South Sudan

LESSONS AND WORKSHEETS

A girl carries a chair on her head as she walks to school in Agok. Photo: Caritas Internationalis

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PEACE, LOVE AND LIFE Hope and Challenges in South Sudan

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RONGOMAU, AROHA ME TE ORANGA Ngā wāwata me ngā wero o Hūtāne ki te Tonga

May the God of peace arouse in all an authentic desire for dialogue and reconciliation. Violence cannot be overcome with violence. Violence is overcome with peace. — POPE FRANCIS

SOUTH SUDAN

MODULELENT

MODULE

26 VIDEOS

14 POWER POINTS

PRAYER BOOKLET

THE WAY OF THE CROSS

POWERPOINT

ACHEVEMENTSTANDARD

AS90822

TEACHER BOOKLET

LENT ACTION

PLAN

KOHA BOXES

Gaudete Et Exsultate, Pope Francis, 2018

Living our lives with love

Please give generously so we can help others help themselves.An appeal on behalf of the New Zealand Catholic Bishops Conference.

LENT POSTER

resources overview

BACKGROUND INFORMATION

PICTURE PACK

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first week of lent

LEARNING OUTCOMES: Students are learning to…

• Recognise Lent as a season leading up to Easter when Christians try to live more like Jesus lived

• Reflect on how we are challenged to share our God given gifts through love

DISCUSSIONAsk students to share what Lent means to them and reflect on their past experiences. If you need to, explain to students that Lent is a time to remember God and others in the lead up to the events at Easter – particularly Christ’s sacrifice.

Introduce the theme for Lent this year as ‘Living our lives with love’. Ask students to share what they think this means.

VIEWTake time to show students the Keep it Simple for Lent Action Plan and choose a place to display it where everyone can see it for the rest of the term. Explain that prayer, fasting and almsgiving are popular actions during Lent and some of the actions in the Action Plan reflect this. Get students to identify a few tasks that they are keen to achieve from the Action Plan during Lent. Perhaps these actions could be noted somewhere.

ACTIVITYTake time to introduce the focus country of South Sudan. You may choose to get students to complete the first two columns of a KWL chart to show what they know and what they would like to know.

VIEWLook at PowerPoint S9: South Sudan: Lifestyle and Culture to understand the culture of the country.

Watch Video S2: Life in Torit: Lina Juan Poni to see what life is like for a 10-year old girl living in Torit.

DISCUSSIONWhat stood out to students from the video or the PowerPoint?

Make a link to the theme of Lent again and ask how love and South Sudan could be connected.

Challenge students to think of ways that they could share their gifts or help others as they live lives of love during this season of Lent.

ACTIVITYUse the quotes of Inspiration found on page 4 of this module to challenge students about how they can love others. Get students to complete Worksheet L4: Words of Love to reflect on the quotes they have heard and decide on a way to create a cool bumper sticker using one of their favourite quotes.

ACTIVITYHold your own Ash Wednesday liturgy and get students to reflect on how they have chosen to help others during this season of Lent. Introduce the Caritas koha box and how it can be used this term.

PRAYERUse the bumper stickers as inspiration during prayer time.

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Yei students wash their bowls after lunch as the rain falls. Photo: Crispin Anderlini

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Lesson 1

LEARNING OUTCOMES: Students are learning to…

• Discover the impact of conflict on South Sudan and other parts of Africa

• Reflect on the recent history of South Sudan

SETTING THE SCENEFind the country of South Sudan on a map and remind students that this is the focus country during this unit. Explain to students that South Sudan is the youngest nation on our planet, but despite its short history, it has had a difficult time, with ongoing conflict causing many issues for most of the population.

VIEWLook at PowerPoint S8: A Short History of South Sudan to understand some of the key events in recent years that have led to ongoing conflict within the country.

DISCUSSIONCompare our own experience in New Zealand with conflict. Ask students how it makes them feel?

VIEWWatch Video S8: Samuel from Jonglei and Video S14: South Sudan Crisis to hear how people escaped from conflict that came to their villages. Now these families are displaced, what are some of the struggles they mention?

VIEWGet students to read Story E: Kang John Bol’s Story to discover how fighting affected Kang John Bol’s study. What surprised the students in this story? How do the tribal differences seem to be linked to the conflict? Do we have anything like this in New Zealand?

