The Millennium Development Goals · The children complete a word search on the MDGs. Invite the children to write a paragraph about the MDGs using each of the words. Worksheet 9 Curricular

Workbook for 5th and 6th Class on

the Millennium Development Goals.

8 life-changing goals.2 billion peope.

The MillenniumDevelopment Goals

Angelique Mukabaziga, (8) from Rwanda. Photo: Noel Gavin/Allpix

R7418 Trocaire at Work Final 1/11/04 9:58 am Page 1

2

What is it?Trócaire at Work contains worksheets for for 5th and 6th /KeyStage 2 classes which aims to introduce children todevelopment issues. It focuses on the United NationsMillennium Development Goals (MDGs). These are a set ofeight goals agreed by world leaders in 2000. The ultimate aimis to halve world poverty by 2015. It is hoped that this will beachieved by countries working in a global partnership.Developing countries must carry out policy reform – such asdevoting a larger percentage of their own resources to basicnecessities – and strengthen the way that their country isgoverned. Developed countries must make new aidcommitments, agree to fair trading rules and debt relief.

The worksheets outline the goals, and highlight how Trócaire isworking to ensure that these goals are being met. Each of theworksheets is linked to a strand(s) in the Primary Curriculum.

What is included?1. An MDGs poster

2. 9 worksheets containing the following:

• Discussion and art activity to encourage children to thinkabout the world today

• An activity to match MDGs with Trócaire projects, and lookat the differences between development and emergencyprojects

• Case study from Rwanda to illustrate development andemergency projects

• Reflection and case study from Peru on the importance ofliteracy in our lives

• Factsheet about water and activity to examine daily waterusage

• Activity looking at Trócaire’s education and campaigns work

• Activity where the children act as Trócaire advisors whomust decide how best to use its funds

• Wordsearch

• Ideas for raising awareness, fundraising and campaigning

Worksheet 1Curricular links, Republic of Ireland (ROI):

Science: Strand Unit: Caring for the EnvironmentMathematics: Strand: Data - Representation and interpretationVisual Arts: Strand: Drawing - Making DrawingsReligious Studies: Alive-07: Term 2, Lesson 3 - Christian Community

Curricular links, Northern Ireland (NI):

Art and design: Investigating and realising in art and designEnglish: Talking and listeningGeography: Geographical skills: where people live and

what they do - settlements differ from placeto place - the environment

Mathematics: Representing and handling dataReligious Studies: Alive-07: Term 2, Lesson 3 - Christian Community

AT WORK

LEARNING OUTCOME: That the children will reflect on differentproblems affecting the world today and create an image ofhow they would like the world to be in the year 2015.

1 With the class sitting in a circle, display the globe to them.Encourage them to imagine they are in space and lookingdown at the world. The world looks beautiful from space,astronauts who saw it said it was like a ‘blue pearl’. Explainthat you are going to pass the globe around and everyonewill take it in turns to hold the globe carefully and think ofone thing they would like to do to keep the world beautifuland safe for the future.

2 Explain that you are now going to look at some of theproblems facing people in the world today. Ask if anyoneknows the population of the island of Ireland? the world?On the blackboard write 5,700,000 – population of theisland of Ireland. Keep adding zeros and ask the children tocall out the numbers written until you get to 5,700,000,000,change to 6,500,000,000 which is approximately the world’spopulation.

3 Discuss the facts written in worksheet 1 – talk about whatthey could buy for 85 cent/59 pence; what it would meanif they couldn’t get clean water etc.

4 When the children have completed the worksheet, theydisplay their drawings and share their ideas with others inthe class.

Worksheet 2Curricular links, ROI:

Geography: Strand Unit: People and other lands - Development and aidReligious Studies: Alive-08: Term 3, Leson 5 - Kingdom Justice

Curricular links, NI:Geography: Where people live and what they do: countries may be rich

or poor; the Environment: how people affect theenvironment both positively and negatively

Art and Design: Expressing and reviewing their ideas

LEARNING OUTCOME: To introduce children to the MillenniumDevelopment Goals, and to look at the role countries anddevelopment organisations have in achieving the goals. Tointroduce the children to the differences between emergencyrelief and development aid.

