WORKING FOR

CHANGE
AN EDUCATIONAL RESOURCE
FOR YOUNG PEOPLE IN GRADES 9-12
WORKING FOR
CHANGE
This educational resource was produced by World Vision
Canada and adapted by World Vision Resources, World
Vision United States, 2008.

World Vision United States is grateful to Education and

Public Engagement of World Vision Canada for allowing this
resource to be adapted for use in the United States.

Copyright © World Vision, Inc., 2008.

Editorial Director: Milana McLead

Editor-in-Chief: Jane Sutton-Redner
Project Editor: Laurie Delgatto
Copy Editor: Brooke Saron
Design: Journey Group, Inc.
Sales and Distribution Manager: JoJo Palmer

The Working for Change: Active Global Citizenship study

guide may be reproduced only with the written permission of
World Vision Resources, Mail Stop 321, P.O. Box 9716, Fed-
eral Way, WA 98063-9716, [email protected].

Printed in the United States of America

ISBN 978-0-9817927-2-9

During the preparation of this resource, all citations, facts,

figures, names, addresses, telephone numbers, Internet URLs,
and other pieces of information cited within were verified for
accuracy. World Vision Resources has made every attempt to
reference current and valid sources, but we cannot guarantee
the content of any source and we are not responsible for any
changes that may have occurred since our verification. If you
find an error in, or have a question or concern about, any of
the information or sources listed within, please contact World
Vision Resources.
Overview
Today we are connected to the rest of the world as never before. The banana we eat for
breakfast, the computer program we use during the day, and the news program we watch at
night are all global in nature. The decisions we make each day, and the decisions of busi-
nesses and government leaders, can have a profound impact on people around the world.
Globalization is more than a narrow, negative economic concept. It is our reality today,
the stage upon which we play out our lives. We can choose to see ourselves simply as
objects on this stage, powerless in the face of globalization, or, as is the theme of this study
guide, we can take up our roles as active global citizens and use our knowledge, skills, and
enthusiasm to make the world a better place for all.

Objectives
Through the video and study guide, participants will:
» consider the many ways they are connected to others globally
» reflect on the inequities that exist in the world
» examine globalization—both the problems and the opportunities it brings
» consider their own role in making the world a better place for all
» learn and practice skills of active global citizenship

Video Synopsis
In the age of globalization, our world is increasingly interconnected—yet the gap between
those who are rich and those who are poor grows every year. It does not need to be this
way. Through our actions—as governments, corporations, and individuals—we can work
for greater global fairness and justice. The Working for Change: Active Global Citizenship
video explores the impact of our actions on the rest of the world.
Total running time: 17 minutes

Leader Preparation
View the video. Choose which activities you will incorporate into a specific session based
on time and objectives. Photocopy relevant pages, prepare newsprint and other relevant
materials, and set up viewing space and equipment.

Time Required
40–50 minutes per activity

Table of Contents
» A World of Ten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
» Video: Working for Change: Active Global Citizenship. . . . . . . . . . . . . . . . . . . . . . . . . . . 9
» Our Interconnected World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
» Active Global Citizen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
» Write for Rights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
» It’s Up for Debate. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
» Jesus and Global Citizenship. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

WORKING FOR CHANGE 5

 A World of Ten
I N THIS ACTIVITY, the participants consider and discuss some of the
inequities in the world.

Activity Steps
1 I N V I T E 1 1 V O L UNTEERS to the front of the room. Ask the group to stand in a single line
facing the rest of the participants. Designate one volunteer to serve as the director. Explain
that the director’s job is to arrange the volunteers into two separate lines based on the ques-
tions you will be posing.

2 T E L L T H E R E M AINDER of the participants to imagine that the 10 volunteers standing in

the line represent the entire population of the world. As you pose each of the following ques-
tions, ask the director to arrange the volunteers into two separate lines based on what he or
she thinks is an accurate representation. Once the director has completed this task, the remain-
der of the participants can communicate their agreement or disagreement with the director’s
assessment by clapping their hands if they agree or by stomping their feet if they disagree.
The director will then need to rearrange the volunteers until the majority of the participants
agree with the arrangement. Share with the participants the following example to be sure they
understand how the activity is going to work:
» If these 10 people represented all the people in the world, how many would be children?
The answer is closest to four, so the director would arrange the volunteers into one line
of four and one line of six.