ACTIVITYGive students a chance to research other examples of conflict within Africa. Ask them to find out which countries have experienced conflict in the past. Which countries are still feeling the effects of ongoing conflict? See if they can find out some of the impacts on families and communities as a result of conflict. Students can share their findings.

ACTIVITYGive out Worksheet S13: Impact of Conflict and ask students to answer the first question about the impact of conflict on children and their education. Students are then challenged to create their own version of street art (like the one found in Juba) to show the impact of conflict.

The worksheet provides a template for students to brainstorm their ideas in terms of message, impacts and possible visual elements.

PRAYERSharing Prayer S6: Peace from the Prayer Booklet with the class, inspire students to continue praying for peace in places like South Sudan where conflict exists.

ACTIONTake up the challenge to learn basic greetings and phrases in South Sudanese Arabic. Watch Video S1: Greetings in South Sudan and follow the guidance of the four students as they help us to learn some simple words. Encourage students to use these through the term.

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Lesson 2

LEARNING OUTCOMES: Students are learning to…

• Recognise the impact of a drought and a famine on families and communities

• Describe what happened in South Sudan during the famine in 2017

RECAPAsk students to share with their peers about what they learnt in the last lesson. Perhaps write down some of the impacts that students recall on the board to refer to again later. Explain that the focus will shift to the famine that was declared in both Somalia and South Sudan in 2017.

DISCUSSIONGet students to create a definition for drought and famine and see if they can identify the link between these two terms. If needed, get students to conduct some research online to find out. What are the similarities? How many famines have been declared in the last decade? Point out to the class that even though a famine is no longer in place in South Sudan, the number of people who are affected by severe food insecurity in the country has increased.

VIEWWatch Video S13: South Sudan Famine and Video S15: South Sudan Food Crisis to understand the situation in 2017 when a famine was declared in South Sudan. Look also at PowerPoint S11: Surviving the Famine to see the same content in a different format.

DISCUSSIONAfter looking at conflict in the previous lesson, discuss the connection between the conflict and the famine, and the situation of poverty for many in South Sudan. Which of these factors can be influenced by human decisions?

VIEWWatch Video S9: Nandoor’s Fish to see the impact of both the conflict and the famine on Nandoor and her family. Allow an open sharing time where students can talk about how they feel.

DISCUSSIONDiscuss the ways in which New Zealanders can still help, even though we are almost 15,000 kilometres away. Remind students that every donation to Caritas goes directly to Caritas South Sudan to support families who are in the most need. This includes even a gold coin that is placed in the koha box.

PRAYERTake time to pray as a class for all those who are still hungry in South Sudan. In the Prayer Booklet, Prayer S7: Hungry is a suggested prayer that could be used for this lesson.

VIEWWatch the Caritas Challenge 2019 promotional video at www.caritas.org.nz/caritas-challenge to inspire your students to take part in the nationwide event this year. See again how Caritas is partnering with the church to provide support to families who have been affected by conflict, drought and food insecurity.

ACTIVITYGive students Worksheet S14: Make a Difference and get students to reflect on the challenges of drought and food insecurity faced by so many in South Sudan. Ask them to write down words to capture how they feel. Then support your class to hold a Stop It event as part of the Caritas Challenge 2019. Register online to get connected and receive an enrolment pack at www.caritas.org.nz/caritas-challenge/caritas-challenge-registration

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Lesson 3

LEARNING OUTCOMES: Students are learning to…

• Evaluate the importance of being empowered and having a sustainable income

• Understand what daily life is like in South Sudan

BACKGROUND INFORMATIONSince the start of the conflict, almost two million people have been internally displaced, and another two million have sought refuge in neighbouring countries, with one million in Uganda alone.

SETTING THE SCENEAfter leaving their homes, thousands of families have found themselves in refugee camps as these have provided a place of safety and shelter. This lesson will compare the lives of those living in towns with those who are in camps. The importance of empowerment and sustainability are highlighted.

DISCUSSIONGet students to explain what empowerment and sustainability mean. Two simple words that could be used to help their understanding could be ‘control’ and ‘continuing’. Ask if they could provide a real-world example to illustrate each.

VIEWWatch Video S3: Life in Yei: Peter Taban Alfred to see what a normal day looks like for an 18-year old going to secondary school just outside a southern city in South Sudan. In what ways does Peter and his family experience empowerment? How do they maintain a sustainable income?

