Someone stops the conflict. Those involved are disciplined.

D. Someone acts as a mediator. S/he helpsthe two sides to talk about the problemand come to an agreement

ResultCards



3rd and 4th Class /Key Stage 2 ActivitiesEnglish languageKinyarwana is spoken in Rwandaas well as French. Teach the children the followingKinyarwandan words and encourage them to use thephrases during their class activities.

Thank you – UrakozeGood bye – UrabehoGood morning – Mwaramutse Good afternoon – MwiriweWhat is your name – Witwande? My name is Maria – Nitwa MariaHow are you? – Bite?Fine – Ni byiza

I want to eat – Ndashaka kuryaI want to go home – Ndashaka kujya murugoI want to read – Ndashaka gusomaI want to go to the toilet – Ndashaka kwihagalika

What is this – Iki niki?This is a book/house/bed – Iki nigitabo/inzu/igitandaWho is that – Uliya ninde?That is Anna – Ni Anna

Visual Arts: ConstructionPedalling CyclistYou will need: photos from this pack, coat hangers orpipe cleaners, cloth.To do: Explain that children in Rwanda make toys fromwaste materials. Help the children make a pedallingcyclist by following these instructions:

1. Handlebars and frame: bend 1 long piece of wire

2. Wheels and axle: bend 1 piece of wire diagram

3. Rider: (a) make head and body with wire,(b) make arms with wire

(c) make legs with card(d) join all of above together with thin wire

4. Handle: bend 1 long piece of wire and join toframe

5. Join rider’s legs to axle, binding the legs withstrips of cloth

6. Join the rider to the frame (body to handle,wheels to frame and arms to handlebars). Bindthe wires together with strips of cloth. Dress therider.

Design a Trocaire BoxYou will need: a small cardboard boxfor each child, pens, colouring pencils, crayons. To do: Display the Trocaire box. Discuss the picture onthe front. Ask the children to describe what ishappening. Look at the other sides of the box. Read theGrace Before Meals – say this at lunch time duringLent. Explain or read the description of this year’scampaign which is on the back of the box. Read WhatYour Money Can Do. Explain that each year Trocairesends Lenten boxes to families throughout Ireland. The picture and the story is different each year andshows a child whose community is being helped byTrocaire. Invite the children to design their own Lentenbox. What might the front picture show? What kind ofpicture would you choose: happy or sad? Why? If thepicture is of a person decide whether the person is anadult or child, male or female? What might the personbe doing? What would you write on the sides of the box?Invite the children to write in their text and draw theirpicture either directly onto the box or on sheets of papercut to size which are later stuck onto the box. The boxcould then be brought home for each child’s family touse as their personalised Lenten box.

Physical EducationYou will need: skipping ropesTo do: Display the Lenten box showing Josienneskipping. Discuss with the children the kinds ofskipping games they like to play. Encourage thechildren to play skipping games at breaktime (seeJunior Booklet for ideas). Hold a skipathon to raisefunds to support Trocaire’s work n Rwanda. Encouragethe children to be creative and to make skipping ropesfrom different materials. Design a sponsorship cardand posters using Josienne’s picture

Religious EducationMoral education: Discussion: during theconflict in Rwanda people did what they were told bythe government. The radio was used to tell people thattheir neighbours were their enemies. Is thegovernment always right? Is what is said on the radioalways right? Who should we listen to? What if ourbest friend tells us to do something which we think iswrong? What about our inner voice?

Links with the Alive-O SeriesAlive-O 5: Alive-O 6:

1. 2.

3. (a)

(b) (c) (d)

4.

5.6.



5th and 6th Class /Key Stage 2 ActivitiesEnglish language: Oral languageDebate: Agree, Disagree, Not sureIf someone hits you, you have to hit back.If there is a war in a country, they should be left to sort itout themselves.The poor suffer most in wars.There is nothing we can do to bring peace to the world.

