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www.mercycorps.org.uk Registered Charity SC030289 Registered Company 208829

Our Global World Contact:

Mercy Corps Scotland 40 Sciennes Edinburgh EH9 1NJ

Fundraising Department 0131 662 5160 [email protected]

www.mercycorps.org.uk

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About Mercy Corps Mercy Corps is a leading global humanitarian agency, saving and improving lives in the world’s toughest places. In more than 40 countries, we partners with local people to put bold ideas into action, help them overcome adversity, and build stronger communities. Now, and for the future. We provide lifesaving relief in an emergency and our network of experienced professionals are uniquely positioned to respond to meet urgent needs – water, food, shelter – and to immediately start figuring out how to build back better. That’s part of what makes us distinct: we respond with urgency, and stay beyond the emergency. Our approach helps us move communities beyond the crisis: from relief, to recovery and ultimately toward resilience. Working globally, we are the biggest international humanitarian organisation with Headquarters in Scotland. With your help we will ensure that we can effect transformational change: enabling people to turn the crises they face into the opportunities they deserve.

For More Information

See www.mercycorps.org.uk or contact: Fundraising Department [email protected] 0131 662 5160


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Contents

Curriculum for Excellence

Lesson Plans and Activities

Introduction to Mercy Corps

Disasters

Water

Education

Sport

Women and Girls

Resource Packs

Food

Conflict

Fundraising Tips and Advice


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Curriculum for Excellence

In the academic year 2010‐2011 a new curriculum was introduced within the Scottish education system, named the Curriculum for Excellence. This curriculum aims to develop the skills base of learners, enable them to reach further study or employability and develop four key frameworks – ‘Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors1.’

There are links between Mercy Corps and the Curriculum for Excellence in the initial reasoning behind the development of a new curriculum in Scotland. The booklet, ‘A Quick Guide to Curriculum for Excellence’ lists reasons for the adoption of a new curriculum as being due to a shift towards a more ‘fast changing world and social, political, economic and technological influences’ and to ‘teach how to learn – investigate, analyse and collaborate.’

Scotland’s Curriculum for Excellence encourages a whole school approach to developing Global Citizens. The principles2 of developing Global Citizenship focus on:

Know, respect and care for the rights, responsibilities, values and opinions of others in Scotland, and understand Scotland’s role within the wider world

Develop an awareness and understanding of engagement in democratic processes and be able to participate in critical thinking and decision making in schools and communities at local, national and international level

Understand the interdependence between people, the environment, and the impacts of actions, both local and global

Appreciate and celebrate the diversity of Scotland’s history, culture and heritage and engage with other cultures and traditions around the world

Think creatively and critically and act responsibly in all aspects of life, politically, economically and culturally

A whole school approach can incorporate citizenship education, international education and sustainable development education through:

The ethos and life of the school as a community (assemblies, info displays, art work, behaviour and attitudes)

Curriculum areas and subjects (Social Studies, Science, RME, Modern Languages)

Interdisciplinary learning (timetabling, curriculum planning, themed weeks/days)

Opportunities for personal achievement (taking part in local, national or international award schemes)

Developing Global Citizens by using Mercy Corps materials in this pack offers the opportunity to bring these together within Curriculum for Excellence in a coherent and meaningful way3.

Learning across curriculum area taps into the rich contexts offered by global issues and allows children and young people to connect their learning and transfer skills. All lesson plans in this Schools Pack acknowledge that global issues are never simple, and involve a variety of different fields, which are integral to study, and therefore are designed to be accessible across subjects and ages.

Mercy Corps’ materials provide learning in a real and relevant context which makes direct connections between local and global issues. This close connection can motivate and engage young people to understand their place in the wider world. The Schools Pack is designed as an initiative to create more globally conscious citizens who are interested in both learning about, and contributing to the world around them.

1 http://www.ltscotland.org.uk/understandingthecurriculum/whatiscurriculumforexcellence/curriculumasawhole.asp 2 “Developing global citizens principles within the curriculum – Planning Grid,” Learning‐Teaching Scotland, March 2011 3 “A Whole School Approach to Developing Global Citizens,” Education Scotland, http://www.educationscotland.gov.uk/Images/AWholeSchoolApproach100311_tcm4‐630788.pdf


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Introduction to Mercy Corps

Age Group: All Objectives:

Explores pupils connections with other parts of the world

Develops an appreciation of diversity Curricular Areas: English Language; Social Studies Activity: The game can be approached in two ways:

Ask the pupils a series of Yes or No questions and ask them to go to the side of the room relevant to their answer

Ask the pupils to find someone in the room who has done the statement/question

Questions/Statements: 1. Do you like to eat pizza? / Can you find someone who likes to eat pizza? [Which country does pizza come from? What other food from Italy do you like to eat?]