VIEWWatch Video S11: Inside the Camp and Video S22: Camps in Tombura-Yambio to see what life is like living in a camp for many people in South Sudan. What are some of the biggest challenges? How are people in the IDP camp in Riimenze supported by agencies such as Caritas? Why do people want to leave the camp? How does this link in with empowerment and sustainability?

VIEWLook at PowerPoint S10: Riimenze Farm to see how a sustainable agricultural project run by Solidarity with South Sudan provides training to help students and farmers gain skills that will help them manage successful farms in the future. How does this project link in with empowerment and sustainability?

ACTIVITYComplete Worksheet S15: Operation Sustainability after viewing Video S22 and PowerPoint S10. Students can reflect on what they have seen in the video and PowerPoint by answering questions. Then they are encouraged to design a model of their own farm by showing what crops they hope to produce and where they will be located. They could build an actual model of their farm or draw a diagram to show the details.

Students may even choose to enter a song in this year’s SINGout4JUSTICE song writing competition that focuses on people searching for a place to call home. Get more information at www.caritas.org.nz/singout4justice

PRAYERChallenge students to offer sentence prayers based on the last lessons for the people of South Sudan. These could be written down and displayed to help provide a focus for prayer time in the coming weeks.

ACTIONUse the prayers that have been written, as the basis for a quiet reflection time focusing on the people of South Sudan – many of whom still desire empowerment, sustainable incomes and access to food, and lasting peace.

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Lesson 4

LEARNING OUTCOMES: Students are learning to…

• Describe how Caritas is helping in South Sudan and how students in New Zealand can be part of the difference

• Consider how individual stories, like that of Akol’s, can help lead to peace and positive change

SETTING THE SCENECaritas Aotearoa New Zealand is partnering with Caritas South Sudan and other Caritas agencies to provide support to those affected by food insecurity and conflict in South Sudan. This support ranges from distributing emergency supplies (such as food, seeds and tools) to conducting peace workshops.

DISCUSSIONBased on prior knowledge, what countries have you known Caritas to support? How have they been able to support the people in most need? Go to www.caritas.org.nz/where-we-work to see which countries Caritas Aotearoa New Zealand currently supports and how they are helping. How is the support in South Sudan unique?

VIEWWatch Video S7: Working Together to see how Caritas South Sudan and other Caritas agencies are working together to solve problems in the country.

DISCUSSIONLook at PowerPoint S5: Caritas Lends a Hand and PowerPoint S12: The Caritas Network in South Sudan to understand some of the specific details around the Caritas response in South Sudan. One important aspect to note is that the Caritas international network is made up of more than 165 agencies that cover the globe. Discuss how you think this partnership ensures efficiency and effectiveness in places like South Sudan.

VIEWRead Story F: Akol Kuol’s Story to hear about a Dinka cattle trader from Malakal, who lost all of his investments and was forced to flee the country.

DISCUSSIONHow must Akol and his family have felt? Did they do anything wrong? How was Akol able to make a positive influence on his situation and that of his country too? Name other people in history who have helped bring change through peaceful means. Why does a message brought through non-violent means always seem to be more effective than a message delivered through violence?

ACTIVITYUse Worksheet S16: Akol’s Voice as a response after reading Akol’s story. Students are challenged to imagine they are Akol Kuol and assume a scenario where peace has been restored to South Sudan. They are asked to reflect on how they will respond if they return and what message would they like to deliver to their fellow South Sudanese. Their task is to write a poem or a song to deliver their message. These could then be shared or presented.

PRAYERChoose a prayer from the Prayer Booklet to lead the class in prayer. You may choose to use Prayer S4: Hope.

ACTIONContinue planning your Caritas Challenge event and think of creative ways you can support Caritas Aotearoa New Zealand, the work of Caritas South Sudan and the local church, to bring peace in South Sudan and provide for the needs of the most vulnerable people.

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holy week

LEARNING OUTCOMES: Students are learning to…

• Listen and respond to the events of Easter

• Participate prayerfully in the Way of the Cross liturgy

• Reflect and share what they have learnt during Lent

REFLECTION ON LEARNINGSAsk students to think about what they have learnt about Lent, South Sudan and themselves this term. You may choose to ask students to write down what they have learnt (as part of a KWL chart from the lesson during the first week of Lent).