When the class has read the information on the MDGs,brainstorm ways that countries can work together to halveworld poverty. Developing countries could make sure theirgovernments are spending their money properly and runningthe country fairly; developed countries need to start tradingfairly with developing countries. Because of unfair tradesystems, developing countries are losing out on about US$700billion every year – this is 14 times more than they get in aid.

Match the goals and projects answers:Some of these are interchangeable – 1C, 2D, 3A, 4B, 5H, 6E,7H, 8G.


Geography: Strand Unit: People and other lands - Development and aidEnglish: Writing: letter; express in writing reactions to the

experiences of othersReligious Studies: Alive-07: Term 2, Lesson 8 - Spirit Wind


AT WORK

Curricular links, NI:

Geography: Where people live and what they do: countries may be richor poor

English: Reading activites and writingReligious Studies: Alive-06: Term 1, Lesson 8 - God sent the Holy Spirit to

nourish us

LEARNING OUTCOME: To learn about a Trócaire project andfurther explore the idea of short and long term aid.


Geography: Strand Unit: People and other lands


English: Reading activities and writingGeography: Where people live and what they do: countries may be rich

or poor

LEARNING OUTCOME: To look at the importance of literacy andfind out how a Trócaire project is helping to educate people ina community in Peru.

When each child has written their list, compile a class list ofthe importance of literacy to everyday life.


Science: Strand Unit: Environmental AwarenessMathematics: Strand: Data-: representation and interpretationArts Education: Strand: Drawing - Making Drawings


Science: Living things, environmentGeography: Weather, where people live and what they do,

environment; how people affect the environment bothnegatively and postively

Art and design: Expressing and reviewing their ideas

LEARNING OUTCOME: To learn about the water problems facingthe world today and communicate this through designing acartoon.

Go to www.developmenteducation.ie for examples of cartoons


SPHE Strand: Myself and the Wider World – National Europeanand wider communities

Religious Studies: Alive-08: Term 3, Lesson 5 - Kingdom Justice


Geography: Where people live and what they do: countriesmay be rich or poor

LEARNING OUTCOME: To learn about the importance ofcampaigns and some examples of Trócaire’s campaign andeducation work.

Go to www.fair-mark.org/cspe/step3 to find out more aboutfarmers who grow cocoa, bananas and coffee.

Answers to chocolate activity

companies making chocolate – 40cshops in Ireland – 27cgovernment in Ireland – 21cgovernment in Ghana – 6cfarmers growing cocoa in Ghana – 6c


English: Reading:..non fiction texts appropriate to his/her age andreading ability; Strand: Develop cognitive abilities throughlanguage: discuss issues of major concern

Geography: Strand Unit: People and other lands - Development and AidReligious Studies: Alive-O 8: Term 2, Lesson 2 - Kingdom Children


English: Talking and listening, Reading Activites, Writing, Engage inrole play, simulations, decision making..how appropriatedecisions, choices and actions should be arrived at andtheir consequences for others.

Geography: Where people live and what they doArt and Design: Investigating and realising in art and design

LEARNING OUTCOMES: To work together to act as projectplanners.

Children read through the projects and work out which MDGsthe project will be helping to achieve (probably more thanone). They then choose one project they would like to helpand give reasons, explaining their choices in groups or as awhole class. All of the Projects have been funded by Trócaire.


English: Strand: Develop cognitive abilities through language:discuss issues of major concern


English: Reading activities; engaging with a range of text includingnon-fiction materials; acquire and develop the skillsnecessary to locate information effeciently within texts,Writing - expressing a point of view

LEARNING OUTCOME: to reflect on what has been learned.

The children complete a word search on the MDGs. Invite thechildren to write a paragraph about the MDGs using each of thewords.


SPHE Strand: Myself and the Wider World – National European andwider communities

Geography: Strand Unit People and other lands - Trade andevelopment issues

Religious Studies: Alive-O7: Term 1, Lesson 3 - Hearing the call, T1, L6 -The spirit of prophecy, T2, L3 - Christian Community


IT: develop and apply their knowledge, understanding andskills of IT and in particular to record and listen to theirown speech and that of others e.g. audio or video tape

English: present ideas and information; Writing for a variety ofpurposes e.g. reports and for a range of audiences e.g.pupils in their own school.