Creative WritingWrite a peace treaty: Divide the class into groups.Explain the word treaty: an agreement between states orpeople. Ask each group to write a peace treaty. To getthem started give them the prompts included below.Have each group read out their treaty in turn. Discusswhat they have in common. With the class, write acomposite Peace Treaty which the whole class supports.Make it into a poster and display it prominently in theclassroom.We the children of (insert class) ask for peaceWe want a world free of.. We want an end to..We want a world..We want to share..

Poetry: Read the poem If I Were President which isincluded in the Prayer Service on page . Invite thechildren to identify the words in the poem which tell usabout war. Discuss how Roberto who wrote the poemwould change all these images to make his countrypeaceful. Invite the children to write their own poemsabout war and peace

Visual Arts: Friendship BraceletsHere are instructions for making friendship braceletswhich the children can make to give to theirfriends and family.You will need: embroidery threadof different colours, safety pin foreach child.To do: Take 3 lengths ofembroidery thread each about70cm long. Knot them togetherat one end, leaving a 5cm fringe.Pin the threads with a safety pin through the knot onto acushion to keep them in place while you work.Hold thread B taut, loop thread A round it (See diagram (1) andpush the knot firmly up against the starting knot.

Repeat so you have 2 knots on thread B. Next, still usingthread A, make 2 knots on thread C. (Thread A will be on theright hand side of your work.

Take thread B (now on the left) and work in the same wayacross the other 2 strands. Remember: 2 knots on each.

Carry on knotting until your bracelet is about 2cms long and islong enough to wind around your wrist. Finish by knotting the

threads together. Trim the ends,leaving a 5cm fringe.(includedrawings (1) and (2).

Making wider bracelets: For 4 strandsuse 75cms thread and for 6-strandbracelets use 80cms. Work as to 3-strnd bracelet – remember to knottwice over all 4 or 6 threads.

PosterYou will need: large sheets of paper, markers, crayonsor paint and paintbrushes. Invite the children to designa poster to illustrate the Rwandan proverb: Howeverlong the night might be, the light will always come.Discuss what the proverb means with the children. Why do you think it is an important saying forRwandans? Discuss how they might illustrate this on aposter using a Rwandan setting. Encourage variety.

History (check syllabus)Project work: Find out about people in history who haveworked for peaceful solutions e.g. Mahatma Gandhi,Rosa Parks, Leonard Cheshire. Read their stories tofind how where they were from, what the problems wereat the time and what they did to find a solution.

ElectionsYou will need:To do: Explain that Rwanda held its firstelections for President sincethe conflict in September 2003.The President is head of stateand is responsible for runningthe country - a combinationof the offices of Presidentand Taoiseach which we havein the Republic of Ireland orthe office of Prime Ministerin the U.K.

Divide the class into groups. Ask each group to select aPresidential candidate. Invite them to decide on amanifesto i.e. what will the President do if s/he gets intopower. Encourage them to think of different areas e.g.how will s/he promote peace, what other areas doess/he see as important, schools, hospitals, food, roads.Invite them to make Posters showing the President(enlarge a photo or draw) and include a slogan. Preparea speech. Make ballot papers showing each of thecandidates picture and name. Make ballot boxes. Whynot open up the election to the whole school. Displaythe posters. Encourage the candidates to canvass.Hold an assembly for the school at which there can bean input on Rwanda, each of the candidates can maketheir speech. On polling day, invite the children in theschool to cast their votes. Give a class responsibility forcounting the votes. Announce the winner. Hold acelebration party in your classroom – for all candidatesand their immediate supporters!

Religious EducationLinks with the Children of God Series Workers for the Kingdom: Unit Lesson :Walk in my Presence: Unit : Lesson : Alive-O 6:


3rd and 4th class / P4 & P5 Worksheet

CAUSES OF CONFLICT


Conflict What I usually do How I feel

1. someone stealsmy pencil

2. someone makes fun of me

3. someone pushes or hits me

4. someone blames me for something I didn’t do

5. someone tells lies about me

6. teacher tells me to do something I don’t want to do

Look at each conflict and what you did.Was there something better you could have done. Write sentencesbeginning with the conflicte.g. When someone steals my

pencil I will ask for it back


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5th and 6th class / P6 & P7 worksheetCONFLICT DETECTIVES

To do: Keep a record of conflicts you see over the next week.Report only what you see and hear.