2. Have you ever visited France? / Can you find someone who has been to France? [What did you do in France? How was it different from Scotland?]

3. Do you like listening to music from America? / Can you find someone who likes American music?

[Is American music better than/different from British music?]

4. Are your parents Scottish? / Can you find someone whose parents are not Scottish? [Where are your parents from?]


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5. Do you speak another language? / Can you find someone who speaks another language? [What languages can you speak? Do you like speaking another language?]

6. Do you like to eat Chinese food? / Can you find someone who likes to eat Chinese food? [What is your favourite dish?]

7. Have you been to Africa? / Can you find someone that has been to Africa? [Which country in Africa did you visit? What did you do there? How was it different to Scotland?]

8. Do you know anyone from a different country or culture? / Can you find someone who has a friend or family member from a different country or culture?

[Where are they from?]

9. Have you watched any of the Winter Olympics on TV? / Can you find someone who has been watching the Winter Olympics on TV?

[In which country are the Winter Olympics taking place? What sports have you seen people doing? What countries have you seen taking part?]

10. Do you like kangaroos and koalas? / Can you find someone who likes koalas and kangaroos? [In which country do you find kangaroos and koalas? Has anyone ever been to Australia?]

11. Do you like bananas? / Can you find someone who likes bananas? [Do bananas grow in Scotland? Do you know where bananas grow? Bananas are grown in 107 countries across the world! Including Thailand, Colombia and Uganda!]

Reflection:

Have the pupils found out things they didn’t know about each other?

Are they surprised by the number of connections that they have with other places?

How do these connections enrich our lives?

Can the pupils think of any other connections that they have with other countries (e.g. historical links, migration, sport, film, music)?


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At Mercy Corps we think it is important to build and keep connections all over the world ‐ which is why for more than 30 years we have been saving and improving the lives of people in the world’s toughest places. Our staff work in over 40 countries across the world. Objectives:

Explores pupils knowledge of the wider world

Raises awareness of issues faced in developing countries Activity:

Can you tell me the name of any of the countries that we work in? Scotland! – Our European Headquarters are in Edinburgh. America! – Our Global Headquarters are in Portland, Oregon.

Mercy Corps works in the world’s toughest places. What do you think makes these countries difficult to live in? Pupils can think about what they have learned in Geography, History, Modern Studies. Perhaps what they have seen on the television or films. Food shortages, lack of economic opportunity, little access to education, prone to bad weather/natural disasters, conflict…


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Activities:

Share the following case studies with your class. Read them all together or divide the class into groups to read. Ask the pupils questions on what they heard.

Ask the pupils to think about the differences and similarities between their lives and the life of the young person in the case study and report back to the class on what they read. Ask them to focus on how a country/organisation could help these young people.

The activity could be expanded into a Country Project by asking the different groups to develop a project on the country from which their case study comes.

Lauretta lives in a country called Niger in Africa. Niger is a very dry country with lots of deserts. This means that it can be hard for food to grow without enough water. This is the house that she lives in with her mother and her brothers. She dreams of becoming a teacher. But she hasn’t been to school for several months. She had to drop out in order to help her family at home. While her mother (pictured) spends all day searching for food to feed her children, the household duties have fallen on 12‐year‐old Lauretta, who looks after her younger brothers, collects firewood and fetches water to cook whatever they may be able to eat.

“I miss everything about school,” she said. “I miss my friends, I miss class, but most of all I miss the chance that I might be able to become a school teacher someday, so I can help my family by earning money.”

Her father had to leave their small village to go to the capital city of Niamey in search of work. They are farmers and lost their entire harvest due to drought. Lauretta’s mother was left alone to care and provide for her three children. With no food in the home, and no money to afford the high prices in the market, she has been forced to forage for any food she can find in the countryside; they are surviving on wild seeds, tree leaves and roots. Every day, Lauretta and her family are not sure if they will eat. And Lauretta has been forced to shoulder burdens that no child should have to. Mercy Corps is working with Lauretta and her family by helping them to gain access to money to buy food to eat.