Religious studies: Alive-O6 - Term 2, Lesson 6 - Lent; Alive-O7-Term 1, Lesson3 - Hearing the call, T1, L6 - The spirit of prophecy, T2, L3 -Christian Community

LEARNING OUTCOME: to explore ways of taking action tosupport Trócaire’s work.

Children are given a range of activities which they couldundertake e.g finding out more, putting on an exhibition, enteringTrócaire’s Better World Award or fundraising such as throughTrócaire’s Global Gift.

3


4

1 READ THESE FACTS,Choose one and draw a poster to explain it.

FIND ARTICLES IN NEWSPAPERSTHAT WOULD GO WITH THESE STORIES.

2 TALK ABOUT IT!With your friend, think of all the problems in the world today, and list them here:

3 IN THE YEAR 2015…In the spaces below, draw yourself, Ireland and the world as you would like them to lookin the year 2015. Write in and around the drawings your hopes and wishes for the future.

Share your ideas with others in your class and listen to their ideas.

AT WORK

800 million people go hungry everyday (world population is about 6,500million, 6.5 billion, people)

20% of the world’s population liveon $1 a day (about 85 cent/59 pence)

20% of people in the world can’t get clean water

113 million children don’t go to school

MYSELF IRELAND THE WORLD

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


READ ABOUT IT:

In September 2000, 189 government leaders from aroundthe world met at a meeting of the United Nations (UN). Our

Taoiseach, Mr. Bertie Ahern, was at the meeting. The leaders decided they wanted to dosomething to make the world a better place and they agreed to work to halve worldpoverty by the year 2015. They chose 8 goals which every country would work together toachieve. These are called the ‘Millennium Development Goals’ (MDGs). Ireland was oneof the first countries to sign its support for these MDGs.

Organisations like Trócaire are working to make sure that all governments keep thesepromises. Trócaire is one of the Development Organisations working to help people inneed. Trócaire funds projects in over sixty countries in Africa, Asia and Latin America.Local people run the projects, which target the Millennium Development Goals.

1 MATCH THE GOALS WITH THE TRÓCAIRE PROJECTS:

5

SOME TRÓCAIRE PROJECTS:

A. Projects to teach women abouttheir human rights

B. Projects that train healthworkers, birth attendants, nursesand doctors

C. Trócaire helped to distribute foodand seeds to hundreds ofthousands of people affected byfamine in southern Africa

D. Projects to keep children inschool, including providing dailyschool meals

E. Helping community groups toeducate people about fightingdiseases like AIDS and malaria

F. Helping community groups tobuild systems to store water foruse during dry seasons

G. Trócaire is working to encouragethe government to trade fairlywith poorer countries and tocancel debts they owe to richercountries.

H. Supporting community healthcare programmes in remote areas

THE GOALS ARE THAT BYTHE YEAR 2015:

1. To halve the number of peoplewho are extremely poor andhungry

2. To make sure that every childcan go to primary school

3. To make sure that girls havethe same chances to go toschool as boys

4. To cut by 2/3 the number ofchildren who die before the ageof 5

5. To cut by 3/4 the number ofmothers who die while havingtheir babies

6. To stop major diseases fromspreading and begin to wipethem out altogether

7. To improve the environment by:

• halving the number of peoplewithout clean water

• helping people withoutproper houses

8. Rich and poor countries willwork together to achieve thesegoals

AT WORK

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


6 AT WORK

2 READ THESE DEFINITIONS:

3 LOOK AT THE LIST BELOW AND DIVIDE THEM INTOTWO COLUMNS – THINGS THAT PEOPLE NEEDIMMEDIATELY (SHORT TERM) AND THINGS THAT PEOPLENEED IN THE FUTURE (LONG TERM):

4 WRITE A SENTENCE TO EXPLAIN YOUR CHOICES.

BE CREATIVE! Choose a Millennium Development Goal and design a poster about it. Make a display of all the goals in your classroom or school corridor.

AN EMERGENCY is a situation needing immediate action.Emergency relief is aid to help people survive. This is short term relief.

DEVELOPMENT is about improving people’s lives

over a longer period of time.