3 P O S E T H E F I R S T of the following questions and allow the director to arrange and rear-
range the volunteers. Then read aloud the correct answer. If needed, have the director move
the volunteers again to visually represent the correct number. Read the statistical explanations
following each question (in brackets after each question).

Note: The first number listed after each question represents the total world number. It may be
helpful to remind the participants that the situation in developed countries such as the United
States is much better than the averages being demonstrated. “Least-developed countries
(LDCs)” refers to the poorest 49 countries in the world, comprising approximately 11 percent
of the world’s population. Most LDCs are located in Africa and Asia.

» If these 10 people represented all the people in the world, how many would be children?
[Four. Children under age 18 make up 35 percent of the world’s population, 50 percent
of that population being in the LDCs.]

WORKING FOR CHANGE 6

A World of Ten (continued)
» How many people in our world of 10 live on less than $2 a day? [Five. One-half of
the world’s population, or roughly 3 billion people, live on less than $2 per day.]

» How many people do not have access to safe, clean drinking water? [Four. Two out
of five people worldwide do not have access to safe water. That’s 40 percent of the
world’s population.]

» How many people do not have access to the Internet? [Eight. Approximately only
21 percent of the world’s population has access to the Internet.]

» If these people were all adult women, how many would not be able to read and
write? [Three. Worldwide, 23 percent of women are illiterate. The number for
men is 13 percent. Of all the illiterate adults in the world, two-thirds are women;
extremely low literacy rates are concentrated in South and West Asia, sub-Saharan
Africa, and the Arab states, where around one-third of the men and half of all
women are illiterate.]

» If these 10 people represented all the young people of high-school age in the world,
how many would not be in high school? [Four. 38 percent of high-school age is not
in school worldwide. In the LDCs, 72 percent are not in high school.]

» If these 10 people represented all the children in the world under age 5, how many
would be underweight? [Three. 27 percent of the world’s children under age 5 are
underweight, 36 percent in the LDCs.]

5 T H A N K T H E V OLUNTEERS for their assistance and invite them to be seated. Now

ask for 11 new volunteers to come forward, and then designate one to serve as the direc-
tor. Ask the remainder of the participants to imagine that each person in the group now
standing represents $100 billion. Pose the first of the following questions and allow the
director to arrange and rearrange the volunteers. Then read aloud the correct answer. If
needed, have the director move the volunteers to visually represent the correct number.
Read the statistical explanations following each question.
» How many hundreds of billions of dollars are spent worldwide on military expenses
each year? [Eight. Every year more than $800 billion is spent on military expenses.
The United States alone spends more than $500 billion per year on military pro-
grams, not including the costs of the Iraq war.]

7 WORKING FOR CHANGE

 A World of Ten (continued)
» How many hundreds of billions of dollars do Americans spend on fast food every year?
[One. We spend more than $100 billion on fast food alone.]

» How many hundreds of billions of dollars do Americans spend on foreign aid each year?
[Zero. The U.S. and Canada spend much less—a total of $18 billion each year.]

6 N O W A S K T H E DIRECTOR to arrange the volunteers into three groups, based on the

percentage of the world population in each of the following categories—richest, mid-range,
and poorest. Then ask the following questions:
» Which group consumes 86 percent of the world’s goods and services? [Group of
two, the richest 20 percent]
» Which group consumes 13 percent of the world’s goods and services? [Group of
six, the 60 percent in the middle]
» Which group consumes 1 percent of the world’s goods and services? [Group of two,
the poorest 20 percent]

7 T H A N K T H E V OLUNTEERS (and the director) and invite them to be seated. Then lead a
large-group discussion using the following questions:
» What are your thoughts about the statistics just presented?
» Which statistics most surprised you?
» Which statistics stirred up the greatest reaction in you? Why?

(Current statistics on global issues can be found in the State of the World’s Children reports
from UNICEF.)