Case Study One: Lauretta


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Abdulkhadir is 19 years old and lives in Somalia in Africa. He is the captain of a football team made up of internally displaced persons4 (IDPs). “Football has been very beneficial in my life,” the 19‐year old soccer fanatic explained. “It has helped me stay away from bad habits and bad behaviour.” When Abdulkhadir was 7 years old, he and his family were forced to flee violence in their hometown of Mogadishu (Somalia’s capital), which had for years been at the heart of the Somali civil war. They found refuge in a town called Garowe, 500 miles to the northeast. “You can understand from the experiences of others and what’s on the news daily about Mogadishu, the differences in terms of safety when you compare the two,” he explained. “They are like night and day. It is much safer here in Garowe.” But living on the outskirts of town in an IDP camp, the physical separation reminds Abdulkhadir daily that he is not “home.” He is one of an estimated 1.3 million Somalis who are internally displaced in their own country. They left their homes, possessions and network of support in search of a safer life. However, living in temporary housing, often lacking the most basic protection and essential services, the marginalised IDP population can experience hostility from their host communities. While it is difficult for Abdulkhadir to talk about what happened in Mogadishu, he is proud of the chance to show that he and his teammates are just like the rest of the competitors. They all share a love for the game. That desire to feel the touch of the ball on their feet, the rush of scoring a winning goal and the celebratory chants and high‐fives to follow. “I’ve been playing soccer since I was five and always turn to that skill to bond and connect with others when I’m in a new place. It’s an unspoken language that can break down barriers.” Initiatives like Mercy Corps’ Sports for Change programmes aim to build bridges and help integrate those seeking refuge into their new community.

4 An Internally Displaced Person is different from a refugee because they have not crossed an international border to find sanctuary but have remained inside their home countries.

Case Study Two: Abdulkhadir


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Fatima lives in Kenya in Africa. She’s not sure how old she is but she thinks she’s 10. Fatima and her family don’t have taps in their home. They have to go to a watering hole outside a nearby village. This is the only watering hole for all 12,000 people who live in the area, as well as all their animals. The water here is pumped from underneath the ground. People walk for miles to get there to get water for their families. Fatima has to walk there every day to get water for her parents, three brothers and one sister. She takes a plastic yellow jerry can with her to collect the water. There are lots of boys much bigger than her who shove and push each other in the scramble for water. Fatima doesn’t like it when this happens because she feels scared. As the eldest, Fatima has to collect five 20‐litre jerry cans each day. She must fetch two of them before she goes to school. Fatima’s school is made up of three small huts more than 7 kilometres away from the watering point on dusty tracks. Sometimes she’s allowed to take along a donkey to help carry the water, but other times she has to drag the jerry cans, much too heavy for her, along the dirt to her home. Between the effort of dragging the water and the struggle with others to actually get water once she’s there, it can take close to two hours to complete the trip. Water is expensive and often Fatima and her family can’t afford enough water to meet their needs. Mercy Corps have been helping cover the costs of pumping water. For Fatima’s family, this water has been a lifeline. Fatima explains: “Carrying the water is very hard. I am only small and the water is very heavy. But it is good that it is much cheaper now. It was very hard for us to get enough money for water before. Now we can have as much as I can carry. I can get the water and go to school too ‐‐ I want to be a teacher.”

Case Study Three: Fatima


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How does Mercy Corps help? Show your class this short video that demonstrates the work that Mercy Corps does. Ask the pupils to think about the different activities that they see people doing. You will ask them a series of True or False questions afterwards so they must play close attention. Video: Thank you: your support changes lives. http://www.youtube.com/watch?v=hrS0l9wy2dk Questions: Stand up if you saw a difference in how people:

‐ Live ‐ Farm ‐ Play

Ask the pupils if they are able to explain the difference. Make the connection with what they saw in the video, to the case studies and how Mercy Corps works. For example: Farming, playing, computers, sewing, laying water pipes, cattle, clean drinking water, singing… Mercy Corps provides…

Access to education, food, markets, skills to get jobs, clean water…

Working to improve people’s lives and make sure that they have a brighter future Whole School Approach: Organise an assembly on: Mercy Corps; one of the case studies; or one of the countries where Fatima, Abdulkhadir, and/or Lauretta live in.

The following Lesson Plans will explore more in depth the challenges that people and communities face in the developing world.


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Disasters

Age Group: All

Objectives:

To develop problem solving skills

To investigate the issues surrounding external intervention after a disaster

Curricular Areas: Health and Wellbeing; Social Studies; English Language

Disaster! Explain to the class that there has been a disaster. It could be a real disaster that they already know about, or an imaginary one. Brainstorm about the effects of the disaster. What might have been lost? What do the people need?

Activity: Rescue and Recovery Ideally, this activity requires space. You could do it outside, or in a gym hall. Alternatively, volunteers can be used to demonstrate the game to the rest of the class.

Split the class into two groups, the survivors and the rescuers (there should be fewer rescuers).

Ask the rescuers to leave the room or go elsewhere, and then brief the survivors. They should each be given a timer with different times clocked.

There has been a disaster. In order to survive, they have to get to an imaginary safe place before their timer goes off with the help of rescuers, where there is food, shelter, clean water etc. The “safe place” can be marked with tape, or defined as “beyond the desks”.

Some of the survivors should be disabled in some way using blindfolds, or tying their feet together. School ties are good for this.

The survivors should lie on the floor with their eyes closed. When the rescuers are called to return to the room, tell them that there has been a disaster and the survivors have to be rescued as quickly as possible by guiding them to the safe place.