TENTS,FIRST AID KITS, FOOD PARCELS,

CLEAN WATER, BLANKETS,SEEDS, MATERIAL FORNEW HOUSES, TOOLS,

CUPS AND PANS,HELICOPTER RESCUE,

SCHOOLS, HEALTH CARE.

COLUMN 1 COLUMN 2

AT WORK


THE BATWA PEOPLEThe Batwa people live in Rwanda, a

small country in Central Africa.They are the poorest group in the country. In 2002,

Irish people bought more than 10,000 gifts of ‘seeds andtools’ for families in Rwanda through Trócaire’s GlobalGift project. In one area of Rwanda, families cametogether as a group to rent land where they can plantand grow crops for the community. It is mainly womenwho work in the fields, many of their husbands werekilled in the fighting and others are in prison. They haveplanted a mixture of peanuts, peas, sweet potatoes,tomatoes and soya. They work in the morning, then gohome to get the children ready for school. Then it’s back tothe fields for a few more hours work until the children come home from school.They work together to harvest or plant seeds. “We hope we can start to solve our ownproblems,” says Clementine Bajeneza, “at least now we will have enough food for ourchildren and extra money for medicine when we sell our produce in the market.”

IMAGINE IT:

Imagine that Clementine had been given a choice of either a parcel of food or seedsand tools. In the spaces below write down what you think the effects of both would beon Clementine and her family and community.

THINK ABOUT IT:

Which Millennium Development Goals are being targeted through this project?

WRITE ABOUT IT:

Imagine you are a member of Clementine’s family. Write a letter to Trócaire aboutyourself and your family, and explain how the global gift of seeds and tools hashelped you and your community.

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Ç

Ç

AT WORK

Short TermFamily is still hungry

Long Term

Short Term

Long Term

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


8 AT WORK

Ç

Ç

�

AT WORK

�

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

THINK ABOUT IT:Around the world there are more than 800 million adults who can’t read or write.Imagine how your life would be different if, as a grown up you could not read…youwouldn’t be able to read newspapers, books, medicine bottles…

WORK WITH A PARTNER:Make a list of ways your life might be affected if you could not read or write:

READ THIS STORY WHICH TELLS HOW TRÓCAIRE HAS HELPEDFAMILIES TO LEARN IN THE ANDES IN PERU

FIND OUT MORE!Find Peru on a globe or in your atlas. What does it tell you about the country?

THINK ABOUT IT:Which Millennium Development Goals are being targeted through this project?

RURAL LIBRARIES IN PERU

My name is Maria. I live in the province of Cajamarca, high up in the Andes in Peru.Most children here do not go to school. The few schools that are in the area are too faraway for many children to travel to. Children are also needed at home to help with farming.There are often no teachers in the school because they are not paid enough to survive on.Many years ago, an Irish priest, Fr. John Metcalf, who worked in our parish, came up withthe idea of setting up a library in our area. The libraries would lend out books. In this waythey would help those who could not go to school to get an education. Books, which thepeople in the area were interested in, were chosen.

Since then, more and more libraries have been set up. Local people run the libraries –the people in the area elect the librarian. We now have lots of different books to read –story books, reference books, books on our traditions and beliefs and our localfestivals, books on how to protect the environment and on how to use the traditionalAndean practices to conserve the land. The libraries also run activities that we areinterested in learning about. There is training on how to read and write and ideas onhow best to run the farms we live on. There have been health campaigns and culturalactivities. The adults have learnt about the laws in Peru – laws which affect our landand our water and laws which protect our land from mining. Today, there are over 600libraries in our province. Over 12,000 people use the libraries. Trócaire has helped ourproject by giving money for training workshops for librarians. Books, which are suitablefor our way of life, have been written. Because we have so few schools, the libraries

are very important in helping us to learn.


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WATER IS OUR EARTH’S MOSTPRECIOUS RESOURCE. WITHOUT ITNO LIVING THING CAN SURVIVE.WE NEED IT FOR DRINKING,WASHING, COOKING, GROWINGFOOD, CREATING ENERGY ANDFOR ENJOYMENT.

'W

ater, water everyw

hereandnotenough

todr

ink'

BE CREATIVE!Choose one of the facts above and design a cartoon about it.