WORKING FOR CHANGE 8

 Video: Working for
Change: Active Global Citizenship
I N THIS ACTIVITY, the participants watch a video that explores the impact
of our actions on the rest of the world.
MAT ERIA LS

» the video Working for Change: Active Global Citizenship

N EED ED

» a television and a video player

» sheets of newsprint, one for large group use and one for each small group of three or four
» markers, one for leader use and one for each small group of three or four
» a roll of masking tape

Activity Steps
1 I N V I T E T H E PA RTICIPANTS to gather around the television. Explain that they will be
watching a video called Working for Change: Active Global Citizenship. Give a brief synopsis
of the video using the following key points:
» Even as the world becomes more connected and more interdependent, the gap between
those who are rich and those who are poor grows wider. Is this the world we want?

» A better world is possible. Many people are working hard to make the world more eq-
uitable and humane. The video we will be watching offers an excellent example of how
families who once struggled now have access to loans and a “fair trade” market. Today
they earn enough to support their families and plan for the future.

» Supporting positive alternatives is part of being an active global citizen. But it also
means taking the next step and actively working for change. The video will provide us
with examples of movements that have made a difference in the world.

2 A S K T H E PA RT I CIPANTS to watch for the following while they view the video (write
these on a sheet of newsprint and post it where all can see):
» Our Connections: ways we are connected to people around the world

» Negative Impacts: harmful effects of globalization

» Positive Impacts: ways globalization can be used for good

» Our Role: ways we can be active global citizens

9 WORKING FOR CHANGE

 Video: Working for Change: Active Global Citizenship (continued)
3 P L AY T H E V I D E O.

4 A F T E R V I E W I N G THE VIDEO, review and discuss with the participants their observa-
tions on the four categories you listed on the sheet of newsprint. Use the following questions
to guide a large-group discussion:
» In what ways are we connected to people around the world?

» What are some of the harmful effects of globalization?

» In what ways is globalization being used for good?

» How can you and I be active global citizens?

» Do you think we are citizens of one country or citizens of the world? How do the two
concepts differ?

» How do our choices affect the planet? tomorrow’s planet?

» Is this the world we want? If not, what needs to change?

5 A S K T H E PA RT I CIPANTS to form small groups of three or four. Provide each small group
with a sheet of newsprint and a marker. Then ask:
» Do you agree with the narrator’s conclusion at the end of the video? [Global citizen-
ship begins with asking questions about the world as it is, about the world we want,
and about our role in shaping the global village. Real transformation happens when we
exercise our rights and responsibilities as global citizens and work for change.]

6 A S K F O R A S H OW of hands of those who agree with the statement. Then invite the small
groups to express the statement in their own words or, alternatively, to come up with their
own conclusion to the video in a few short sentences. Allow several minutes for the groups
to develop their statements or conclusions, and then invite them to write the statements or
conclusions on their sheets of newsprint.

7 C O N C L U D E T H E ACTIVITY by inviting each small group to stand and share its state-
ment or conclusion with the large group.

WORKING FOR CHANGE 10

 Our Interconnected World
I N THIS ACTIVITY, the participants consider how our modern world is con-
nected and interdependent.
MAT ERIA LS
N EED ED

» copies of handout 1, “ Connected to One Another,” found on page 24, one for each participant
» pens or pencils, one for each participant

Activity Steps
1 B E G I N T H E A C TIVITY by making the following point:
» In the video, John Stackhouse says we need to “better understand our consumer pur-
chases, from the clothes we wear to the food we eat. Where is it coming from? How is it
produced?”

2 A S K E A C H PA RTICIPANT to examine the labels on the articles of clothing they are wear-
ing. If necessary, another participant can peek at a label on the back of a shirt. Then ask:
» In what country were your clothes made?

» In which of the countries named do you think garment workers are paid the most? the
least?

» Why do you think so much of our clothing is made abroad?

» What other items you wore, ate, or used today probably came from another country?

(See the Web site of the Maquila Solidarity Network for information on the conditions facing
garment workers in different countries.)