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Class Discussion What happened in the game? Did anyone ask the survivors what they needed? Did any of the survivors walk to the safe place themselves? Was it more difficult to move the people with blindfolds etc.? Did anyone remove the blindfolds? Did the rescuers go to the safe place? Was there enough space? Discuss the outcomes in relation to disaster recovery

The importance of communication

The role of communities in their own recovery

The natural or artificial barriers to recovery

The concept of “rescuers”

The fact that external people use resources and can be a burden

The differences between charity and empowerment Other Activities Need? What do people need to survive? Make a list of the minimum needed for survival, and the ideal for luxury. Which is most like what you have? Are all your needs material? Do you think that friends and family, leisure or happiness are necessities?


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Emergency Response Quiz Complete the quiz in groups then talk over the answers. Were there any surprises?

Imagine that you are in charge of a relief operation and you have just arrived at the scene of the

disaster. Below are some decisions. Decide whether they are right or wrong, and write your reason

in the space provided.

1. Immediately you receive the news of the disaster, you send out an urgent appeal for international assistance from doctors, nurses, and other medical staff. [ ]Right [ ]Wrong Reason:

2. Through the press and TV, you ask people in Britain not to collect and send medicines,

clothing and equipment. [ ]Right [ ]Wrong Reason:

3. The top priority must be gathering and disposing of dead bodies, because there is a danger that they will cause infectious diseases. [ ] Right [ ] Wrong Reason:


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4. It is best to house people as close as possible to their own homes, rather than in resettlement camps. [ ] Right [ ] Wrong Reason:

5. Food is a top priority after a major disaster, otherwise people will starve.

[ ] Right [ ] Wrong Reason:

6. When there are limited food supplies, the young and the old should be given food first. [ ] Right [ ] Wrong Reason:

7. When disaster strikes, individual team members who live in the area should take care of their own family and belongings first. [ ] Right [ ] Wrong Reason:

8. You ask the police and the army to guard homes, shops, and factories. This will stop people from stealing things while the owners are not there. [ ] Right [ ] Wrong Reason:

9. Even weeks after the disaster you must expect things to be far from back to normal. Most services will not be running properly. [ ] Right [ ] Wrong Reason:

10. The disaster will have focused the world’s attention on the plight of the people you have been helping. If a disaster happens here again, it will be easier to raise the resources you need. The disaster will not have such a devastating effect. [ ] Right [ ] Wrong Reason:


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Answers

1. Wrong Local health services are normally able to cope in case of disaster. People from the area can speak the local language and are familiar with the local culture and environment. They know what health services already exist and how to use them. Foreign teams may provide specialist skills and equipment, but they have to be fed and housed.

2. Right It is important that the wrong items are not sent. Disaster‐relief teams do not want to be occupied with sorting out items that can or cannot be used. Concerned people in Britain should wait to hear exactly what is needed, or should give money to agencies so that the right materials can be bought.

3. Wrong Bodies do not cause epidemics, or transmit diseases during the first seventy‐two hours after death. The top priority is rescuing and caring for the injured.

4. Right Keeping people as close as possible to their homes is the best option. Settlement camps are a last resort, since they have problems of their own. Illness can spread more easily if people are living in cramped conditions, and psychologically it is better for people to stay in their own environment, if possible. International help in the form of building materials and tools may be needed, however.

5. Right Food is a top priority after a flood or a hurricane, but it should be stored and given out properly. After the disaster, giving seeds and tools so that people can grow their own food is important.

6. Wrong Food should be given to everyone. People who are involved in rescuing and rebuilding work (not usually the youngest or eldest) need a regular food supply so that they can continue working.

7. Wrong Although it is understandable that individuals will wish to take care of their own families first, teamwork is very important in a disaster. Sometimes teams can be trained beforehand so that each person knows what they should do.

8. Wrong The media often report that selfish behaviour is common after a disaster. In fact, disaster situations usually bring out the best in people. Communities join together to deal with difficult situations. The police and the army will be needed to help with the rescue and rebuilding.

9. Right Long after a disaster has disappeared from the headlines, people are still coping with its effects. The damage may last many years. Health and water supplies may be destroyed. Rebuilding is very costly.

10. Wrong Unfortunately the world’s attention span is very limited. The media soon lose interest. You may be able to raise some funds for long‐term recovery, but it will be difficult to make sure that people are not vulnerable to the next disaster.

Whole School Approach: Why not perform a disaster response at assembly? Or involve the wider

year group in the Rescue and Recovery exercise?