READ ABOUT IT:

PROVIDING WATER IN ETHIOPIAOromiya is the largest region of Ethiopia. It has a population of 20 million. The government cannot afford to provide water for the people in the area. As aresult, less than a quarter of the people living in the countryside have clean water.The people have been asking for a clean water supply because they are worriedabout their families’ health. The parasites in the dirty water which people drink,are making them ill. People often suffer from diarrhoea and skin and eyeinfections.

Trócaire is helping a local group in the area. 110 springs and 40 hand dug wellsare being built. A water project team is being trained to run the project. Training is

FACTS ABOUT WATER:

Nearlyhalf of the

world’s majorrivers are going

dry and are badlypolluted.

About 33countries

are expected tohave water

shortages by2025.

Womenin Africa

and Asia walk

on average 6 km

a day to collect

water.

Women inrural areas of

Africa may spendup to 8 hours a day

collecting waterand carry 20 kg in

containers on theirheads.

The earth hasplenty of water.

Yet people can useonly 1% of it. The restis either salt water inoceans or frozen in

glaciers. Over 97% ofthe earth’s water is

too salty for drinking.

Ourbodies are70% water,

without it wewould die within

three days.

�

AT WORK

PLEASE NOTE: The table for TRY THIS AT HOME on Worksheet 5 is found on Worksheet 8, page 13.

80% ofdisease in

poorer countries iscaused by dirtywater. Everyday,

25,000 children diefrom diseasespicked up from

dirty water.

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


being given to the 300 caretakers who will lookafter the springs and wells. Health workers andteachers are being trained to show people howthey can stay healthy. Schools Water Clubs areteaching children about the link between goodhealth and waste disposal. As a result, 90,000people will have clean water and fewer peoplewill suffer from diseases.

THINK ABOUT IT:

Which Millennium Development Goals arebeing targeted in this project?

Write down 10 ways you use water at home -

TRY THIS AT HOME:

• Put a list wherever water is used and ask members of your family to fill itin. Then work out how much water is used in your house every day.

Use the table on Worksheet 8, page 13 to help you to calculate.

• Imagine if you had to walk for miles to collect the water needed in yourhouse! Make a list of ways you can cut down on the amount of waterused. Display the list in your classroom.

10 AT WORK

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X

2/3 of the people in the world have less than50 litres of water a day for all their needs


TRÓCAIRE AT HOMETrócaire also works in Ireland to tell Irish people about whatis happening in Africa, Asia and Latin America, Eastern

Europe and the Middle East. It tells Irish people about ways in which they can work tomake the world a better place for everyone.

SOME TRÓCAIRE CAMPAIGNS

The Anti-Slavery Campaign: In 2001, Trócaire held a campaign against slavery.Education packs were sent to schools and parishes around the country to tell peopleabout the 27 million slaves in the world today. Irish children and adults were shockedto learn that whole families were being forced to work as slaves to pay back smallamounts of money they borrowed from their employers. Trócaire asked people towrite to the government to ask them to work to end slavery. 120,000 postcards weresent. Since then countries like India, Pakistan and Brazil have been working toprotect people’s rights and to stop slavery.

The Toy Campaign: Many toys we buy in Ireland are made in factories in Asia. While thebig companies make huge profits, many factory workers get very low wages and aretreated badly. Trócaire and the Irish Congress of Trade Unions (ICTU) are working to geta fair deal for toy workers by getting companies to sign up to a ‘Code of Conduct’.

Fair Trade: When you see this sign on goods you buy, you know that the workersinvolved in producing them are getting fair wages for their work. Look out for thissign in shops on bananas, tea, coffee and chocolate.

LOTS OF PEOPLE HAVE HELPED TO BRING YOUYOUR BAR OF CHOCOLATE.How much money does each group get? Write down thework each group has to do and match the group with theamount of money. Your teacher will tell you the right answers.

40c government in Ghana ____________________________________

27c shops in Ireland ____________________________________

21c companies making chocolate ____________________________________

6c farmers growing cocoa in Ghana ____________________________________

6c government in Ireland ____________________________________

The Keep Our Word Campaign: The Keep Our WorldCampaign aims to remind the world’s leaders to keep

the promise that was made when they agreed the MillenniumDevelopment Goals (look back at Worksheet 2 for a list of the MDGs). Why not tell your parents about the campaign? They can sign theirsupport for the campaign by logging on to www.KeepOurWorld,org.

