Alive at Five: The Silent Crisis of Child Deaths

8/8/2019 Alive at Five: The Silent Crisis of Child Deaths

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Alive at 5The Silent Global Crisis o Child Deaths

A multi-literacy, multimedia resource or grades 7 to 10


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Alive at 5The Silent Global Crisis o Child Deaths


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This educational resource was produced by World Vision Canada and adapted by World VisionResources, World Vision United States.

World Vision United States is grate ul to World Vision Canadas Education and Public Engagement teamor allowing this resource to be adapted or use in the U.S.

World Vision U.S.Mail Stop 321, P.O. Box 9716, Federal Way, WA [email protected] director: Milana McLeadEditor-in-chie : Jane Sutton-Redner Project editor: Laurie DelgattoAuthor: Sarah HutchisonContributing authors: Arne Bergstrom, Doug Blackburn, Lara Bozabalian, Scott Brown, Miriam Chang,Laurie Delgatto, Reni K. Jacob, Ron Lancaster, Clara Law, Danielle Lobo, Desmond Miller, Steve SimonProject reviewers: Craig Jaggers, Carolyn Kruger, Sheryl WatkinsCopyediting and design: Creative Solutions, World Vision U.S.

Sales and distribution manager: Jojo Palmer Printed in the United States o America

ISBN 978-09819235-8-1

The Scripture in this resource is rom the HOLY BIBLE, NEW INTERNATIONAL VERSION. NIV.Copyright 1973, 1978, 1984 by International Bible Society. Used by permission o Zondervan. All rightsreserved.

During the preparation o this resource, all citations, acts, gures, names, addresses, telephone numbers,

Internet URLs, and other cited in ormation were veri ed or accuracy. World Vision Resources has madeevery attempt to re erence current and valid sources, but we cannot guarantee the content o any sourceand we are not responsible or any changes that may have occurred since our veri cation. I you nd anerror in, or have a question or concern about, any o the in ormation or sources listed within, pleasecontact World Vision Resources.

Copyright 2010 World Vision, Inc. All rights reserved. No part o this resource may be reproduced by any means without the writ ten permission o the publisher (unless otherwise indicated).


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Table o Contents

Introduction

Global Child Survival: An Overview 7

Module 1: Understanding the Basics Activity 1:Survive to 5: The Birth Lottery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Activity 2:Understanding Problems and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

ResourcesLeaders Script , Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Role-Play Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Module 2: Child Health in the News Activity 1:Examining Media Coverage o Global Child Health . . . . . . . . . . . . . . . . . . . . . . 21

Activity 2:Filling the Gap Press Con erence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Handout

Global Child Health in the Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Module 3: The Power o Numbers

Activity 1:Exploring In ant and Child Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Activity 2:Reducing Child Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

HandoutsHandout 1: Global Child Survival. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Handout 2: Reducing Child Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Module 4: The Power o Words Activity 1:Poetry Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Activity 2:Vox Populi: Spoken Word Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

HandoutsHandout 1: At First Glance 32

Handout 2: Abdulas Story 33 Handout 3: Tips or Writing and Per orming Spoken Word Poetry . . . . . . . . . . . . . . . . . . 34

Module 5: Making Good on the MDGs Activity 1:Millennium Development Goals Web Quest . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Activity 2:Podcasting or Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

HandoutsHandout 1: Web Quest 38

Handout 2: Podcasting or Progress 39 Handout 3: Creating a Video Podcast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Taking Action: Youth-Led Initiatives 45Supplementary Materials

Fact Sheet 1: Maternal and Newborn Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Fact Sheet 2: Pneumonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Fact Sheet 3: Diarrheal Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Fact Sheet 4: Sanitation and Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Fact Sheet 5: Malaria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Fact Sheet 6: Malnutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Glossary o Technical Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Prayer Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Further Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57


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In about the time it takes to read this sentence, a child under the age o 5 willdie. That child likely lived in a developing country and died rom causes that werepreventable or treatable. The odds are good that this child was malnourishedand that his or her mother was sick or malnourished. The medicines and health

interventions he or she needed exist, but arent equally available to all. This childwill be mourned by amily and riends, but in the rest o the world his or her deathwill go unnoticed, because every 3.5 seconds the same story is repeated.

Alive at 5 is a multi-literacy, multimedia approach to studying an impor tant currentglobal issue. Students will explore the topic o global child health and survival whiledeveloping media, technological, oral, written, visual, kinesthetic, and numericalliteracy skills.

Developing attitudes and skills to engage with global issues requires opportunitiesto acquire new in ormation, develop understanding and empathy, and critically

refect on the issues. These skills are developed over time and through a variety o approaches. Alive at 5 helps students think critically about the topic o child healthand survival, while encouraging constructive expression o their opinions. Use themodules, extension activities, and recommended resources in Alive at 5to helpstudents build the atti tudes and skills they need to meaning ully engage with their world as local and global citizens.

This resource provides tools and activities that suppor t curricular outcomes insocial studies, health sciences, dramatic arts, language arts, media studies,communications technology, and mathematics The activities are best used withgrades 7 through 10, but are easily adapted to other grade levels or less ormal

learning groups or settings.

Introduction

Look or these icons at the beginning o each module to signi y curricular outcomes

The modules are designed to address di erentiated learning styles by includingstandalone lessons, a multi-literacy approach, the use o technological tools,

increasing complexity in thinking skills, and a variety o s trategies or buildingstudent knowledge and constructing responses.

Note: This resource includes links to various websites that access online tools andextend background in ormation or teachers. World Vision Resources does notguarantee the content o these websites as they are subject to change, nor shouldthe content o these websites be understood to refect World Visions values.

language arts communications

technologymedia studiessocial studies dramatic arts mathematicshealth

sciences


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In the year 2000, leaders o the worlds wealthiest nations made a commitment tothe worlds children. They pledged that by the year 2015, two-thirds ewer childrenwould die rom preventable causes than in 1990 (Millennium Development Goal 4).Currently, the world is not on track to keep that pledge

Every day, more than 24,000 children die be ore reaching their th birthday. Most o these children live in developing countries and die rom causes that are preventable or treatable.

The main causes o death among these children are pneumonia; diarrheal diseases;pre-term births; asphyxia (lack o oxygen, o ten during bir th); and malaria. In many o these deaths, malnutrition is an underlying issue.

Many actors make it di cult to reduce child mortality. Lesser-developed countriesstruggle with inadequate health services, lack o clean water and sanitation,

illiteracy (especially among women and girls), gender discrimination, and isolation o communities as a result o poor in rastructure, natural disasters, and confict.

Newborn and Maternal HealthA signi cant proportion o under-5 child deaths occur in the newborn periodthe

rst 28 days o li e. O the estimated 8.8 million children under 5 who died in 2008,more than 40 percent perished in the newborn period, with 2 million children dyingthe day they were born and another 2 million in their rst month.

While some countries have seen an improvement in the number o in ant deaths,the slow progress in other regions, such as sub-Saharan A rica, is o great concern.

This lack o progress is due to many actors, one being the challenge o improving thehealth o mothers. Currently, o the eight Millennium Development Goals (MDGs), itis Goal 5, improving maternal health, that is urthest rom being realized. It is widely accepted that we will not achieve MDG Goal 4, reducing child mortality, without alsoaddressing maternal health.

Addressing the ProblemPreventing the deaths o millions o children requires an integrated approachand an increase in low-cost interventions such as nutrition training; distributiono nutritional supplements such as vitamin A, iodized salt, and iron; education inbreast eeding, hygiene, and sanitation pract ices; birth spacing and skilled birth

attendants; access to antibiotics and immunizations; oral rehydration therapy (ORT);and ready-to-use therapeutic oods (RUTFs). Changes are also needed to improvehealthcare acilities and systems, remove social barriers or women, and addressindirect actors, such as illiteracy, that result in poor health.