Who is involved?

Where did it happen?(in the playground,classroom, corridoretc.)

How does the conflictend?

By fighting/walkingaway/talking/listening/finding help

Suggest better waysthe conflict could have been solved

Conflict 1 Conflict 2 Conflict 3

Remember: co-operation is better than conflict �


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Prayer ServicePreparation: Ask each child to write his/hername on a slip of paper. Place all names into a“hat”. The teacher should include his/her ownname. Invite each child to pick out a name slipwithout revealing the name to anyone. Inviteeach child to make a gift such as the friendshipbracelet or wire toy on page for the person andto bring it to the Prayer Service. Teach thechildren the song Peace is Flowing

You will need: globe/world map, Trocaire Lentenbox, posters, children’s artwork from this pack

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

Child 1: Let us pray for all those affected by warin our world today. We pray that they will live inpeace……(display globe/ world map)

All: We pray to the Lord..

Child 2: Let us pray for the people of Rwanda andin particular for Josienne and her family. We praythat they find peace in their lives (display photoof Josienne)

All: We pray to the Lord.

Child 3: Let us pray for those who carried out thewar in Rwanda. Help them to repent for whatthey have done so that people can live togetheragain. (display Posters on Rwanda and the PeaceTreaty from the activities on page 10)


Child 4: Let us pray for those who work to helpthe people of Rwanda in their struggle. (displaythe Trocaire box)


Reflection:Invite the class to stand in a circle.

Teacher: Let us listen to a poem written by a 10 year oldboy called Roberto from Croatia:

If I were President,The tanks would be playhouses for the kids.Boxes of candy would fall from the sky.The mortars would fire balloons.And the guns would blossom with flowers.

All the world’s childrenwould sleep in a peace unbrokenby alerts or by shooting.

The refugees would return to their villages.And we would start anew.

Invite individual children to read out their ownWar and Peace Poems.

Child 5: Lord, thank you for our friends and ourfamilies. Help us to live together in peace. Helpus to show love for those around us at all times.

Gift giving: The teacher starts by giving the childwhose name she picked out of the hat his/hergift. The child receiving the gift, gives the gifts/he made to the child s/he made it for. Continuein this way until all the children have receivedand given a gift.

Teacher: Lord, we thank you for the gift offriendship. Jesus is a friend of children. Let uspray in the words He taught us:

All: Our Father

Song and dance: Peace is Flowing Like a river(see page 14)




��Class Mass Preparation: for a class or school mass prepareby decorating the altar with posters whichaccompany this booklet and show the TrocaireLenten theme and coloured cloths. Add flowersor foliage displays gathered from the schoolgrounds.

Hymns: Consider the following: Peace is flowinglike a river

Alternatively choose appropriate hymns whichthe children already know from the Alive-O andthe Children of God series.

Entrance Procession: Invite the children tobring examples of their work such as completedworksheets or activities undertaken from theactivities pages in this booklet. These may beplaced around the altar.

Pentential rite: Invite the children to writedown some of the rights denied to the people ofRwanda. As they are read out, all answer, “Lordhave mercy” and “Christ have mercy”alternately. Invite them to think of the timesthey have not shown love to others at home orin school. All answer, “Lord have mercy”.

Scripture readingsCorinthians 13: 4-7 Love is patient, kind,without envy. It is not boastful or arrogant. It isnot ill-mannered nor does it seek its owninterest. Love overcomes anger and forgetsoffences. It does not take delight in wrong, butrejoices in truth. Love excuses everything,believes all things, hopes all things, endures allthings.”

Gospel ReadingLuke 6: 27-31 Love of Enemies. But I say to youwho hear me: Love your enemies, do good tothose who hate you. Bless those who curse youand pray for those who treat you badly. To theone who strikes you on the cheek, turn theother cheek; from the one who takes your coat,do not keep back your shirt. Give to the one whoasks and if anyone has taken from you do notdemand it back. Do to others as you would havethem do to you.