WRITE ABOUT ITWrite a letter to your local newspaper encouraging people to support one of thecampaigns above. Explain what the campaign is about, how it helps people in thedeveloping world and how Irish people can support the campaign.

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AT WORK

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


AT WORKAT WORK

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PROJECTS MDG NO.

1 Angola is a country in southern Africa. Trócaire helps a community projectthere, which helps women who are very poor, are without husbands and haveno income. Each woman is given a goat. The goats are bought in the markets.As the goats have babies, the kids are sold. Goat’s milk is also sold to makemoney. Each goat costs €15. Medicine for the goat must also be paid for.Finally, money is needed for transport and training for the women.

Total amount requested from Trócaire is: €19,419 / £13,393

2 In Tanzania, the Dogodogo Street Children Trust (DSCT) gives shelter, foodand health care to some of the 6,000 children who are living on the streetsin the capital city, Dar es Salaam. In one centre, 1,500 children get basiceducation and counselling. Every year, up to 40 children are reunited withtheir families. DSCT are now looking for money to build a training centre sothat they can educate more children.

Total amount requested from Trócaire is: €40,963 / £28,252

3 Trócaire’s main partner in Iraq is ‘Caritas Iraq.’ Their biggest project is the‘Well Baby’ programme. It provides children and pregnant women withhealthy food. It also helps to educate mothers about healthy eating and howto care for their children. This project helps over 20,000 babies and childrenin 14 centres throughout Iraq.

Total amount requested from Trócaire: €150,000 / £103,455

4 Trócaire funds small groups in Ireland so that they can carry out educationand campaigns work on global issues like Debt, Trade and Aid. Somecountries spend more money trying to pay back their debts than they spendon healthcare and education. The Debt and Development Coalition raisesawareness of the Debt crisis affecting many poor countries around theworld. It wants rich countries and organisations like the World Bank tocancel the debts of the poorest countries, so that they will have a chance toreach the Millennium Development Goals.


5 In Ethiopia, many people living with HIV/AIDS are ignored by their familiesand get no help from the government. Trócaire is working with a localorganisation to train health workers to care for people living with HIV/AIDS.They give them a chance to earn money by making goods and crafts. Theyalso run an education programme to teach people about the disease.


6 In Bolivia, a country in South America, the Centre for Research and Traininghelps 1,200 poor farming families to improve the way they farm the land.They now need help to fund a project to build solar modules. These are huts with mud walls and clear plastic roofs. They work like greenhouses togrow plants that would not normally grow in the very cold temperatures ofthe mountainous area.

Total amount requested from Trócaire €59,802 / £41,245

FOR YOU TO DO:1. Read through the projects above and write the number of the MDG that is being targeted. 2. Imagine you work for Trócaire. Choose one project you would like to help and write

down your reasons.3. Talk about it with your group/class.4. Design a leaflet about the project you chose to show Trócaire spends the money it getsfrom Irish people.

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


MILLENNIUM DEVELOPMENT GOALS WORDSEARCH

Y T I N U M M O C Z S R E M T

A W K X F I L U W T Q D B I N

R I I I B E L W H I U N G L E

F J R L I P M G L C U F Q L M

P O A A X Y I E A L F E X E P

I J R S L R H T R L Q J Y N O

C G F R N A I H P G T P F N L

B R E A O O M W B E E V Q I E

Z X M Z N G E C Y S B N N U V

Y U Q J Y N C J D A X K C M E

H E N V I R O N M E N T A Y D

H F N M V U C V G S X G H F D

H E A L T H I E V I X K B Z C

B F J J E L T V D D Q A V G I

C E N S O D U P A Q X V C T C

TABLE FOR WORKSHEET 5

FAMILY HOUSEHOLD DAILY WATER USAGE DATE

Please tick every time you use Total

Toilet X 9 litres =

Kettle filled X 1 litre =

Sink filled X 4 litres =

Shower X 15 litres =

Bath X 80 litres =

Washing machine X 35 litres =

Wash hands X 2 litres =

Brush teeth X 1 litre =

13AT WORK

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

COMMUNITYDEVELOPMENTDISEASEEDUCATION

EMERGENCYENVIRONMENTFAMINEHEALTH

HUMAN RIGHTSMALARIAMILLENNIUM


14

SOME THINGS

YOU COULD DOTO SUPPORTTRÓCAIRE’S WORK

FIND OUT MORE!