World Vision takes a community-based, multi-sectoral approach to improving childhealth. Nutrition and health-related e orts are linked with e orts in agriculture, water and sanitation, household ood security, and education to ensure greatest impact.

Global Child Survival: An Overview

(Sources: UNICEF,Child Survival: A Global Challenge; The Lancet: press release, Mixed Progress in Reducing World Under-5 Mortality, with Most Regions Not onTrack to Meet Millennium Development Goal 4, September 10, 2009; Peterson, Anne, Impatient or Revolution; World Vision, Global Future,2007)

Permission to reproduce is gr anted. 2010 World Vision, Inc.


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Preparation

Mark a starting line across the middle o the roomwith masking tape. The line must be long enough

or all participants to stand in a single line. Take10 steps orward rom the start line and create asecond masking-tape line, labeling it Healthy at 5.

Take nine steps back rom the start line and createa third line, labeling it Sick at 5.

Lesson steps

Divide the students into pairs and provide eachpair with a blank sheet o paper and a marker.Ask the pairs to brainstorm the most important things a child needs to behealthy. Have them list these as the ingredients o a healthy child. Ask themto assign points to each ingredient based on its importance (the greater theimportance, the more points). The list o points should add up to 100.

Math extension: Create a pie graph to represent the percentageso each ingredient out o 100.

Join pairs into groups o our. Provide each group with a sheet o newsprintand ask them to reach a consensus on the ve most important ingredients.

Once the groups have completed this task, invite each group to share their results with the whole class. When all o the groups have presented, invite theentire class to vote on the top ve most important ingredients.

Activity 1: Survive to 5: The Birth Lottery (60 minutes)

Subjects o emphasis:

Materials Needed Copy o Leaders Script,Activity 1, ound on page 12 Copies o Role-Play Cards(printed and cut out), oundon pages 14-20 (I you havemore than 25 students, youwill need two sets o cards ) Masking tape Newsprint Markers Blank sheets o paper

Sick at 5 line

Healthy at 5 line1 0 s t e p s

9 s t e p s

Start line

social studies

Students will:

Use visual, spatial, kinesthetic, listening, and critical thinking skills Draw meaning from various texts and work constructively in groups Compare the health of children in the U.S. to that of children in

other countries Understand factors contributing to the health and well-being of children Investigate low-cost, effective solutions to under-5 child mortality

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2

3

dramatic arts

Module 1:

Understanding the Basics

healthsciences


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Lead the students in a discussion using the ollowingquestions:

Was it easy or di fcult to prioritize the ingredients? How was consensus achieved?

Outline the rules o the Survive to 5 game with theollowing comments:

You are about to play a game of survival. You are achild under the age of 5 in a country somewhere inthe world.You might be lucky. You might live in a country wherethere is good healthcare or children, you get to go toschool, and your parents are employed.You might not be so lucky. In your country, there maybe many diseases that threaten your health, or you

might be an orphan who has to work instead of goingto school.Your goal in this game is to survive to your fthbirthday.Each of you will get a country identity card. Read itcarefully and keep it secret. Based on what is writtenon your card, in this game you will take steps towardgood health and survival, or steps that lead youbackward to illness and possibly death.Lets begin.

Give each participant a role-play card and invite them toread their cards to themselves silently. Then ask them toline up along the star t line acing toward the Healthy at5 line.

Using the Leaders Script on page 12, read aloud thein ormation or the rst category (birth weight) and thecorresponding instruction. Create and hold up a visibleheading sign so the participants will know which act ontheir role-play cards corresponds with bir th weight. Based on

what is written on their cards, the participants will respondwith a step orward or a step back. Repeat this process or aother categories, ollowing them in the order listed.

At the end o the game, explain that:Those of you who reached the Healthy at 5 line survived to 5 years old; those who did not are cl to illness and death.

Those of you in the middle survived your rst vbut you may have health problems as you grow olThose at the Sick at 5 line are at greatest risk

Ask participants to read aloud their countries and role-play names. Then lead a discussion using the ollowing questions

What surprised you most during this activity? What was the biggest challenge to your health? How do you feel about children who were healthieyou, or those who died before age 5? How would you help children who were less healthyou? What would you say to them? What do they

Conclude by inviting participants to join you in prayer. Pray

that all countries will work toward the common good o children. Pray or a day when the worlds resources areshared in such a way that no child goes without ood, shelter,medical care, or education.

script

Lesson Extensions

Distribute colored dot stickers to all game participants: green stickers to those closestto the Healthy at 5 line, red stickers to those closest to Sick at 5, and yellow stickersto all others. Ask players to place stickers on their role-play countries on a world mapor globe. What patterns are there in the placement o the colored stickers on the map?Why do you think these patterns exist?

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Activity 2: Understanding Problems and Solutions (75 minut

Materials Needed

Copies o Fact Sheets, ound onpages 46-51 Blank sheets o paper Masking tape Access to computers andInternet (optional)

Example o a word cloud See wordle net or more examples

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Preparation

Create seven header signs, each with one o the ollowing causes o under-5mortality on the ront and the associated percentage on the back:

Neonatal causes (37%) Diarrheal diseases (17%)Measles (4%) Malnutrition (underlies 35%-50% o all deathPneumonia (19%) Malaria (8%)AIDS (3%)

Lesson steps

Provide each student with a blank sheet o paper. Ask students to individually brainstorm seven to 10 main causes o death or children under the age o 5around the world. Tell them to arrange the causes in a word cloud. A word

cloud (or tag cloud) is a list o words that describe a theme or idea. The textsize o each idea refects its importanceso the greater the number o childrena participant thinks die rom a given cause, the larger the corresponding textshould be.

Post all the word clouds or participants to see. Then lead participants in adiscussion using the ollowing questions:

Which ideas are common?Are there any ideas you had not thought of?Which ones would you like to know more about?

Choose six volunteers. Give each o them one o six prepared signs, which readpneumonia, malaria, AIDS, diarrheal diseases, measles,and neonatal causes. Line upthe volunteers acing the class with the headings on the signs acing out. Use theFact Sheets to briefy describe each direct cause o child mortality.

Ask the class to provide suggestions or ordering the six students into a line,ranking them rom the least cause o child mortality to the greatest. Once anorder is agreed upon, have the volunteers turn the signs around to reveal thecorresponding percentages. Re-order the line-up i necessary.

Lead a discussion using the ollowing questions:

How did your ideas about the causes of child mortality compare with the actual causes? What do most of these causes have in common?(Answer: They arepreventable)

Choose another student volunteer to hold the malnutrition sign with thepercentage acing in. Explain that malnutrition is both a direct cause and anunderlying actor (or indirect cause) in under-5 deaths because it impacts the

unction o a childs immune system. Ask s tudents to guess what percentageo child deaths are attr ibutable to malnutrition. Reveal the answer.


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Lesson ExtensionsExplore techniques used in e ective public health advertising campaigns. Re er to the

Design Your Own Health Campaign resource shown in Further Resources (page 57).Design a public health ad campaign around one o the issues rom the act sheets.

Respond to the ollowing quotations in in ormal discussions or ormal debates, within thecontext o the issue o child health and survival:

Only the educated are ree. Epictetus (Greek philosopher) There can be no keener revelation of a societys soul than the way in which it treats

its children. Nelson Mandela ( ormer president o South A rica) Millions of children are dying because they are poor, forgotten, or just unlucky

enough to be born in the wrong place. David Morley (Save the Children) Children are the worlds most valuable resource and its best hope for the future.