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Water

Age: All Objectives:

To understand the uses of water and its importance to life

To investigate the reasons why people don’t have access to clean water

Curricular Areas: Social Studies; Sciences; Mathematics; Technologies; Health and Wellbeing Why is water important? After introducing the topic, split the class into groups of about five. In groups, try to think of the reasons why we need water. Each group should nominate their top reason. Discuss the suggestions as a class. Encourage and include: Drinking Food preparation and clean‐up Personal cleanliness Laundry Crop irrigation Watering livestock Treating illness


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How much water? How much water do you think you need every day for:

Answers Drinking‐ 1‐3 litres ‐ more for physical activity and hot climate Cooking and clean‐up‐ 2‐3 litres Washing‐ 6‐7 litres Laundry‐ 4‐6 litres

Washing? ………..litres

Drinking? …………litres

Laundry? ………..litres

Total?

…………litres per day

Cooking and Clean‐up? ………..litres


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Water problems

Water is the source of life — but when not properly managed, it can breed disease, create conflict and destroy communities. Around the world, one in nine people does not have access to the clean water they need — that's nearly 800 million people. Mercy Corps works to increase access to safe water around the world, whether it's bringing relief during droughts or rebuilding wells in remote villages. We also help people learn proper sanitation, improve distribution and irrigation, and strengthen communities against flooding. Class Discussion: Discuss the fact that many people do not have enough water and the reasons why: Scarcity Distance from water Unclean water With older groups, it is useful to look at the factors which contribute to these reasons: Natural or man‐made? Preventable? Poverty related? Video: Tackling Ethiopia’s Water Poverty http://www.youtube.com/watch?v=73yZxsYdkrU What are potential causes of water poverty? What has the impact of water shortages been? How can the problem be helped? Whole School Approach: Why not hold a debate involving the whole school or wider year group on the topic ‘Is water a right?’ You can ask pupils to vote on what stance they would take at the end.


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Education Age: All

Objectives:

Explore the challenges facing young people across the world in accessing education

Discover similarities and differences between the pupils’ school and schools across the world

Understand the importance of education and that it is a right of all young people

Curricular Areas: Social Studies; English Language Activity:

Introduce Asholl’s case study to the class

Watch a video and make observations for discussion Introducing the world’s newest nation: South Sudan

South Sudan is a country in Northern Africa which gained independence from Sudan in July 2011 as the outcome of a 2005 peace deal that ended Africa’s longest‐running civil war (22 years).

- Population: 7.5‐7.9million - Capital: Juba - Major Languages: English, Arabic, Juba Arabic, Dinka, others - Religion: Traditional religions, Christianity - Money: Sudanese pound - Economy: Subsistence agriculture, Oil


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Asholl, 7

This is Asholl. She is 7 years old and lives in South Sudan. She is in Primary Two and wants to be a teacher when she grows up. Her school is called Deng Jack Primary School. Currently there is no school house and classes are held outside, under the trees. Approximately 400 students attend her school. Asholl is lucky because she is able to bring her own chair to school every day so she does not have to sit in the mud. Mercy Corps is building a new school building at her school with four classrooms. She is very excited for the new school to be built so she can attend school every day and not miss class because of the rain. “When we have the new school house, we won’t have to cancel class because of the rain. And when it is hot, the school will give us shade from the sun so it will be better to learn there.” “I like school very much. I get to see my friends and learn to read and write. I am bored when I have to stay home and it is raining. There is nothing to do except to help my mother clean and cook.”


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Reflection:

Do you think it is important for children to go to school? If so, why?

Did you know that conflict affected people’s ability to go to school?

What opportunities could there be for Asholl in the future if she continues to go to school?

What do you think are the most essential things for a good education?

This is Asholl’s classroom in South Sudan. What do the pupils think of her classroom?

Often when it rains Asholl’s classes are cancelled. But now Mercy Corps are building learning spaces with the local community so that children like Asholl have safe, dry places to focus on their education. They also now have pencils, paper, and books.


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Videos: South Sudan: Building schools in a new nation http://www.youtube.com/watch?v=WpnkbwsGDFQ Show pupils the video. Ask pupils to think about what the differences and similarities are between their lives, schools, classrooms, lessons and those in South Sudan. Helping Kids Heal: A school for Marsa http://www.youtube.com/watch?v=EdglzSDtE90 At 14, Marsa has never known a true home. Growing up as a refugee during the Sudanese civil war, she zigzagged with her family between temporary camps. They have recently been able to return to South Sudan, but the basics for her learning are still missing.

What aspects of Marsa’s school make learning difficult? Why can’t the government deliver basic services such as education? How will the new schools change things for Marsa and her classmates? Why do you think Marsa needs her husband’s permission to attend school? Whole School Approach: Organise a debate on the topic ‘Is education a right?’ and hold the debate at assembly or ask the pupils to present to their year group/school what they learned from their debate.


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Sport

Physical activity is vital for health development. Games stimulate physical, cognitive, emotional and social growth. But the benefits of sport and play extend far beyond the individual and can foster positive change in entire societies as well.

