r6780 junior primary resource - trocaire

Trócaire LentenCampaign 2004Primary School Teachers’ Resource: Junior Infants to Second Class

• The story of two friends from Rwanda

• Classroom activities and worksheets

•Poster and artwork

• Prayers for Lent

•Trócaire’s Better World Award

Inside:

R6780 Junior Primary Resource 16/12/03 4:01 pm

Introduction

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ORDER FORM

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

I would like additional copies of the Junior Lenten Booklet (insert number in box)

Name: School Address:______________________________________ ______________________________________

E-mail: _______________________________ ______________________________________

Trócaire’s Lenten Campaign 2004

Our Lenten materials for Primary schoolscomprise two separate booklets – one forJunior Infants to Second Class / Key

Stage 1 and one for Third to Sixth Class /KeyStage 2. The materials for Junior Infants toSecond Class / Key Stage 1 tell the story of twofriends, Dominique and Eugenie, who live inRwanda. Through a range of activitieslinked to the Primary Curriculum,different aspects of life in Rwanda areexplored. In addition to exploringaspects of daily life such as going toschool and playing with friends, thechildren are introduced to conceptsof conflict and peace and howpeople are trying to livetogether after a terrible war.The materials contain background informationfor the teacher on Rwanda and on Trócaire’swork. Also included is a Prayer Service for Lent,children’s worksheets, and posters.

Following on from last year’s success, we areagain including the Trócaire Better WorldAward. Every child who participated received acertificate and eight schools received specialmerit awards. The award is in recognition of thetime and energy teachers and children put into

exploring the Lenten theme. Once again, weinvite teachers to encourage groups ofchildren or a class as a whole, to enter theirwork on this year’s theme for our TrócaireBetter World Award. See page 15 for details.

Additional copies of this resource are availablefrom Trócaire free of charge as well as Irishtranslations of the materials.

CONTENTS PAGE

Introductory Activities 3Teachers’ Notes 4Dominique and Eugenie’s Story 5Dominique and Eugenie’s story illustrated 6-7Conflict and Peace in Rwanda 8Conflict and Peace in our lives 9Junior and Senior Infants / ? & P1 activities 101st and 2nd class /P2 & P3 activities 11Junior and Senior Infants / ? & P1 worksheet 121st and 2nd class / P2 & P3 worksheet 13Prayer Service 14Trócaire Better World Award 15Useful resources and addresses 16


Number GameYou will need: large area. To do: Explain to the children that in Rwanda,people speak Kinyarwanda. Teach the childrenhow to count from 1 to 5 in Kinyarwanda. Call outa number in Kinyarwanda 1: limbo, 2: kabiri, 3:gatatu, 4: kane, 5: gatanu. The children formgroups which correspond with the number. Foryounger children say both the Kinyarwandan andEnglish versions.

Activities on the PosterYou will need: poster accompanying this pack.To do: Show the poster to the class. Take eachphoto in turn and discuss it with the children.Here are some suggestions to help you:

Photo 1: What do you see in the photo? What arethe children doing? Explain that Dominique andEugenie are two friends who come from Rwanda.They are playing with a truck which Dominiquemade from sorghum stems. Sorghum is a cerealplant grown throughout Rwanda.

Photo 2: What’s happening in the photo? What isthe woman doing? Where is the baby? Whatother ways are babies carried? The woman iscutting the head off the top of the sorghum plant– the sorghum is used for porridge and beer.

Photo 3: Who is in the photo? How would theanimal help the family? Trócaire has helpedpeople in Rwanda by giving them a goat, pig orcow. How would each of these animals help thefamily?

Photo 4: Who is in the photo? Where are they?What are the children wearing? What are theydoing? Dominique is talking to the teacher at hisschool with some of his friends. The teacher is

asking them questionsas part of their end ofyear exam.

Dominique andEugenie’s StoryTo do: Read Dominiqueand Eugenies’s Story onpage 5 to the children.