John F. Kennedy (35th U.S. president)

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Explore some o the direct and indirect causes o childmortality in more detail using the Fact Sheets and one or more o the suggested activities below.

Summarize and clari y Pairs o students read a act sheet. One partner verbally summarizes the contents to the other without reading

rom the sheet. The other par tner then clari es whatwas heard by repeating the in ormation. The summarizer corrects anything that was missed or misinterpreted.

KWL stations Create charts with the headings What I Know, WhatI Want to Know, and What I Learned. Students rotatein six small groups through Fact Sheet stations. Be oremoving to a new station they ll in the rs t two columns

or that act sheet, lling in the third column a ter readingand discussing the Think and Debate questions. Eachgroup contributes to a collective response on one o the act sheets or presentation to the class.

Expert groups Students work in groups to become experts on one o the act sheet topics. New groups are ormed with onemember rom each expert group. Each expert teachesthe others in the group about their topic.

Debates Students discuss the questions rom the act sheets by researching pro and con arguments and hosting a ormaldebate.

Wordles Visit ww w.wordle.net to create word clouds usingtext rom the act sheets. Students print and post theword clouds or a walk-past, noting which ideas areemphasized most in each act sheet and why.

A ter students have worked with the act sheets, discuss

the links between the di erent causes and interventions.Create a mind map to show the connections visually.

Note: Pneumonia, malaria, and diarrheal diseases aredirect causes o child mortality, while maternal healthand water and sanitation are indirect actors Malnutritiois considered to be both a direct cause and an indirect

actor: cases o acute malnutrition can lead to death,but even moderate malnutrition makes children moresusceptible to deadly diseases like pneumonia and diarrhea

Discuss the connections between the direct and indirectcauses o child mortality. What interventions or solutionsexist to tackle the complexities o improving childsurvival? Can you think o others? Who is responsible

or implementing these solutions?

Choose one o the prayers ound on pages 53 through 56to conclude your class time.


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Birth WeightIn many poor countries, pregnant women dont get su cient ood or healthcare to deliver healthy weight babies. A child born underweight willstruggle to develop strong bones and muscles and will have trouble reaching a

proper weight. The childs immune system will be too weak to ght o diseaseand the child may have learning di culties later in li e.

Take one step forward if you were born at a healthy weightTake one step back if that wasnt your fate.

HealthcareWhen you are young you get shots, or vaccinations, to protect you againstpreventable diseases like measles and polio. However, in some countrieshealthcare is not easily available and many people are too poor to see adoctor. I a amily lives in a remote area, a mother may not be able to get her child to a medical clinic. Children who dont get their shots can get sick anddie rom preventable diseases.

Take one step forward if youve had your shots;Take one step back if you have not.

FoodProper nutrition is one o the most important actors in staying healthy. Good

ood helps children grow strong. In the United States we have an abundanceo high-quality ood. But in many other countries, children eat only one or two

meals a day. Some children may go or days without eating because ood ishard to nd and expensive to buy.

Take one step forward if you get three meals a day;Take one step back if you eat less and are too hungry to p

Water and SanitationThe United States is blessed with dependable resh water sources and goodpublic sewer systems. However, large numbers o people around the world donot have access to sa e, clean water. Because they dont have proper toilets,sewers, or water treatment systems, the water they drink contains dangerous

parasites and bacteria that cause disease and diarrhea in young children.When children have untreated, chronic diarrhea, they cannot keep enoughnutrients or fuids in their bodies. Thats why diarrhea is a leading cause o death in children under 5.

Take one step forward if you drink clean water from a tap;Take one step back if this is what you lack.Take one step forward if theres a toilet in your home;Take one step back if you are forced to roam.

Module 1: Leaders Script, Activity 1

gamedirection

gamedirection

gamedirection

gamedirection


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EducationIn the United States, school is ree or all children, no matter who they are or how much money their amily has. But or many children around the world, school is not an option. I

their parents dont have money to pay school costs, childrenmay have to work or stay home to do chores. Girls areo ten kept at home to look a ter their brothers and sis terswhile their mothers go to work. Children who attend schoolare more likely to be healthy and able to get better jobs inthe uture so that one day they can take care o their own

amilies. Children in school are also sa er than those whowork or live on the streets.

Take one step forward if your days are spent in school;

Take one step back if this is not the rule.

MalariaMalaria is a serious and sometimes deadly disease carriedby certain types o mosquitoes. It is a leading cause o death worldwide. Although we have many mosquitoes inthe United States, none o them carry the malaria parasite.Mosquito bed nets treated with special chemicals are cheapto make and very e ective in preventing mosquito bites. Yetin many countries where malaria is a problem, many childrenunder the age o 5 do not sleep under a treated bed net.

Take one step forward if you have a mosquito net;

Take one step back if this is something you didnt get.

HIV and AIDSThe human immunode ciency virus, or HIV, causes AIDS, a

atal disease o the immune system that a ects more than33 million people worldwide. The rate o AIDS in the United

States is very low, but in some countries it is as high as onein every our adults. Although there is no cure or AIDS, li e-saving drugs exist that can control it. But in poor countries,the drugs are either too expensive or not available at all.Many children have been orphaned because one or botho their parents died as a result o AIDS, and many childrenhave been in ected with HIV themselves.

Take one step forward if your parents are alive;Take one step back if one or both have died.

Permission to reproduce is granted 2010 World Vision, Inc

EmploymentParents who work can pay the costs o raising healthy children. They can buy nutritious ood, pay medical ees, andpay or school costs. Children o unemployed parents may

get poor-quality nutrition and may not get the healthcarethey need. These children are also more likely to work instead o going to school, and may be exposed to unsa eand unhealthy working conditions, such as scavenging ingarbage dumps.

Take one step forward if one or both parents work for your daily bread;

Take one step back if you or your siblings work instead.game

direction

gamedirection

gamedirection

gamedirection


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Module 1: Role-play cards

I was born with a goodbirth weight.

I received all my shotswhen I was young.

I eat three meals a day.

I have a water tap andtoilet in my home.

I am able to attend school. I live in an area without

malaria and dont needa mosquito net.

No one in my family hasHIV or AIDS.

Both my parents have jobs.

I was born underweight.

I did not receive any shotswhen I was young.

I get only one meal a day.

I have a water tap near my home but do not havea toilet.

I am not able to attendschool.

I have a mosquito net.

My father died because o AIDS.

My mother does not havea job and my siblings work.








Both my parents have jobs





I am able to attend school.

I do not have a mosquitonet.

Neither of my parents has HIV or AIDS.

Only my father has a job.

USA

Haiti

Canada

Dominican Republic

Pacifc Ocean

Pacifc Ocean

Pacifc Ocean

Atlantic Ocean

Atlantic Ocean

Atlantic Ocean

Pacifc OceanAtlantic Ocean

Alive at 5, Module 1: Role-play cards Alive at 5, Module 1: Role-pla


YOU ARE Andrew Julia

YOU ARE Emmanuel Johanne YOU ARE Marciel Ana

YOU ARE Steven Caroline


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I eat two meals a day.




Neither of my parents hasHIV or AIDS.

Only my mother has a job.







My mother died because o AIDS.






I am able to attend school. I have a mosquito net.








I live in an area withoutmalaria and dont needa mosquito net.


Only my mother has a job.

El Salvador

Brazil

Nicaragua

Peru

Pacifc Ocean

Atlantic Ocean

Pacifc Ocean

Atlantic Ocean

Pacifc Ocean

Atlantic Ocean

Atlantic Ocean



YOU ARE Augusto Maria YOU ARE Andres Cecelia

YOU ARE Antonio Claudia YOU ARE Ernesto Talia


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Module 1: Role-play cards, continued















Neither o my parents hasHIV or AIDS.