Mercy Corps’ Sport for Change programmes promote health awareness, speed psychological recovery in places affected by conflict and disaster and improve social inclusion and cohesion. Our programmes take advantage of the natural appeal and convening power of sport to mobilise young people and their communities, bring diverse groups together and teach valuable life skills in a way that’s participatory and transformative.

Our sport‐based programmes also aim to empower and promote the inclusion of marginalised groups, especially minorities, girls, refugees, people with disabilities and vulnerable children and youth.

Age: All Objectives:

To explore the different ways that sport can be beneficial beyond the physical

To understand the ways that sport can (re)build teams and communities

To encourage active citizenship in the classroom and school Curricular Areas: Health and Wellbeing Activity: Class Discussion

Does anyone in the class do sport?

What kind? Where? Why?

Do you play in a team? If so, how does it make you feel? Does everyone in the team get along?

Do you think sport is important? Why?


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Video: Helping Kids Heal: Emmanuella’s Story http://www.youtube.com/watch?v=yvMa18o9g_M The devastating 2010 earthquake in Haiti was just the first tragedy to strike Emmanuella's young life. She escaped the rubble of her home, only to lose even more amid the violence of her neighbourhood. Find out how she has found comfort — and confidence — on the soccer field. Ask the pupils to answer questions whilst they are watching the video. Questions could include:

What country does Emmanuella live in?

Which city does Emmanuella live in?

How old is she?

What is the name of her Soccer for Life coach?

What two big things have happened to Emmanuella that make her stressed?

How does soccer help Emmanuella? Reflection:

Why do you think sport helped Emmanuella?

Did you know that sport could help young people in this way? Whole School Approach: Class/School Olympics Organise a class or whole school/year group Olympics. The organisation should be led by the pupils working in small teams. The sports chosen could have an international flavour…why not include national sports from different countries?

China: Ping Pong

India: Cricket

Nepal: Dandi Biyo

Pakistan: Kabaddi

Mongolia: Archery

Colombia: Tejo

Brazil: Capoeira

Peru: Paleta Fronton Reflection:

Did the pupils encounter any problems when organising the Olympics?

How did they overcome these?

How did they feel playing in teams with other pupils?

Do they feel more like a team since the Olympics?


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Women and Girls

Ensuring equity between women and men is the key to unleashing the full potential of communities to transform their lives. Mercy Corps addresses the unmet needs of women and girls in places where they have been marginalised and disempowered, while recognising that it is vital to involve men and boys in the process of helping women and girls claim their equal place. Without education girls are bound by a societal structure that affords little hope of change. Without hope, or opportunity, they are stuck in the grinding cycle of poverty and disadvantage. Every year of schooling increases a girl's future income by 10 to 20 percent. When we invest in a girl through education, when we give her the tools she needs to make better decisions and create better options for herself and her future; we give her a chance to succeed. We unlock her economic potential. We set in motion a change that lasts for generations.

Age: Secondary School Objectives:

To learn about and understand how the life of women and girls in Scotland is different from other countries around the world.

To understand how discrimination impacts on peoples’ lives in Scotland and around the world.

Curricular Areas: Health and Wellbeing; Social Studies; Religious and Moral Education; English Language


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Activities: Classroom Discussion Write the word ‘Discrimination’ on the board and ask the pupils what it means.

Have you ever experienced or witnessed discrimination in your life?

What is life like for women and girls in Scotland?

Do you think that they are treated differently than men and boys? If yes, in what ways and why?

Do you know of any countries where women and girls are not treated as well as men and boys? Why do you think they are treated differently?

Have you ever thought that you might not be able to go to school because you are a girl? Poster Making: Split the class into four groups and ask them to make a poster. The posters should be organised around the following theme: As a boy/girl living in Scotland I can/can’t… As a boy/girl living in Scotland I can/can’t… Ask the pupils to present their findings to the class. Discuss what the pupils have pulled together. Display the posters in the classroom throughout the lessons around Women and Girls to remind the pupils how their situation in Scotland is different or similar to young people around the world. Shamsiya’s Story: Print off the following photos and text. Share Shamsiya’s story with the class or ask pupils to read her story in groups or to the class.

Twenty year old Shamsiya lives in Helmand province, Afghanistan with her parents and nine siblings. She chose not to reveal her face or real name for fear of retaliation by men hostile to the idea of girl’s education.


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Many families in this Southern Afghanistan province do not send their daughters to school because of strict cultural traditions or concerns for their safety in the embattled region.

Shamsiya was lucky – her parents have always encouraged their daughters to study. She completed grades one to twelve.


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Most of her day is dominated by household responsibilities: cooking, cleaning, sweeping, clothes washing, and helping her mother.

In the mornings, Shamsiya now attends computer class at Mercy Corps’ vocational learning centre, the first of its kind in Helmand to accept female students.