Follow on activity:Complete the worksheetshowing Dominique’shouse and displayalongside the children’shouses.

IntroductoryActivitiesFamily and FriendsYou will need: sheets of paper, crayons.

To do: Invite the children to draw a large imaginaryhouse with windows in it. Invite them to draw theface of a friend or family member in each window.Decorate the house with drawings of things thechild likes to do with his/her friends and familymembers. Talk about the pictures. Display thesearound the classroom.

Country GameYou will need: large area.Aim: to introduce the concept of Africa as acontinent made up of different countries.To do: Show the children a world map or globe.Help them to locate Ireland and the continent ofAfrica. Explain that there are many countries inAfrica and that they are going to learn about twochildren, their family and friends who live inRwanda. But first, they will play a game which willteach them the names of three countries in Africa.Sit the children in a circle. Give each child thename of a country to remember: Rwanda, Kenya,Tanzania. Call out one of the names e.g. Rwanda.All the children who were given the name“Rwanda” stand up, run around the circle andreturn to their place. Repeat this with “Kenya” and“Tanzania”. When “Africa” is called all the childrenrun around the circle and return to their place.Discuss with the children whether they know thenames of any other African countries and locatethese on the world map / globe.

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

Size: 26, 338 sq.km. (approx. the size of Munster)

Population: 8.4 millionCapital: KigaliCurrency: Rwandan FrancEthnic groups: Hutu 85%, Tutsi 14%, Twa less than1 % Religion: Catholic: 50%, Traditional Africanreligion: 20%, Protestant: 20%, Muslim:10%Languages: Kinyarwanda, English, French.

Facts on Rwanda

RWANDA

A Brief history of Rwanda Before being colonised by Belgium, the Tutsi cattle lords

governed over a feudal-like system with the Hutu farmerstending the land and growing food crops. First the Germans, up toWorld War 1, and then the Belgians ruled Rwanda indirectly. TheTutsis remained dominant. The Belgians strengthened the rivalry byeducating the Tutsis and giving them positions of authority.

In 1959 the Hutus rebelled, took power and the Belgians withdrew.Tribal struggles continued. In 1963 civil war broke out again: 20,000died and 160,000 Tutsis were expelled from the country. From 1990-1993 Rwandan refugees in Uganda, mainly Tutsis, waged a civil war.On April 6th 1994, the Rwandan President was assassinated. This sparked off a wave ofmassacres which had been planned in the previous months by the President and the elitearound him who realised they were losing power. The massacres were carried out by Hutudeath squads and were aimed at anyone seen as a threat to the Hutu regime. In 100 days,800,000 Tutsis and Hutu moderates who opposed the genocide were massacred. Threequarters of the Tutsi population were killed. Many share responsibility for the genocide: thosewho planned and designed the mass murder, those who took part and those who knew itwould happen. Belgium, France, the USA and the United Nations knew the genocide wasbeing planned but did nothing to prevent it.

What Trócaire is doingTrócaire has been working in Rwanda since 1994 – the year of the genocide. Trócaire wasinitially involved in emergency relief but the focus of our work is now on supporting long-termdevelopment projects. These projects are run by local partners while Trócaire providesfunding, training and advice. The projects support four main types of work:

A Civil Society Programme promotes and protects human rights, sets up human rights clubsin schools, promotes peace and reconciliation and provides legal aid. A Food SecurityProgramme benefits 8,436 families grouped in 326 farmers’ associations. Under an IntegratedRural Development Programme food production projects run with 60 farmers associations andIncome generation projects have promoted 1000 small businesses, mainly among women.Finally, Trócaire supports Gacaca (pronounced Ga-cha-cha) the traditional justice systemwhich is investigating cases related to the genocide

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Notes for teacher


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Dominique and Eugenie are best friends. Theycome from Rwanda in Africa. There was aterrible war in their country. Now people arelearning to live together in peace.

Dominique is 8 years old. He has one brother.Eugenie is 7 years old. She has a younger sister,2 older sisters and 2 older brothers.