I am able to attend school



Both my parents have job







My ather died becauseo AIDS.

Only my mother has a job

Mexico

France Ukraine

United Kingdom

Pacifc Ocean

Atlantic Ocean

Atlantic Ocean Atlantic Ocean

Atlantic Ocean

EUROPE

EUROPE

EUROPE

AFRICAAFRICA

YOU ARE Alejandro Gabriela YOU ARE Daniel Emma

YOU ARE Thomas Mathilde YOU ARE Ivan Katerina




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I eat one meal every other day.

I do not have a water tap or toilet in my home.

I am not able toattend school.

I do not have amosquito net.

Both my parents diedbecause o AIDS.

My brothers have to work because my parents died.


I did not receive any shots when I was young.


I do not have a water tapor toilet in my home.




I work because bothmy parents have died.




I do not have a water tapor toilet in my home.


I do not have amosquito net.

Neither o my parentshas HIV or AIDS.

Only my ather has a job




I have a water tap near my home but do not havea toilet.




Only my mother has a job

Sierra Leone

Ethiopia

Niger

Tanzania

Indian Ocean Indian Ocean

AFRICA

AFRICA

AFRICA

AFRICA

Atlantic Ocean

Atlantic OceanAtlantic Ocean

Atlantic Ocean

YOU ARE Samuel Mariama YOU ARE Ibrahim Hadiza

YOU ARE Aamina Bekele YOU ARE Endari Amidah




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I have a water tap nearby but no toilet in my home.



My mother died becauseo AIDS.

Only my ather has a job.








I have to work because my parents died.






I have a mosquito net.


My older siblings work to support my amily.



I rarely eat because my parents cannot a ord

ood.

I do not have a water tap

or toilet in my home.



No one in my amily hasHIV or AIDS.

I have to work because m

parents do not have jobs.

Uganda

South A rica A ghanistan

Malawi

Indian Ocean

Indian Ocean

Indian Ocean

Atlantic Ocean

Atlantic Ocean

Indian Ocean

AFRICA

China

India

Atlantic Ocean

YOU ARE Willy Eseeri YOU ARE Chikumbu Saliza

YOU ARE Mamello Puleng YOU ARE Asse Soraya




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I live near a water tapbut dont have a toiletin my home.




I have to work since my ather doesnt have a job.




I have a water tap but notoilet in my home.




Only my ather has a job.



I get one meal every other day.

I live near a water tapbut do not have a toiletin my home.




I have to work since my ather doesnt have a job.








Both my parentshave jobs.

China

Sri Lanka

India

Japan

Indian Ocean

Indian Ocean Indian Ocean

Pacifc Ocean

Pacifc Ocean

Pacifc Ocean

Pacifc Ocean

AFRICA

AFRICA

AFRICA

ASIA

AFRICA

YOU ARE Li Ying YOU ARE Vikram Priyanka

YOU ARE Kasun Dilini YOU ARE Hiroshi Yoko




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Australia

Pacifc Ocean

Indian Ocean

AFRICA

ASIA

YOU ARE Jack Isabella

Alive at 5, Module 1: Role-play cards

www worldvision org Permission to reproduce is granted 2010 World Vision, Inc

World Vision is a Christian humanitar ian organization dedicated to work ing with children, amilies, and their communities worldwide to reach their ull potential by tackling the causes o poverty and injustice. World Vision ser ves all people, regardless o religion, race, ethnicity, or gender.


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Module 2:

Child Health in the NewsStudents will:

Use appropriate conventions and techniques to create a media release Design and participate in a mock news conference

language arts

communications technology

media studies


Lesson steps

Give each student a copy o the Global Child Health in the Mediahandout and the act sheets on pneumonia, diarrheal diseases, andmalaria (see sidebar ).

Review the assignment instructions on the handout.

On completion o the assignment, discuss the ollowing as a class:What gaps exist in the news coverage on global child health?Which stories do you think need more coverage?Why dont global child health issues receive more media attention,given the numbers of children they affect?How would media coverage differ if 24,000 children were dying in the U.S. each day?

Choose one o the prayers ound on pages 53 through 56 to concludeyour class time.

Activity 1:Examining Media Coverage o Global Child Health(50 minutes)

Materials Needed

Copies o Global ChildHealth in the Mediahandout, ound on page 23 Copies o Fact Sheet 2:Pneumonia (page 47), Fact Sheet 3: Diarrheal Diseases (page 48), and Fact Sheet 5:Malaria (page 50) Access to computers and theInternet

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23

4


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Lesson steps

Organize students into groups o three. Ask each group to brainstorm andrecord story ideas. They can recall interesting topics rom their Internetsearches in Activity 1, or they may want to conduct more Internet research

or additional ideas. The ollowing websites are good sources or stories onhealth issues:

World Vision Report: radio programs (www.worldvisionreport.org)World Vision International News Room (www.wvi.org)World Health Organization: Media Center (www.who.int)UNICEF Press Center (www.unice .org)

Once groups choose a topic, they are responsible or hosting a presscon erence to publicize the story and the issue. They will need to assigna group member to each o the ollowing tasks:

Create a ve-minute, one-page script or the spokesperson deliveringthe in ormation.Create visuals to support the spokespersons presentation, includinga ve- rame PowerPoint slideshow.Create a one-page press release to be distributed in advance o the press con erence.

Students can re erence the media sites listed in Step 1 or sources o style,language, and voice in creating their press releases and press con erence.Direct students to the Media Awareness Network at www media-awareness c

or suggestions and tips, including:Media Toolkit for Youth Tip Sheet, Writing a News Release, MakinCommunications Plan,and How to Hold a Media Event

Be ore conducting each press con erence, distribute copies o the groupspress release to the rest o the s tudents so they can compose questions toask in their roles as reporters at the con erence. Suggest question-star tersthat encourage development o critical thinking skills such as analysis, synthesiand evaluation.Examples: What conclusions can you draw about ? Can you elaborate on In your opinion, what will be the result o ? How do you explain ?

(Activity adapted romBeyond Media Messages: Media Portrayal o Global Developme,

Media Awareness Network)

Choose one o the prayers ound on pages 53 through 56 to conclude your class time.

Activity 2: Filling the Gap Press Con erence (150 minutes)

Materials Needed

Access to computers and theInternet 1

2

3

4

LessonExtensionsExplore another currentnews topic using theactivities in this module.

Invite a journalist ornews editor into theclass to observe thepress con erences. Ask the guest to talk about

how editorial decisionsare made and how toattract media attention

or a neglected story or issue.


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Module 2 Handout: Global Child Health in the Media

www worldvision org Permission to reprod uce is granted 2010 World Vision, Inc

Assignment(Note: I desired, choose another health topic in currentnews and modi y the ollowing directions accordingly.)

Go to Google News at www.googlenews.com.

Search recent health articles to determine the current

worldwide death toll rom the H1N1 virus. Also visit theWorld Health Organization at www who int or H1N1situation updates.

The rst recorded deaths due to H1N1 occurred in thelast week o April 2009. Calculate the number o weeksbetween the last week o April 2009 and todays date.Divide the current death toll rom H1N1by the number o weeksto get the average number o deaths per week .Record this in your chart.

Enter the health issues rom the Google Searchcolumn in the chart below into the search eld.

Choose Past Week or Past Month rom the list onthe le t. Note the number o ar ticles that come up or each issue, and record this in the chart.