The OffertoryAfter communionInvite one of the children to read out thefollowing prayers as a post-Communionreflection.

Goodness is stronger than evil,Love is stronger than hate,Light is stronger than darkness,Life is stronger than death.

Archbishop Desmond Tutu.

Lord, no one is a stranger to youand no one is ever far fromyour loving care.

In your kindness watch over refugeesexiles andthose separated from loved ones.

Help us always to show your kindness To those in need.

(CAFOD – adapted)

Invite individual children to share their hopes forRwanda.

At the end of the mass, each child could be given.

Peace is flowing


15

LTROCAIRE BETTER WORLD AWARD Aims: To encourage children to work co-operatively in exploring Trocaire’s Lenten theme.

Entries must be:• Based on Trocaire’s Lenten theme 2004• Done by pupils working co-operatively in groups.

Suggested activities:

• Paint a mural or series of paintings, do a group drawing showing images of the struggle of thepeople of Rwanda or telling Josienne’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 Rwanda: include drawings, stories, descriptions done by the children.

• Research different countries which have been affected by war: whathappened, when, how were people effected, what is happening in thecountry now.

• Make a video of the children undertaking roleplays in this booklet.

The Awards:Members of each group who submit an entry will receive aTrocaire Better World certificate. In addition there will beawards for groups whose entry are of special merit.The merit awards will include:• Rafiki – Trocaire’s CD rom featuring over

10 hours of games, stories, puzzlesand adventures which link childrenin Ireland with children in otherparts of the world.

• Peter’s Projection Atlas – theearth in its true proportions

• A banana picture fromRwanda

Send your entry byWednesday April 21st toTrocaire, 9 Cook Street, Corkor to Trocaire, 50 King Street,Belfast, BT16AD.

Please mark your entry Trocaire’s Better World Award.

Lenten Campaign 2004➮➮➮


Useful Websiteswww.trocaire.org - Trócaire KidsWebsite contains fact sheets, storiesfrom around the world, activities andideas for taking action on theenvironment.

Written by Sheila Dillon.Artwork by Rachel Abraham.

Design and printing by Genprint.

Resources and Trócaire Resource Centres

The following resources are available fromTrócaire Resource Centres:

Rafiki – CD ROMTrocaire 1999 €38.09/Stg£29.99Contains over 10 hours of games, stories, puzzles andadventures which link children in Ireland with children inother parts of the world. Countries featured include:India, Guatemala, Kenya, Brazil and Rwanda. The sectionon Rwanda explores the issue of refugees through thelives of Rwandan refugee children living in Ireland. Itgives an account of their experience of having to leaveRwanda. It explores how people are forced to flee their ownhomes and start a new life.

The section also includes activities on basic humanneeds. Interactive and participatory and linked directly tothe aims and objectives of the Revised PrimaryCurriculum. Age 7+

The World in the Classroom –Development Education in the PrimaryCurriculumPrimary School Development Education Project CDU,Mary Immaculate College €12.70/ Stg10.00A resource for teachers exploring development educationmethodologies and identifying opportunities for adevelopment perspective in each of the subject areas inthe new Primary Curriculum

Let’s Co-operate: Activities and Ideas forParents and Teachers of Young Children for Peaceful Conflict SolvingA resource for teachers of 3 to 12 year olds containing over 200 ideas and activities to promote co-operation andpeaceful conflict resolution in children. By MildredMasheder, Greenprint 1997

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

Resource Centres> Maynooth, Co. Kildare.

Tel: (01) 629 3333, Fax: (01) 629 0661, e-mail: [email protected]

> 50 King St., Belfast, BT1 6AD.Tel: (028) 9080 8030, Fax: (028) 9080 8031,e-mail: [email protected]

> 12 Cathedral Street, Dublin 1. Tel/Fax: (01) 874 3875,e-mail: [email protected]

> 9 Cook St., Cork. Tel: (021) 427 5622, Fax: (021) 427 1874,e-mail: [email protected]


R6779 Senior Primary Resource - Trócaire

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