Dominique and Eugenie are both in 1st class atschool. There are 70 children in their class.Their school was built and furniture was boughtwith money from Trócaire.Dominique and Eugenie walk to school andarrive at 7.30 in the morning. They study beforeschool begins. School starts at 8 am and finishesat 4.30 pm. Dominique loves music at school.Eugenia likes Maths best. They also learnFrench, English, Kinyarwanda, Religion, Scienceand about how to live together in peace.

Dominique is learning aboutsorghum at school. Helearns how it grows. Theheads are taken off the topof the stalk. Sorghum isused to make porridge andbeer. Dominique made atruck out of sorghumat home and broughtit in to show histeacher.

In Rwanda, many children do notgo to school. They are neededto help out at home. To helpthe families, the children aregiven their lunch at school.

Because they live 4 km fromthe school, it would be toofar to go home at lunchtime.

The parents of thechildren in the schoolpay the two cooks who

cook the lunch in theschool. Each child has a

plate of their own. Theyget red kidney beans and

ugali which is made ofmaize. The children take

their food outside to eat.

Today, Dominique has just finished an exam. He

Dominique and Eugenie’s Story

Display the poster which accompanies this booklet. See page 3 for activities on the poster and tell the children the story which follows.

got 16 marks out of 20.The teacher is writing thison his hand so that he canshow his mother and fatherhow he got on. He is very happy withthe marks he got.

After they go home thegirls play skipping andthe boys play football.Sometimes the boys andgirls play Kibarikotogether. Kibariko is agame like hopscotch.Dominique listens tomusic on the radio. Thechildren also collectwater and help to lookafter the animals.Some families havegoats, others have cowsand others have pigs. Itdoes not cost much tokeep pigs and the cowsbecause they eat the leaves from banana treeswhich people have growing near their homes.

Talk about:Families: How many children are there in thefamily? How many children are in your family?What are their names?

School: What subjects do you and Dominiquelearn which are the same? Which other onesdoes he learn / do you learn? What is yourfavourite subject?How does the teacher let your parents know howyou are getting on in school? (e.g. stamp orcorrect in copy, talk to the parents, report cards)Show the children a report card and explain whatit says.

Making things: Dominique made a truck fromsorghum. Have you ever made anything? Howdid you make it?

Games: What is your favourite game? How doyou play it? Who do you play it with?

Animals: Look for pictures of goats, pigs andcows in the class library. Talk about what theylook like, what they eat, what they give us.Explain that Trócaire has helped people inRwanda to buy a goat, cow or pig. Discuss howan animal would help the people e.g. a cow givesmilk and manure and produces calves.

Kibarikoimagehere


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Drawing ov


To do:Talk about what is happening in the picture.

Dominique is showing his mother the result of his exam in school. Write in what Dominque’s mother issaying in the speech bubble.

Find the children playing Kibariko in the picture. Write in what they are saying in the speech bubble.

There are two things beginning with “s” in the picture: skipping and sorghum. Write the words besidethe correct picture.

Colour the picture.

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ver 2 pages


Conflict and Peace in RwandaThere was a terrible war in Rwanda 10 years ago. The people in Rwanda are working hard to livetogether in peace. Look at the pictures and draw a picture to show how Rwanda is today.

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People were fighting Today people live in peace

Houses were destroyed Today people have new houses

Schools were destroyed Today children go to school

Crops were burnt Crops are growing in the fields


Pulling TogetherYou will need: a hoop, 2 tables withsweets on each set up as indrawing.To do: Invite two children tostep into the hoop. Make surethat they are equidistant fromtheir table. Explain that they areto try to reach the sweets on thetable nearest to themselves. When they havereached the sweets, ask the children who wereinside the hoop how they felt: what were youthinking? how did you feel? were you thinkingabout the other person / the other sweets?Encourage the rest of the class to describewhat the problem was and how it was solved.