Determine the ratio o the number o ar ticles publishedper deaths or each o the our health issues. Divide the

total number o articles per week by the number o deathsper week to get the article per death ratio.

Skim a ew o the articles you ound and answer theollowing questions:

What observations can you make and whatconclusions can you draw from your article searches and your calculations? Why are global child health issues not as widely and frequently covered as issues like H1N1?Which health issue do you think deserves more

o your attention? Why?

Every day, more than 24,000 children die o preventable causes Most o the treatments andpreventions are easy and cost-e ective For example, a simple mixture o water, salt, and sugar, or asingle dose o a common vaccine, can mean the di erence between li e and death or many childrenwho live and die in developing or lesser-developed nations

Given the high numbers o children who die be ore reaching their th birthday, theres no questionthis is a legitimate news story

1

2

3

4

5

6

Google Search

e g , H1N1 Virus 125,000 100125,000/100 =

1,250 articles per death

H1N1 Virus

169,000

32,000

28,700

13,500

Under-5 Mortality

Pneumonia + Child

Diarrheal Disease + Child

Malaria + Child

Number o Articles/Week

Number o Deaths/Week Article/Death Ratio

World Vision is a Christian humanitar ian organization dedicated to working wi th children, amilies, and their communities worldwide to reach their ull potential by tackling the causes o poverty and injustice. World Vision ser ves all people, regardless o religion, race, ethnicity, or gender.

Alive at 5


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Module 3:

The Power o NumbersStudents will:

Use mathematical data to problem-solve about a global issue Represent and interpret data in various graph formats Interpret patterns and relationships using comparative analysis Calculate rst differences and construct a line of best t

Note: This module requires understanding o how to calculate averagesand frst di erences, and how to construct bar, line, and scatter graphs

social studiesmathematics


Lesson steps

Write the ollowing statement on a sheet o newsprint and hang it on the wallor board. Ask students to record their responses to this statement on the paper.

In 2009, 8 8 million children under the age o 5 died

Discuss the ollowing:

Imagine you saw this statistic on a billboard. Would you stop and takeHow do statistics help us understand an issue?What do statistics not tell us?

Invite students to work in pairs to break down the above statistic and calculatehow many children died in 2008 per day, hour, minute, and second. They shouldreach the ollowing answers:

24,110/day 1,005/hour 17/minute One child every 3.5 seconds

Discuss the ollowing: Which of these statistics has the most impact for you?

What else do you want to know?

Using the de nition on page 52, explain the concept o under-5 mortality rate(U5MR) to students.


Activity 1: Exploring In ant and Child Mortality (30 minutes)

Materials Needed CalculatorsRulers Pencils and paper MarkersNewsprint


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1

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Lesson steps

Ask students to calculate the minimum amount o money they need to live eachday, including ood, shelter, clothing, entertainment, transportation, etc. Shareanswers with the class and discuss di erences.

Explain that more than 1 billion people live on less than $1 per day. Discuss theollowing question:

Could you live on this amount? Why or why not?

Connect the discussion to the Millennium Development Goals (MDGs) asan international response to improve the lives o people around the world.Distribute copies o Handout 1, Global Child Survival, and review the MDGs.

Give each student a copy o Handout 2, Reducing Child Mortality. In thisassignment they will examine child mortality rates by creating a graph anddrawing a line o rst di erences, then drawing conclusions about MillenniumDevelopment Goal 4: Reducing Child Mortality.

When students have completed their assignments, show the Gapminder videoReducing Child Mortality.

Activity 2: Reducing Child Mortality (100 minutes)

Materials Needed

Calculators, rulers, pencils,paper Copies o Handout 1,Global Child Survival,

ound on page 27 Copies o Handout 2,Reducing Child Mortality,

ound on page 28 Downloaded video:Reducing Child Mortality,

romwww gapminder org

Lesson ExtensionsCreate a paper billboard that displays the statistic or child deaths in theprevious yearand its breakdownin a public area o the school. Do this toraise awareness or Universal Childrens Day (November 20) or World Health

Day (April 7). Invite other students to write their responses to these statisticson the paper billboard.

(continued)


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Discuss:What did you discover when you plotted your graph? Compare your ndings to those in the Gapminder video.What variables affect the downward trend in child mortality?How might we speed up reductions in child mortality?Which areas of the world still struggle with reducing childmortality? Why is there such concern for these areas?Do you think we will achieve MDG 4 by 2015?

Choose one o the prayers ound on pages 53 through 56 toconclude your class time.

6

7

Activity 2: Reducing Child Mortality,continued

Lesson ExtensionsUse the Gapminder World interactive tools (available atgapminder.org ) to explore correlations between under-5mortality and other indicators like births attended by skilledhealth sta , maternal mortality, income growth, etc. Thegraphs show changes over time, and geographical distributionis displayed on a world map.

Create a multimedia school display using the student graphscreated in this module, a demonstration o Gapminder toolsand videos, and an online survey to gather qualitative data onstudent understanding about issues o global child health andmortality (using SurveyMonkey).

Use statistics and mathematical principles to create shortchildrens stories that convey data management conceptslearned in this module. See Counting Stories, an innovativemath project or acilitating student understanding o mathematical concepts. (http://www edu uwo ca/mpc/ShirleyDalrymple/index html)


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In the year 2000, leaders o the worlds wealthiest nations made a commitment to theworlds children. They pledged that by the year 2015, two-thirds ewer children would die

rom preventable causes than in 1990 (Millennium Development Goal 4). Currently, theworld is not on track to keep that pledge

Every day, more than 24,000 children die be ore reaching their th birthday. Most o thesechildren live in developing countries and die rom causes that are preventable or treatable.

The main causes o death among these children are pneumonia; diarrheal diseases; pre-termbirths; asphyxia (lack o oxygen, o ten during bir th); and malaria. In many o these deaths,malnutrition is an underlying issue.

Many actors make it di cult to reduce child mortality. Lesser-developed countries strugglewith inadequate health services, lack o clean water and sanitation, illiteracy (especially amongwomen and girls), gender discrimination, and isolation o communities as a result o poor

in rastructure, natural disasters , and confict.

Newborn and Maternal HealthA signi cant proportion o under-5 child deaths occur in the newborn periodthe rst28 days o li e. O the estimated 8.8 million children under 5 who died in 2008, more than40 percent perished in the newborn period, with 2 million children dying the day they wereborn and another 2 million in their rst month.

While some countries have seen an improvement in the number o in ant deaths, theslow progress in other regions, such as sub-Saharan A rica, is o great concern. This lack o progress is due to many actors, one being the challenge o improving the health o mothers.

Currently, o the eight Millennium Development Goals (MDGs), it is Goal 5, improvingmaternal health, that is ur thest rom being realized. It is widely accepted that we will notachieve MDG Goal 4, reducing child mortality, without also addressing maternal health.

Addressing the ProblemPreventing the deaths o millions o children requires an integrated approach and an increasein low-cost interventions such as nutrition training; distribution o nutritional supplementssuch as vitamin A, iodized salt, and iron; education in breast eeding, hygiene, and sanitationpractices; birth spacing and skilled birth at tendants; access to antibiotics and immunizations;oral rehydration therapy (ORT); and ready-to-use therapeutic oods (RUTFs). Changes arealso needed to improve healthcare acilities and systems, remove social barriers or women,

and address indirect actors, such as illiteracy, that result in poor health.

World Vision takes a community-based, multi-sectoral approach to improving child health.Nutrition and health-related e orts are linked with e orts in agriculture, water andsanitation, household ood security, and education to ensure greatest impact .