REFLECTION ON LENTEN ACTIONSGet students to think back to the start of Lent when they were asked to choose actions to complete from the Action Plan. See if students are willing to talk about how successful they have been at completing these. Find out if anyone wants to continue trying to achieve their goals beyond Lent.

HOLY WEEK LITURGYTake part in a class or school liturgy during Holy Week to encourage everyone to pray for forgiveness, hope and just actions to address the inequalities present in our world today.

Use The Way of the Cross PowerPoint to guide reflection on Jesus’ journey and how we can respond to help others around the world facing challenges.

ACTIVITYRemind students that this could be the last chance to donate in the Caritas koha box for Lent. All the money raised will help Caritas work for a world free of poverty and injusitce in countries like South Sudan. Once all the donations have been collected, send the total amount to Caritas and you will receive a certificate to acknowledge your support and efforts for justice.

VIEWLearning about the situation in South Sudan can be a bit depressing at times. It is important to remember that children also have lots of fun whenever they can. Watch Video S5: Let’s Play to see some of the sames that South Sudanese children play.

Look at Poster 2: Having Fun to continue the discussion on the games and toys from South Sudan.

DISCUSSIONLike the Easter story, the message of love and hope ultimately triumph over darkness and injustice. Conclude this unit by finding out the latest updates on the status of peace in South Sudan.

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The cross is brought in at the front of a Mass procession at St Kizito Parish. Photo: Crispin Anderlini

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WORKSHEETSL4

words of love

After listening to various quotes about love, choose one that inspires you to be more like Jesus. Create a bumper sticker in the spaces below complete with a cool font and lots of colour to make the quote stand out (as though it was on the back of a vehicle and viewed by hundreds).

My chosen quote:

My bumper sticker:

Boys find a good spot to sit and talk during the day.

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WORKSHEETSS13

impact of conflict

What is the impact of conflict on children and their education in South Sudan? What long-term consequences might lack of adequate education have?

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Be inspired by the following street art in Juba and create your own artwork to show the impact of conflict.

You may choose to design something similar that shows two extremes – the good (what is being encouraged) and the bad (the negative impacts).

Plan your ideas here…

Key message I want to deliver:

Impacts I want to show:

How I will show it visually:

Graffiti art encouraging peace and challenging conflict can be seen around Juba

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WORKSHEETSS14

make a difference

Watch the Caritas Challenge promo video for 2019 at www.caritas.org.nz/caritas-challenge

After reflecting on the challenges of food insecurity and famine faced by so many in South Sudan, write down words to capture how you feel?

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Get together with other members of your class to organise a Stop It event for your school or year level to raise the awareness of the challenges that millions of people in South Sudan face every day.

What will you give up?

What could you do to raise funds to help people in South Sudan?

How long will you go without it?

Where will you hold your event?

When would be the best time to hold your Caritas Challenge Stop It event?

Other ideas:

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WORKSHEETSS15

operation sustainability

After watching Video S22: Camps in Tombura-Yambio, answer the following questions.

What are some of the important messages from the people helping in the Tombura-Yambio camps?

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Why do people want to keep working?

After viewing PowerPoint S10: Riimenze Farm, write down what you think the purpose of Riimenze Farm is.

Imagine that you were living in South Sudan. Your family has just moved out of the camp and built a new home and started life again outside Yambio. You start preparing your land because it is almost planting time.

TASK: Design a model of your own farm showing what crops you will produce and where they are located.

You may build an actual model of your farm or you may just draw a diagram to show the details.

What will your main crops be?

How will you organise the crops on your land?

Jok Bol harvests tomatoes in Mading Achueng. Photo: Caritas Internationalis

Bananas and pineapple grow well in the tropical climate. Photo: Caritas Internationalis

Pap Malek collects okra in a community garden Photo: Caritas Internationalis

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WORKSHEETSS16

akol’s voice

Read Story F: Akol Kuol’s Story before completing this worksheet.

Imagine you are Akol Kuol.

Assume a scenario where peace has been restored to South Sudan and you are free to return to trading cattle in Nuer territory.

What will you tell people about your experience in 2013? How will you contribute to a peaceful future for South Sudan?

TASK: Write a poem or a song to deliver Akol’s message.

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Akol Kuol. Photo: Radio Tamazul

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