Visit our website at www.trócaire.org

• Look at our Lenten Materials. Every year a Lenten pack is sent to your school. Ask your teacher or principal for the pack.In the pack are posters, stories and activities for you to do.

• Look at Trócaire’s cd-rom for Primary Schools, Rafiki. Rafiki is the Swahili wordfor “friend”. The cd-rom contains stories, games and puzzles based aroundchildren’s lives in Rwanda, India, Guatemala, Kenya and Brazil. If your schooldoes not have Rafiki, contact Trócaire for a complimentary copy to be sent toyour school.

• Look at Our World, Our History for 5th and 6th class and find out about slavery,conflict and nomadism in different parts of the world. Available from Trócaire.

PUT ON AN EXHIBITION!Tell others about Trócaire. Use the information in this booklet, in our Lenten materials oron our website to put on a display. Add some of your own drawings. Invite others in yourclass to help you. Place the exhibition in a busy part of the school such as the entrancewhere everyone will see it or ask your local church or library if you could put it on displaythere. Write to your local newspaper/ radio to talk about your exhibition. Contact Trócairefor posters.

ENTER TRÓCAIRE’S BETTER WORLD AWARDTrócaire will reward groups of primary pupils who work together on a project whichhighlights our Lenten theme, or some of the issues in this booklet. Your group could puton an exhibition, paint a mural, perform a drama piece and record it on video. How you doyour project is up to your group. What is important is that it is about Trócaire’s Lententheme or the Millennium Development Goals, is original and done by a group of youworking together to produce the project. A certificate is awarded to each child in thegroup who enters. Awards will be given to groups with projects of special merit. See theTrócaire Lenten Pack for further details.

FUNDRAISE

• Why not raise money as a class or school and buy one of ourGlobal Gifts such as a school kit for children in Haiti or a goatfor a family in Malawi. We will send you a certificate to showhow your gift is helping those in need around the world.CCoonnttaacctt TTrróóccaaiirree ffoorr TTrróóccaaiirree''ss GGlloobbaall GGiifftt ffoorr PPrriimmaarryy SScchhoooollssPPaacckk..

• You could organise a Cake Sale / Sponsored Walk/ SponsoredSilence in your school. Use the sponsorship card on the next page. AT WORK

�

My name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Sponsor’s name Address or contact name Amount pledged Total paid

MY NAME IS _______________________________________________________________

MY SCHOOL IS _____________________________________________________________

MY SPONSORED ACTIVITY IS _________________________________________________

DATE OF MY ACTIVITY _______________________________________________________

MY TEACHERS SIGNATURE __________________________________________________

Please sponsor me so that I can help Trócaire to help others to help themselves.


MAYNOOTH, CO. KILDARETel: (01) 629 3333

9 COOK STREET, CORKTel: (021) 427 5622

EMAIL:[email protected]

WEB:WWW.TROCAIRE.ORG

12 CATHEDRAL STREET, DUBLIN 1Tel: (01) 874 3875

50 KING STREET, BELFAST, BT1 6ADTel: (028) 9080 8030

Written by: Anne-Marie Kealy. Design and Print: Genprint

Ancient people recognised the rainbow as a symbol

of peace and harmony, and the ancient Hebrews

recognised it as a special sign given by God that he

wants all living things to live and to flourish in

peace and harmony -

all clans

all tribes

all colours

all faiths

all nations

that between us, there should be no division but

mutual respect and appreciation of one another's

gifts as well as our differences. In this way we

enrich one another by reflecting to one another the

beauty and magnificence of God.

And God said,

"When the rainbow appears in the clouds, I will

remember the everlasting promise between me and

all living things on earth" (Genesis 9: 8-17)

THE

E Printed on recycled paper


Documents

The Millennium Development Goals · The children complete a word search on the MDGs. Invite the children to write a paragraph about the MDGs using each of the words. Worksheet 9 Curricular