Module 3, Handout 1: Global Child Survival

(Sources: UNICEF,Child Survival: A Global Challenge; The Lancet: press release, Mixed Progress in Reducing World Under-5 Mortality, with Most Regions Not onTrack to Meet Millennium Development Goal 4, September 10, 2009; Peterson, Anne, Impatient or Revolution; World Vision, Global Future,2007)



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Module 3, Handout 2: Reducing Child Mortality

AssignmentRe er to Table 1, Levels and trends in under-5 mortality (1990-2008) , below.

Compute rst di erences or the Under-5 Deathscolumn o Table 1. Record these values in the chart.

Graph Table 1 as a line graph with Year along the x-axisand Under-5 Deaths along the y-axis. Compose the

graph on paper or, i available, use Microso t Excel,ollowing the instructions below.

Enter the table information in the cells.Highlight the columns and under insert chooseScatter Chart Click on the chart area.Under Layout, then Gridlines, add Major/MinorGrid lines or x-axis (horizontal) and y-axis (vertical)Under Layout, then Trendline, select LinearTrendline Choose More Trendline Options. Under Forecast,input 7 0 periods orwardUnder Layout, enter a Chart Title and the Axis Titles

I Microso t Excel is not available, draw a line o best tusing a ruler.

Analysis Based on your calculations o rst di erences, is this aper ect linear relationship?

What relationship does your graph show between timeperiod and under-5 deaths?

Predict the number o under-5 deaths in 2010 and 2015based on the current rate o progress.

Millennium Development Goal 4 aims to see a two-thirdsreduction in child mortality rom 1990 levels by 2015. Basedon your graph, are we on track to meet that goal?

What actors might account or the steady decline inaverage world child mortality rates?

The Millennium Development Goals (MDGs) committed all countries around the worldto eight goals or reducing poverty and improving the lives o all people by the year 2015Millennium Development Goal 4 ocuses on reducing child mortality by two-thirds o 1990 levels Child mortality rates around the world have been dropping throughout the

past 50 years But are they dropping ast enough to reach MDG 4 by 2015?

1

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32

2

4

5

FirstDi erencesYear

Worldwide Under-5 Deaths(in millions)

1990

1995

2000

2005

2007

2009

12.5

11.4

10.4

9.3

8.9

8.8

Table 1: Levels and trends in under-5 mortality (1990-2008)



Alive at 5


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Module 4:

The Power o WordsStudents will: Employ elements of writing style and form appropriate to the

purpose and audience Understand and apply technical aspects of writing poetry Use written and oral language conventions to enhance meaning

and artistry Engage in active listening Create a critical and personal response to a global justice issue

language artsdramatic arts


Lesson steps

Begin by explaining: Each of the following exercises are prompts for creating found poetry.This type of poetry takes words, phrases, or even entire passages fromother sources and reframes them as poems by changing meter, rhythm,and layout (and thereby meaning) or by altering the text throughadditions and/or deletions.

Play the podcast Fake Malaria Drugs. As they listen, ask s tudents torecord descriptive words and phrases (e.g., hole-in-the-wall pharmacy)that catch their attention. I needed, play the podcast more than once.Then ask students to use their lists o words and phrases to createa short poem. Ask the s tudents to divide into pairs. Provide one copy o Handout 1,

At First Glance, with the caption removed, to each pair. One studentwill write down the rs t word or phrase that comes to mind whenlooking at the photo. The second student will write a word or phrasebelow their partners. The pair will continue this alternating pattern untilall ideas are exhausted.

Activity 1: Poetry Prompts (60 minutes)

Materials Needed

Copies o Handout 1, At FirstGlance, ound on page 32

(remove photo caption or separate distr ibution) Downloaded MP3 o theWorld Vision Radio podcastFake Malaria Drugs, romwww worldvisionreport org Copies o Handout 2,Abdulas Story, ound onpage 33

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Lesson steps

Begin by o ering the ollowing comments:Spoken word involves one or more people performing a poem orallyusing techniques such as voice, gesture, rhythm, and pacing to

enhance the poems meaning.Spoken word makes use of stage techniques and voice asinstruments of expression, blending poetry and storytelling, music,multimedia, sound art, and performance art.Its not mandatory to follow established grammar rules as longas the message is clear. There are no formal rules or structure tospoken word poetry; informal language and free verse can be usedfor deliberate effect.Spoken word poetry can be about any topic, but lends itself well tosocial justice and human rights issues. It can be a tool for advocacy,allowing people whose voices typically go unheard to be heard in a

free and socially democratic forum. Spoken word is a contemporaryvox populi art form made popular by the hip-hop in uenced DefPoetry Jam, poetry slams, and spoken word festivals.

Give one copy o Handout 3, Tips or Writing and Per orming SpokenWord Poetry, to each student.

Activity 2: Vox Populi: Spoken Word Activity (150-200 minutes

Materials Needed Word processor Recording device

Microphone (optional) Copies o Handout 3, Tipsor Writing and Per orming

Spoken Word Poetry, oundon page 34

Activity 1: Poetry Prompts, continued

Share the photo caption with students and instruct them to add any additional ideasgenerated to their lists o words and phrases. Then ask the pairs to use the completedlists to compose a poem.

Give each student a copy o Handout 2, Abdulas Story, and ask them to highlight or underline points that grab their attention. Ask them to imagine Abdulas li e: What woulda typical day be like or him? What are his dreams and aspirations? What are his ears? Ask students to brainstorm ideas and use them to write a poem in Abdulas or his mothers voice.


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Lesson ExtensionsIn the late 1980s, Marc Kelly Smith, a Chicago poet and constructionworker, introduced spoken word poetry slams, competitive events wherespoken word is used as a medium or social commentary. A poetry slam isan event where artists compete at the microphone and may be judged by the audience on their per ormances. Although some slams incorporate acompetitive angle, the real point o the slam is to experience the poets andtheir words. For ideas on organizing a slam, see How to Plan a Spoken Word Contest or Holding a Poetry Slamby Nancy Blalock.

Ask students to create a one- or two-minute spoken word poem expressing their viewson an issue such as global child survival. Begin with research on related topics o interest(e.g., under-5 mortality rates, malnutrition, deaths rom preventable causes, malaria,access to healthcare and education, gender discrimination, or child labor) and re er toHandout 1 rom Module 3, Global Child Survival, ound on page 27; the Fact Sheets

ound on pages 46 through 51; and Further Resources, ound on page 57.

A ter writing, editing, and rehearsing their pieces, students can share their spoken wordpoems with the class or per orm them in a poetry slam or a broader audience to enjoy.



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Module 4, Handout 1: At First Glance

At frst glance, this is a photo o young boys playing soccer on a patch o dirt But a closer look reveals that the soccer match is taking place near a graveyarda graveyard where many victims o AIDS rest Without a thought to the usual rituals associated with cemeteries, these

riends play and laugh as the sun slowly sets behind them Playing, laughing, riendshipstheseare important parts o growing up Even amidst the death and devastation o AIDS, childrenwill fnd ways to have un



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Module 4, Handout 2: Abdulas StoryThis story was writen in March 2009 by Marie Bettings o World VisionFive-year-old Abdula Kair Abrahims ragile body is slowly recovering rom the scourge o malnutrition. The swelling in his ace, arms, and legs, brought on by a lack o ood, has nowreceded, leaving the skin over most o his body dry and cracked. At least the majority o hispain is gone.

Peculiarly, little Abdula is in relatively good spirits and even smiles as a health worker examines him. This is the second time in the last six months that Abdula has been admittedto World Visions Stabilization Center, a small two-room operation in a health clinic that ispart o the larger response to malnutrition in the town o Hirna, Ethiopia. I was so scaredhe would die, recalls Fatuma Mohamed, Abdulas mother. I was thinking since I could notmake him better at home, maybe I wasnt eeding him right or taking care o him right andthats why it happened. I elt it was my ault.