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More than 2,000 women have graduated with skills in English, IT, embroidery and sewing. Shamsiya, who hopes to become a computer teacher, encouraged other women in her neighbourhood to enrol and learn skills to start home‐based tailoring businesses.

“If as many rights are given to women as to men, they will be able to serve the nation,” says Shamsiya. “Through knowledge, we can solve all our problems.”


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Shamsiya will meet and marry the fiancé who was chosen for her as soon as she graduates. She still hopes to pursue a teaching career, and inspire other women to learn.

“Women should be strong and work just as men do. I will explain women’s rights to my children, and tell them there is a heaven underneath their mother’s feet.”


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Video: Education against all odds: women find job skills in Afghanistan http://www.youtube.com/watch?v=XUtzhC5alNw Women in Afghanistan have faced some of the worst hardship and repression in the world. But now, less than a year after opening our INVEST vocational training centre, more than 900 women have enrolled to learn English, computer skills, tailoring, embroidery and calligraphy. This video tells the story of Shamsiya, one of the brave students who face threats and uncertainty to work toward a better future for women in Afghanistan. Questions:

Why do you think the women have chosen to keep their faces covered in the video?

Is Shamsiya right that there is no difference between men and women/boys and girls?

What are the two main reasons given for girls not going to school given in the video?

Why do you think Shamsiya says that knowledge can solve problems?

Why might Shamsiya not be allowed to work once she is married?

What do you think Shamsiya might mean when she says to her children “there is a heaven underneath their mother’s feet”?

“When you educate a girl you educate a whole nation” – Nelson Mandela Having watched the film what do the class think that this statement means? Example answers:

Increase family income

Create healthier children and families

Make sure that fewer babies and young children die from preventable diseases Writing Exercise: Write a diary entry that outlines what a day in the life of Shamsiya is like. Remind pupils to think about her thoughts, feelings, and opinions as a young woman in Afghanistan. What are her hopes, dreams, fears, worries? Whole School Approach: Ask pupils to present Shamsiya’s story at assembly. As part of this they could organise a survey across the school to find out what discrimination pupils have experienced at school and what they think is the best way to end discrimination.


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Resource Packs Food

Understanding the importance of food and developing knowledge of concepts such as Fair Trade are integral to encouraging active Global Citizenship. This is a very useful starting point from which to think about hunger ‐ who is hungry, where and why? Mercy Corps works in over 40 countries worldwide, supporting communities in overcoming social upheaval in a wide range of circumstances. Providing the potential for people to grow their own food is an inherent factor in overcoming problems of poverty and hunger. Mercy Corps’ nutrition programmes ‐ whether providing emergency food aid to famine‐threatened Niger or helping farmers in Timor‐Leste diversify their crops ‐ look to go much deeper than simply distributing boxes of grain. In places where civil society isn't functioning, getting food to people is just one part of the puzzle. We recognise the detachment that many young people can feel from this issue, as we live in a society of increasingly abundant resources. By starting at the personal and local level however, the resources in this pack aim to encourage a more holistic understanding of an issue that is unavoidable for so many. We aim to give pupils a more in depth understanding of the complex issues surrounding food and hunger, and to identify ways in which their ways of living can and do have an impact on others around the world. If you would like to receive a copy of our Food Resource Pack for schools please contact contact the

Fundraising Department at [email protected]


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Conflict

Understanding the nature of conflict and developing the skills to communicate peacefully are integral to encouraging active global citizenship, but many teachers identify conflict as one of the areas they feel least confident teaching. There are many reasons for this; some are worried about scaring the children, others feel that they lack knowledge and many do not feel comfortable raising controversial issues. Mercy Corps works in over 40 countries worldwide, supporting communities in overcoming social upheaval in a wide range of circumstances. Conflict is a recurrent theme in our work, whether at an international, civil, or tribal level. We have teams positioned in areas that have been affected by conflict, from supporting displaced people in South Sudan to reintegrating child soldiers in Colombia and supporting communities affected by the Syria crisis. We recognise the confusion that many young people in this country feel in understanding and dealing with conflict around the world and in their own communities. We aim to give pupils a more in depth understanding of the complex issues surrounding global conflict and to identify ways to create a more peaceful environment within the classroom, school and community. If you would like to receive a copy of our Conflict Resource Pack for schools please contact the

Fundraising Department at [email protected]


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Fundraising for Mercy Corps We’ve got some fun and easy fundraising ideas, but don’t feel you have to stick to our suggestions. The only thing we absolutely insist on is that you enjoy your event. What are you waiting for? The only limit is your imagination! Hungry Lunches Organise a lean meal such as porridge or bread and water and ask everyone to donate the cost of their usual meal to Mercy Corps. If you don’t fancy missing out on lunch, you could skip your snack instead.