Conflict in our lives.You will need: copies of the role cards.To do: Explain to the children that peopleeverywhere come into conflict with oneanother. Ask them to think of times when theyhave been fighting with someone else. Askthem to tell what happened, what were theyfighting over, how did they feel, how did thefight come to an end.

Show the children Role Card 1. Ask them inpairs to pretend they are the children in thepicture and to do what they are doing in thepicture. Ask them to role-play what happensand to talk as if they are the children in thepicture. After a few moments, ask them tofreeze in their position. Go to an individualchild. Place your hand on his/her shoulder andask them to say what they are thinking aboutthe situation. Repeat this with a number ofchildren. Invite some pairs to act out theirrole-play for the whole class. Now, take thechildren out of role and ask them to sit back intheir places. Talk about what they would do ifsomething like that happened to them e.g. askfor the pencil back, tell the teacher etc.

Repeat the process with Role Card 2

Living Together in PeaceYou will need: large sheets of paper, crayons.To do: Talk about things the children could doso that everyone in the classroom can workand play together e.g. share, take turns, listento others, say how you feel, play together.Divide the class into groups. Give each group aword or phrase from the list. Ask them towrite it on their sheet of paper. Invite them todraw a picture to illustrate their word/phrase.Display these together in a prominent place inthe classroom. As conflicts arise in theclassroom remind the children of theirsuggestions by referring to their drawings.

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Role Card 1

Role Card 2


Activities for Juniorand Senior InfantsEnglish: oral language and writingExhibition: Children working and Playing TogetherYou will need: a camera, film, paper, pencils, photos ofchildren from around the world playing and working.To do: Take photos of the children doing things together atdifferent times during the school day e.g. playing together,working together in groups, helping each other. Developthe photos. Invite the children to mount the photos and toput a caption underneath e.g. Caoimhe and Sean playingfootball. Encourage the children to bring in photos ofchildren playing and working in different countries aroundthe world. Mount and caption as before - include thenames of these children if at all possible. Put up thedisplay with the heading We Work and Play Together.

Food: Recipe: Ugali /FufuThe children can help with peeling and pounding.You will need: Ingredients: 1 kg. of cassava, water.Utensils: saucepan, knife.To do: Peel the cassava. Leave in water for 4 days.Cut out the central hard core. Place the cassava in a pan ofboiling water and bring to the boil. Allow to simmer for 10minutes. Lift the cassava out of the pan and place in amortar. Pound with a pestle until it forms a soft dough.Place the dough in a dish and serve. In Rwanda it isusually served with fish or stew.

FruitsYou will need: mangoes, pineapple, strawberries.To do: Display fruits which are eaten in Rwanda: mangoes,pineapple, strawberries. Encourage the children to usetheir senses to explore the fruits: touch: place a blindfoldon individual children and ask them to feel the fruit,describe what it feels like and guess which fruit. Taste:sweet, sour, soft, smooth, rough. Sight: describe whateach fruit looks like: colour, shape, size, order fromsmallest to biggest, group according to colour. Smell:sweet, sugary.

Visual ArtsPaint and Colour: FlagsYou will need: paper, straws, staples, stapler and blue,green and yellow crayons.To do: Talk about flags. Ask the children to talk about flagsthey know e.g. the flag of their country, the flag of theircounty, local community. Discuss colours, when they areflown. Explain that after the war in Rwanda the peopledecide to have a new flag to show that people wanted to livein peace. Show a drawing of the Rwandan flag (copydrawing given here onto chalkboard or large sheet of paperand colour appropriately. The new flag is blue, green andyellow. Blue is for peace and calm, green for prosperity,work and productivityand yellow (sun) forhope and

transparency. Give each child a sheet of paper, a straw andpaints. Encourage the children to draw the Rwandan flagusing the appropriate colours. Fold the short edge of theflag over the straw and secure with staples.