Fatuma has been caring or Abdula and three other children on her own ever since her husband died a year and a hal ago. There are times when we dont even have injera [local fat bread] to eat. I have nothing to eed my child, laments Fatuma as she rubsAbdulas hand. I still dont have enough at home, so when hes cured here I ear aboutwhat will happen when I take him home.

Families in this region o Ethiopia aced extreme hunger months ago when the main rainy season ailed to come and most people lost the bulk o their harvest. Since many amiliesare subsistence armers, when their harvests ailed, they had nothing to eed their children.It is estimated that, as o March 2009, more than 4.2 million people across Ethiopia are inneed o immediate ood aid. Millions o those are children like Abdula.

Following reports o alarming rates o malnutrition a ew months ago, World Vision setup the Community-Based Management o Acute Malnutrition (CMAM) program. CMAMrelies strongly on community support to reach children in need and ocuses on childrenunder the age o 5 who are at various stages o malnutrition. Its possible to save a child

rom death, but the community has to be part o that solution, explains Dereje Regass,World Visions program coordinator in Hirna. We train the community so they can helpin identi ying, assessing, and screening the children. They also help us by going door-to-door to tell other women about the program.

In the initial stages, the challenges o setting up the program were substantial. Eighto the treatment areas were set up in remote areas, with medication and suppliestransported by donkey or hours through the highland mountains. AmongWorld Vision sta , no one doubts the need or complains about the workload.

Had this program not been running, children would have died, Derejecontinues. There was no other option or those amilies.

Fatuma sits beside Abdula on one o the old hospital beds, rubbing her sonshandsa mothers touch calming her sick child. My priority is just to see himlive through this.



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Getting ReadyBegin by researching a number o spoken word per ormances.Analyze the artis ts use o language, pacing, rhythm, voiceintonation, acial expression, and gesture. Memorize the work and imitate the style o an artis t you admire. Some places to startyour research:

YouTube A Single Rose by 12-year-old Mustafa Ahmed Sudanese Children by Shannon Leigh Never Let Me Down by J. Ivy Speak With Conviction by Taylor Mali What I Will by Suheir Hammad

Writing Spoken Word PoetryWhen you start writing, dont edit.Write ast or slow, but dontpre-judge your ideas. Write rom your own honest observations,experiences, and thoughts. The point is to get something downon paper to edit and polish later. You dont even have towrite your thoughts in order; random lines or verses can bere-organized more coherently at the editing stage.

Rewrite. Few people write a masterpiece in one sitting, so editand re-edit your work. Play with the fow and beat o the lines,use lots o concrete imagery (nouns, adjectives, and active verbs),and choose precise words and phrases to make your meaningclear. Try to ocus the poem on one speci c topic. Set it aside

or a day or two, then go back and read it with resh eyes.

Read your poem out loud.Get to know the eel o the wordsin your mouth and their sound in your ears. Commit them tomemory. Youll be per orming at some point, so look critically atboth the strong and the weak elements o your poem. Record

and listen to your reading in order to make improvements.

Read to a trusted friend or classmate.Once you are satis edwith your poem, share it with someone whose opinion you

trust. Ask or honest eedback on how to improve both thepoem and your per ormance. Be receptive to suggestions,but remember it is your decision whether or not to makeany changes.

Per orming Spoken Word PoetryVoice. This is your most important and power ul tool and allyou need to carry o the per ormance well. Work on pitch(high/low sound tone), intonation (the melody establishedby varying patterns o pitch), and pace (the speed o speech,which sets mood and tone). In pure spoken word per ormance,costumes, props, and instruments are not allowed. While thismay seem intimidating or even boring, think o per ormersor speakers you admire whose voices alone mesmerize theaudience.

Body language, gesture, and facial expression.Use your body to convey the nuances o your poem. Enhance the words with

acial expression, hand gestures, and movement, exhibitingcon dence through your placement on stage and your useof voice and/or microphone. Behaviors such as stuttering,shu fing, avoiding eye contact, ner vous hand gestures, etc.,are generally considered bad orm, but are allowable i useddeliberately or a speci c e ect.

Memorization. Reading rom a paper is allowed, but consider memorizing i at all possible. Memorization allows you to makeeye contact with the audience, pay closer attention to your delivery, and appear more con dent and prepared onstage.

Audience awareness.Be aware o your audience and speak tothem. You are con ding your thoughts and asking them torelate. Think about Shakespeares use o asides and soliloquiesto draw the audience into a characters con dence.

Technical elements.This includes observing time limits,microphone use, and physical use o stage space (alsocalled blocking).

Module 4, Handout 3: Tips or Writing and Per orm-ing Spoken Word Poetry



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Module 5:

Making Good on the MDGs

Lesson steps

Divide participants into groups o three or our. Give each group 10 sel -stick notes and a marker. Tell them to imagine that they are working with a group o youth on an international campaign to eradicate extreme poverty around theworld. They should determine ve to 10 priority areas o ocus or the campaign(e.g., the elimination o world hunger) and write each idea on a separate sel -stick note.

Ask the groups to place all o their notes on the board or on newsprint. Reviewthe ideas and determine broad categories or themes that emerge. Group thesel -stick notes with similar ideas into these categories.

Recap the Millennium Development Goals, giving each student a copy o the Global Child Survival handout. Review the handout together.

Show the video GOOD: The Millennium Declaration. Compare studentscampaign priorities with the MDGs.

Discuss the ollowing: What similarities do you see between your campaign priorities

and the MDGs?What ideas are missing from the class campaign priorities? From the MDGs?

Materials Needed

Sel -stick notesMarkers

Newsprint Copy o Global ChildSurvival handout, ound onpage 27 Copy o Handout 1, WebQuest, ound on page 38 Downloaded video: GOOD:The Millennium Declaration,

romwww youtube com Access to computers and theInternet

Students will:

Identify theme, purpose, and audience for media productions Use multimedia technology and appropriate conventions and techniques

in creating a media production Work constructively in groups, using communication, problem-solving,

and organizational strategies to achieve a common goal Understand the signi cance of the Millennium Development Goals

Note: This module requires prior student knowledge o video recording devices,video editing so tware and uploading procedures

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communications technology


social studies

Activity 1:Millennium Development Goals Web Quest (120 minutes)


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Activity 1: Millennium Development Goals Web Quest, continued

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Give each student one copy o Handout 1, Web Quest. Ask the students to read theoverview and complete the Web Quest, either individually or in pairs.

When students have completed their Web Quests, acilitate the sharing o in ormationwith one o the ollowing techniques.

Expert Hotseat: One student expert si ts in the center o a circle ormed by therest o the class. Other class members ask the expert questions (either rom theWeb Quest assignment or o their own making). He or she can be replaced by anyone who challenges the answer or has more in ormation to share on the topic.

Jigsaw Groupings: Number students rom 1 to 4. Organize students into homegroups composed o the same number (i.e., all 1s in a group, all 2s, etc.).Assign each home group a ew questions rom the Web Quest. Groups discussthe assigned questions, then reorganize into new groups composed o experts

rom groups 1 through 4. Each expert shares in ormation rom the home groupdiscussions with the newly ormed groups.

On-the-Spot Response: Divide students into equal groups. Have members o eachgroup count o , beginning with 1. Randomly call out the number o a question

rom the Web Quest assignment; each group will have 30 seconds to huddle andagree on a response. Call out one o the numbers assigned to group members, andhave all students assigned that number stand up. Choose one or two o them toanswer the question. Keep the questions, huddle time, and response time quick,and give positive validation to all answers.