Cake Bake Sale Everyone loves a treat. Try some baking as a class and sell your delicious goodies to other pupils and staff in the school. Do you know where all the ingredients come from?

How Many? Fill a jar with sweets or nuts and charge people to guess how many are in the jar. The closest guess wins the whole jar. Don’t forget to count how many you put in!

Food for Thought Hamper Create a raffle prize by asking everyone to bring in one item of food and making a bumper hamper. Sell tickets at playtime or an organised event such as a fete or fair. Café Ask parents and friends to come along to school for a cup of tea or coffee and some tasty treats. Charge a donation for entry and why not organise a raffle or tombola for the event? Feast Have a feast to celebrate a special day in the year and charge people to attend. But you don’t have to wait for Christmas – the more obscure the better. For example, did you know that 1st July is Rwandan Independence Day, and 6th May is National No Diet Day? Make sure everyone knows about your event – we can give you posters, or you can make your own. Why not give an assembly to the whole school so they understand why you are raising money and how they can help?


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Food Fast Get together with a group of friends, and ask people to sponsor you to fast for a full 24 hours. Exercise‐a‐thons! Get a group of friends together for a walk‐a‐thon, fun run, swim‐a‐thon, bike‐a‐thon, dance‐a‐thon, or similar event, and ask family members and friends to contribute by the mile or hour. Why not organise a sports tournament across your school or year group? Self‐restraint Give up your favourite food, drink, or game for one week and ask friends and family to sponsor you.

Give your parents a hand Offer to help with chores around the house and save your pocket money to donate to Mercy Corps.

Jumble sale Organise a jumble sale at your school, sell some old toys and donate the money raised. Marathons Stay‐a‐wake‐athon (only suitable for weekends or during the holidays) ask people to sponsor you to stay awake for 24 hours…sounds fun but it’s tough! Sponsored silence – challenge you and your friends to stay completely silent for 24 hours! Or if you think that’s going to be too tough why not arrange a class sponsored spelling bee? Non‐uniform day Ask your class to pay £1 each to wear casual clothes for the day.

Car Wash Offer to wash your teachers or neighbours cars for a small fee.


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Fundraising and the Law

Below are some of the key laws associated with fundraising. Please read these carefully before embarking on any fundraising events that you may be organising.

Raffles and Lotteries:

Lottery tickets may not be sold by under‐16s.

Private lotteries (e.g. where tickets are sold only to members of a club) do not need to be registered; neither do raffles held at a social event, where the raffle must also be drawn.

Before printing materials, please contact Mercy Corps as there are items which must be included, such as our charity registration number SC030289.

Our logo may not be used without our prior permission.

Collecting Money:

The legal minimum age for collecting money is 18 years in London; 16 years everywhere else.

To collect on private property (e.g. shopping centres, supermarkets, pubs) you need the permission of the owner/landlord. Past experience has proved that collecting on private property can be extremely successful.

To collect in the street, you need to apply for a special licence, so it is best to contact your local council.

Entertainment: If you are planning to have some form of entertainment (this means two or more people performing or dancing) in a building, which does not already hold a Public Entertainments Licence, you need to get one. Your local authority provides this licence.

Food and Liquor: There are many regulations governing the use of food and liquor, in brief:

If you are selling food on a one off basis, you do not usually need to register but you are still subject to the law (so please check first).

If you plan to sell over a period of days, you will need to register with your local authority.

The Food Hygiene Regulations and Food Safety Acts should be taken into account at all times. The Environmental Health services department of your local council can advise you or you can call the Ministry of Agriculture, Fisheries and Food, Consumer Helpline on 0345 573 012.

We recommend that you contact your local authority before your event and discuss with them what you plan to do.

Your local Environmental Health Department or Trading Standards Office should be able to answer queries too.

If you plan to sell alcohol, you need to have a liquor licence. You can get this from your local Magistrates Court or local council.

Further Points:

The above is only meant as a brief guide and if you are not sure if something is legal ‐ always check.

Please do not do anything that is unsafe or illegal.

Inform Mercy Corps of what you are doing – we may be able to help.

Think of yourself as an ambassador for Mercy Corps in everything that you do – you are representing us and helping to raise awareness of the work we carry out worldwide.

Always be aware of safety ‐ both yours and other people's.

Depending on what you are organising, think about whether you need insurance or a licence ‐ if you are unsure, ask.

Enjoy yourself while fundraising but don't take risks or cause distress to other people.


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And finally… Where to send the money you have raised: Please follow these simple steps when you want to bank any of the money you have raised:

Don’t send cash, please bank any money and send us a cheque to Mercy Corps, 40 Sciennes, Edinburgh, EH9 1NJ

Please make all cheques payable to ‘Mercy Corps’ Remember, we are here to help you every step of the way, so for advice and help please don’t hesitate to call the fundraising team on 0131 662 5160 or email [email protected]

Thank You!

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