Drawing: Peace BraceletYou will need: a strip of cardboard foreach child, crayons.To do: Distribute the crayons andcardboard strips. Explain to the children that they aregoing to make a Peace Bracelet. Each child will give awaytheir bracelet and receive another one. Discuss how theycould decorate their bracelets to show peace: shakinghands, holding hands, kisses, a dove etc. Invite thechildren to decorate their bracelet on one side and to write“From (own name)” on the other side of the cardboardstrip. Fold over the strip to show the picture on the outsideand the name on the inside. Secure with selotape.

Invite the children to put their bracelets into a “hat” or box.Explain that every bracelet is special because it is the workof a child in the class. Next, invite each child to close theireyes and take a bracelet from the box.Suggestion: Do this as part of the Prayer Service onpage14.

Clay and Construction: Mud houses.You will need: clay, straw, glue, cardboard scissors, staples,stapler, twigs.To do: Help the children to form a circle with a roll of clayto make the low round wall of the house. Cut out acardboard circle. Cut from the outside to the centre andfold it over to make a cone shape. Secure with staple.Glue on straw to make the thatch. Place on top of the wall.Display on large tray or breadboard. Recreate theRwandan landscape by forming hills with clay (Rwanda iscalled the land of a thousand hills), sticking in twigs fortrees on the hillsides etc. Group some of the houses tomake a village.

Physical EducationGame: Kibariko or PiggyYou will need: a grid marked out on the floor as shown inthe diagram.To do: The first player stands outside the grid and throwshis/her stone into the bottom left hand box. S/he jumps intothis box on one leg and pushes the stone with his/her footinto the next box in the left hand column. The stone mustnot go outside the box or onto a line. The player continuesto the next box in the left hand column, on one leg, pushingthe stone as before. When s/he reaches the fifth box in theleft hand column s/he then pushes the stone into the topright hand box, turns around and pushes the stone into theboxes in the next column to arrive back at the beginning. Ifthe player completes the grid, s/he can claim the first boxand is the only player allowed to step in the box. The otherplayers proceed in the same way avoiding any claimed box.The player who has claimed the highest number of boxes bythe end of the game is the winner.

Religious EducationLinks with Alive-O Series Alive-O 1: Term 1 Lesson 11:This is Where I Belong.Alive-O 2: Term 2 Lessons 2 & 3: Peace Within Me, PeaceAround Me.

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Activities for 1st and2nd class / KeyStage 1ScienceEnvironmental awareness and careYou will need: large sheets of paper, crayons.To do: Discuss which plants and animals the peopleof Rwanda depend on and how Trócaire has helpedby providing animals. Develop a simple food chainwith the children e.g. the sun gives energy to thegrass, the soil gives the grass food and a place togrow, air and water help the grass to grow, thegrass gives energy to the cow, the cow uses theenergy to make milk, Dominique gets energy fromthe milk he drinks. Dominique uses the energy toplay football/ learn at school/ fetch water. Dividethe class into groups. Ask each group to illustratea particular aspect of the food chain. Give eachgroup a piece of paper and crayons. A similar foodchain could be developed on sorghum or maize.

Physical EducationGame: Football: try out some football skills usinga ball similar to that used in Rwanda: gather abundle of large leaves, cover them with a plasticbag and wind string around the bundle to make aball. Discuss the advantages and disadvantages ofthis ball over a football we might use.

Game: SkippingYou will need: skippingropes, large area,Lenten Box.To do: Display theLenten box showingJosienne aged 12skipping. Explain thatchildren in Rwandaenjoy playing gameswith skipping ropes.Josienne’s skippingrope is made from thebark of a banana tree.Discuss what the children’sown skipping ropes are madefrom e.g. rope, nylon. Invite thechildren to explain or demonstratetheir favourite skipping games.Here are some to try:

Individual Games: skip on the spot with 2 feettogether– frontwards / backwards; skip on the spot one foot at a time frontwards /backwards; move around the room skipping –frontwards / backwards

Group Games: Traditional skipping: two childrenhold one end of the skipping rope each. The rest of

the group line up. The pair twirls the rope whilethe children take it in turns to run into the centreand skip on the spot. Try these variations: eachchild runs in, skips once and out other end andruns back to the line, child skips on the spot tothe count of 10, child turns around whilejumping, rope is raised slightly, rope is loweredslightly. Remember to give those holding therope a turn.