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Activity 2: Podcasting or Progress(120 minutes)

Lesson steps

Discuss: What is a video podcast?

What devices can be used to watch them?Which podcasts are your favorites, and why has podcasting become so popular?

Organize students into groups o three or our. Distribute copies o Handout 2, Podcasting or Progress. Tell the students that in thisassignment they will represent a nongovernmental organization (NGO)with a mandate to improve global child health and well-being. Theorganization is creating a podcast to garner media and public attention onthe issue o child health and the MDGs.

Review the assignment requirements as noted on the handout. Then invitegroups to brainstorm a name and speci c mandate or their organization.

Distribute copies o Handout 3, Creating a Video Podcast. Use one or more o the acilitation strategies rom step 7 o Activity 1, the MillenniumDevelopment Goals Web Quest (see page 36) to review in ormationon pre-production, production and post-production, camera techniques,and storyboards. Ensure s tudents understand technical elements be orecreating storyboards and podcasts.

When the podcasts are complete, share them with the class. Groupscan devise one or two discussion questions to engage the audience a ter viewing each video.

Choose one o the prayers ound on pages 53 through 56 to concludeyour class time.

Materials Needed

Copy o Handout 2,Podcasting or Progress,

ound on page 39 Copy o Handout 3,Creating a Video Podcast,

ound on pages 40 through44 Videocameras (or other recording devices such ascellphones), microphones,lights, tripods, computer editing so tware (optional)

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Lesson ExtensionsPost video podcasts to websites or blogs, or enter them in online

contests.

Send podcasts to politicians or relevant organizations.

Host a screening or other classes, amilies, or community membe

Send your best video podcasts to wvresources@worldvision orgor possible online publication.


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Module 5, Handout 1: Web Quest

Web Quest Questions

Briefy describe the Millennium Development Goals and listthe target or each goal

UN Cyberschoolbus: The Millennium DevelopmentGoals (website), http://cyberschoolbus un org/mdgs/index asp

Are we on track to achieve MDG 4? Why or why not? Whichother MDGs must be achieved in order to reach MDG 4?

End Poverty 2015: Goal 4 (document), http://www un org/millenniumgoals/2008highlevel/pd /newsroom/Goal%204%20FINAL pd

Under-5 mortality is a critical indicator o overall child health Explain

UN Millennium Campaign: Goal 4 Child Health(video), www youtube com

Child health depends on maternal health Agree or disagreeand support your opinion

UN Millennium Campaign: Goal 5 MaternalHealth (video), www youtube com

Why is the GapCast video called Bangladesh Miracle? Whatcaused this miracle to happen?

Bangladesh Miracle (video),www gapminder org

I under-5 mortality rates are dropping in countries likeBangladesh, should we still be concerned about MDGs 4and 5? Explain

Reducing Child Mor tality (video),www gapminder org

What is the G8? Which countries take part?

G8 Summit 2010 (website),http://g8 gc ca/g8-summit/

What happens at the G8 Summit each year? Where is itbeing held next?

World Visions Child Health Campaign (webs

www childhealthnow com

What is the di erence between the G8 and the G20?

UNICEF: The J8 Meets the G8 (video),www youtube com

How would you convince G8/G20 leaders to make globalchild health a priority?

Huntsville G8 Summit (video),www youtube com

Instructions: Write a personal response to the opening question below Then answer theWeb Quest questions, consulting the suggested online resources as well as others Rememberto paraphrase the in ormation you nd and keep a bibliography o all sites you use

Opening Question: More than 1 billion people survive on less than one dollar per dayCould you? Why or why not?

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Module 5, Handout 2: Podcasting or Progress

Permission to reproduce is granted 2010 World Vision, Inc

You and your peers work or a U.S. nongovernmentalorganization (NGO) ocused on improving global child health

and well-being. Your organization ully suppor ts the MillenniumDevelopment Goals and is working hard to see that Goal 4:Reduce Child Mortality and Goal 5: Improve Maternal Healthare achieved by 2015.

In June, the world will watch as country leaders rom theeight most power ul nations meet or the G8 Summit. Your organization wants to put global child health and the MDGson the agenda at this summit. To do this, you need to gainmedia and public attention. Your group is being challenged tocreate a video podcast that draws attention to the issues and

also suggests progressive solutions.

Your audience is your peers, the general public, and worldleaders. Choose a tone and style appropriate to the topicand message.

Guidelines: Podcasts should be three to ve minutes in length.

All content in your podcast must be appropriate andteacher-approved be ore production.

Each group member must play an active role in theplanning and production o the podcast.

To create a successful podcast, follow the steps andtechniques in Handout 3, Creating a Video Podcast.

Have fun!

A ter your podcast is completed and handed in or evaluation,detach and complete the Peer Evaluation Form below. Submityour orms individually to your teacher.

Assignment due date ____________________________

Name:

Instructions: Write your name above and give this form to your group members to complete. Each group member will ll in constructive comments below. (Use other side for more space.) Read your comments to understand what you did well and where you might improve. Submit this form to your teacher.

You contributed best to the project when you

Your most help ul ideas were

Some contributions you might make in the uture

Peer Evaluation Form



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Module 5, Handout 3: Creating a Video Podcast

Start with a planThe rst thing to do is ask yoursel some key questions, such as:

What is the main message I want to convey? Will it be ction or non ction?What style (realistic, stylized, abstract), tone (serious, light-hearted, tongue-in-cheek),and genre (drama, documentary, docudrama, mockumentary, comedy-parody, satire, or slapstick) will best connect my audience to my message?What visuals and technical elements, such as sound or camera angles, will support mystory and help get my message across?What other elements may affect my story, such as location, people who can help me,and specifc props?

Sometimes it is wise to plan your concept around these elements.

Interviews

I you are writing interview questions, they should: Elicitconversational replies rather than single-word answers like yes and no Lead to a discussion or exchange Provide in ormation Create controversy Quell or dispel controversy Elicitquestions rom an audience

Make sure to ormally invite any interviewees to participate and veri y their credentials.

ScriptOnce you have worked out the details o your main message and have an idea o how

you hope to communicate the message visually to your audience, it is time to commityour ideas to paper. Essentially you will be writing a script that will be the blueprint or your video podcast. In the script, you will need to identi y how the sequence o imagesand audio (dialogue, sound, and music) will appear.

I you are creating a non ction podcast, your script will be quite a bit di erent than anarrative one. Ideas may shi t considerably based on the words and actions o the people

What is a video podcast? A video podcast is a video le distributed over theInternet or playback on mobile devices and personal computers

How do you create a video podcast? A video podcast can be created on a cell

phone, a video camera, a webcam, or any device that records video The process canbe as simple or as complex as you wish, edited or unedited, with music or without

Pre-production

2010 World Vision, Inc

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2010 World Vision, Inc

Module 5, Handout 3: Creating a Video Podcast (page 2 o 5)

you interview or the events you are ocusing on. Your script will be a list o events andimages that you need to collect and record. Remember that i you are using images or sounds that someone else produced or recorded, you will need permission to use themin your podcast.

StoryboardsOnce your script is complete, you are ready to create your storyboard. Dont worry about whether you can draw realistically. Many talented lmmakers create very simpledrawings. Storyboards are use ul in many ways. For example:

They help solidi y the images you want to capture The process o creatingstoryboards makes you ocus on the type o shot, camera angle, and cameramovement or each sequence.

They are an excellent communication tool You can show others

Alive at Five: The Silent Crisis of Child Deaths

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