Snake: two children hold the skipping rope ateither end and place it on the ground. Theywriggle the rope so that it resembles a snakemoving. The rest of the group run over the ropetrying not to step on it.

Limbo dancing: Two children hold the rope, oneat either end. They pull the rope tightly and holdit at an agreed height. The rest of the group takeit in turns to “limbo dance” under the rope i.e.they lean backwards to get under the rope. Afterall have had a turn, lower the rope slightly andrepeat. Continue in this way. See how low theycan limbo!

Arts Education: ClapperYou will need: a cheeseor small round box, a thinstick, about 24cm long, 2pieces of string 12cmlong, 2 small beads,paint, paintbrushes, stickytape.To do: Recall howDominique likes music.He also likes making things.Explain that the children are going tomake a musical instrument which isplayed in Rwanda. Distributethe round boxes and paints.Invite each child to paint theirbox and leave it to dry. Next,make a hole in one end of thebox and put in the top end ofthe stick. Secure the stickwith sticky tape. Tie a bead toeach piece of string. Attach thestrings to the sides of the cheese box with stickytape.To use: Hold the stick of the clapper in your handand twist it from side to side to make a clappingsound.

Religious Education Links with the Alive-O SeriesAlive-O 3: Term 2 Lessons 6 & 7: Losing My Way,Time to Change.Alive-O 4: Term 2 Lesson 7: Being a Bully, BeingUnfair, Being Selfish.

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WORDSEARCH WORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCHWORDSEARCH WORDSEARCH

1st and 2nd class/Key Stage 1 worksheet

WORDsearch

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b k p e a c e c fa i g o a t s o En b e a n s a w ua a R w a n d a g

n r f r i e n d ea i A f r i c a ns k d d u g a l iD o m i n i q u e

Africa kibariko bananas beansRwanda ugali cow goatsDominique friend peace Eugenie

To do: Complete the wordsearch by finding the words in the workbox.In your copybook, write your own story about Rwanda. Use the words in the Wordbox to help. Draw a picture to go with the story.

WORDbox


�Prayer ServiceYou will need: candle, large colourful cloth, picture of houses from Introductory Activities, posteraccompanying this pack, peaceful picture of people in Ireland perhaps taken from newspaper, globe /world map, children’s peace bracelets gathered in a basket, ball.

Preparation: Gather the children in a circle. Place the cloth in the centre on the floor. Light the candleand place it on cloth. Place the basket of peace bracelets on the cloth.

Song: The Friendly Game

The Sign of the Cross.

Teacher: Sometimes at home, we quarrel with our brothers and sisters.Child 1: God, help us to live in peace at home. (Place child’s drawing of house from Introductory

Activities on cloth)All: Let there be peace.

Teacher: Sometimes we quarrel in the playground at school. (Place ball on cloth)Child 2: God, help us to play in peace.All: Let there be peace.

Teacher: People fight with one another in parts of Ireland today. (Place photo of people in Irelandon cloth)

Child 3: God, help people in Ireland to live in peace.All: Let there be peace.

Teacher: In Rwanda, people have suffered because of war. (Place Lenten poster on cloth)Child 3: God, help people in Rwanda to live in peace.All: Let there be peace.

Teacher: Around the world today, people are without homes, food and schools because of war.(Place the globe on the cloth).

Child 4: God, help people around the world to live in peace.

All: Let there be peace.

Teacher: For times when we have not shown love to others we pray:

All: O my God, I thank you for loving me.I am sorry for all my sins,for not loving others and not loving you.Help me to live like Jesus and not sin again. Amen.

Let us show our love for one another by giving our Peace Bracelets to one another. Passaround the basket and invite the children with their eyes closed to take a bracelet from thebasket. Invite them to read whom it is from and to thank the person who made it.

Song: Connected.

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image for this page?


LTROCAIRE BETTER WORLD AWARDAims:To encourage children to work co-operatively in exploring Trócaire’s Lenten theme.

Entries must be:• Based on Trócaire’s Lenten theme 2004

• Done by pupils working co-operatively in groups.

Suggested activities:

• Paint a mural or series of paintings, do a group drawing showing images of Rwanda.

• Make a model of a Rwandan village with Dominique’s and Eugenie’s school. Mud houses could bemade of clay and brick houses made using cardboard boxes.

• Put on an exhibition on the Lenten theme for the rest of the school, the parents, the local library.Include the activities from this booklet. Show how Trócaire has helped people inRwanda.

• Design a class book on Rwanda: include drawings, simple sentencesdone by the children.

• Make a video of the children doing role-plays on conflict, talkingabout their worksheets, talking about life in Rwanda.

The Awards:Members of each group who submit an entry will receive aTrócaire Better World certificate. In addition, therewill be awards for groups whose entries are ofspecial merit. The merit awards will include:

• WATOTO – Trócaire’s resource forearly years education

• A set of books for the classlibrary including storybooks,games books, and alphabetbooks – all with a globaltheme.

• A banana picture and photo frame from Rwanda

Send your entry by Wednesday,April 21st, 2004 to: Trócaire, 9Cook Street, Cork or 50 King Street,Belfast BT16AD. Please, mark yourentryTrócaire’s Better World Award.

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Resources and Trócaire Resource Centres

The following resources are available fromTrócaire Resource Centres:

Watoto – Children from Around the WorldTrocaire 2001 €25.00/Stg20.00A resource for Early School Educators. The pack features Luisfrom Bolivia, Amy from the Philippines, Ever and Melissa fromHonduras and Cecelia from Kenya. It contains activities, 32 x A3photographs, and a music tape.

W is for World Frances Lincoln Publishers, 1998 €10.00/£8.00A Round-the-World ABC - this beautifully illustrated book takeschildren on a round- the world alphabet experience through overtwenty countries from Greenland to Vietnam.

A is for AfricaFrances Lincoln Publishers, 1998 €10.00/£8.00From Beads to Drums to Masquerades, from Grandmother toYams this photograph alphabet captures the rhythms of day-today village life in Africa.

Ebele’s Favourite – A Book of African GamesFrances Lincoln Publishers, 1998 €10.00/£8.00Contains African games with vivid photography, a story andinstructions for playing the games.

A Triangle for Adaora – An African Book of ShapesFrances Lincoln Publishers, 1998 €10.00/£8.00A colourful photograph book in which Adaora and her cousinexplore shapes they find around them, a rectangular hat, circletopped elephant drums, plants with heart shaped leaves, acrescent shaped plantain.

Around the World Series: Clothes,Festivals, Food, Games, Homes, Schools,Sports, TransportHeinemann Library 2002. €15.00/£12.00 eachEach book in the series explores an aspect of life that young readers willrecognise. It explains how people around the world have needs and activitiesin common and how these can be similar in different parts of the world.

The World in the Classroom – DevelopmentEducation in the Primary CurriculumPrimary School Development Education Project, CDU,Mary Immaculate College, €12.70/ £10.00A resource for teachers exploring developmenteducation methodologies and identifying opportunitiesfor a development perspective in each of the subjectareas in the new Primary Curriculum

MAPSAfrica Map 60x40cm €1.90/£1.50

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

Resource Centres

•Maynooth, Co. Kildare. Tel: (01) 629 3333, Fax: (01) 629 0661, e-mail: info@trócaire.org

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

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

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

Written by Sheila Dillon.Artwork by Rachel Abraham.

Design and printing by Genprint.


r6780 junior primary resource - trocaire

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