3 D I S T R I B U T E to each participant a copy of handout 1 and a pen or pencil. Tell them that us-
ing the categories on the handout as starting points, they are to brainstorm some of the many
ways our world is interconnected. If some of the participants would like to work in pairs, they
may do so. If they need some help getting started, offer the sample ideas listed below:
» Economics: global corporations, international debt payments

» Communications: the Internet, concentration of global media, world music

11 WORKING FOR CHANGE

 Our Interconnected World (continued)
» Technology: air travel, sharing of medical discoveries

» Politics: terrorism and the response to it, foreign aid spending choices, the United Nations

» Society: immigration, global diseases such as severe acute respiratory syndrome (SARS),
international development agencies

» Environment: global warming, rain forest depletion, species extinction

4 W H E N E V E RY O NE has come up with at least two examples for each category, gather
everyone and ask them to share aloud their examples. Then pose the following question for
discussion:
» Are the impacts of globalization positive, negative, or both? How so?

5 A S K T H E PA RT I CIPANTS to form small groups of four or five. Assign each small group
one of the categories from handout 1. Ask them to create and present a poem, song, or short
news item to illustrate their assigned aspect of globalization as it relates to them. An alterna-
tive option would be to invite the small groups to create and present a commercial for a prod-
uct of their choice using the slogan “I am a global citizen!” Allow plenty of time for the small
groups to plan for and prepare their presentations.

6 C O N C L U D E T H E ACTIVITY by inviting the groups to come forward and offer their

presentations.

WORKING FOR CHANGE 12

 Active Global Citizens
I N THIS ACTIVITY, the participants discuss characteristics of active global
citizenship and research and present a study of a person or group working to
create a better world.

» three sheets of newsprint

M AT ERIA LS

» a marker
N EED ED

» a roll of masking tape

» for each small group of three, two to three newspapers and magazines that include stories of
people who are making a difference in the world (another option would be to conduct an Inter-
net search using the keywords people making a difference and locate stories you can print out)
» access to the Internet (optional for more a more in-depth research option)

Activity Steps
1 I N V I T E T H E PA RTICIPANTS to brainstorm characteristics of active global citizens by ask-
ing the following questions (write these on a sheet of newsprint and post it where all can see):
» What do you think are some characteristics of people who proactively work to make
the world a better place?

Invite a few responses to the question, and then continue by making these key points:

» There are many ways to answer the question, “What makes active global citizens?”

» Active global citizens are global learners: They seek to better understand the wider
world.

» Active global citizens take a stand: They have decided to not tolerate inequities and
injustice.

» Active global citizens are proactive: They work for change, one small step at a time.

2 A S K T H E G R O U P:
» Do you think this list is complete?

» Are the three items necessary and sufficient for describing what makes an active global
citizen? If not, how might we improve the list?

13 WORKING FOR CHANGE

 Active Global Citizens (continued)
Allow for a few responses to these questions. Then make the following point:

» Famed American anthropologist Margaret Mead once said: “Never doubt that a small
group of committed people can change the world. Indeed, it is the only thing that ever
has.”

» Do you agree with this statement? Why or why not?

Once again, allow for a few responses to the question.

3 A S K T H E PA RT I CIPANTS if they can name a few people who have made a difference in
the world. Some examples might include Gandhi, Mother Teresa, and Rosa Parks. Then ask
the participants to identify a movement, group, or organization that has made a difference in
the world. Some examples might include Amnesty International, Doctors Without Borders,
Mothers Against Drunk Driving, UNICEF, World Vision, and the One Campaign.

4 I N V I T E T H E PA RTICIPANTS to form small groups of three. Tell them their task is to

learn more about an individual or organization that changed the world for the better. You can
provide them with the newspapers and magazines you have gathered, or refer them to the In-
ternet if you have computers available. Tell the small groups they are to prepare a presentation
using the following questions if they are going to share about an individual (write these on a
sheet of newsprint and post it where all can see):
» What inspired this person to do something?

» What small first step did this person take?

» Why did other people take up his or her cause?

» What qualities helped this person to achieve his or her goal?

» What roadblocks were encountered, and how did this person overcome them?

» If you were living at the right time and place, could you see yourself being part of this
person’s movement? Why or why not?

If a group is going to share about a movement or organization, the group should base its presenta-
tion on the following questions (write these on a sheet of newsprint and post it where all can see):

WORKING FOR CHANGE 14

 Active Global Citizens (continued)
» When, where, and why did this movement, group, or organization start?

» What have been some of its major achievements to date?

» How does the group work for change today? Include details of one current project.

» What obstacles does the group face today, and how does it try to overcome them?

» What can volunteers do to help this organization?

» Could you see yourself supporting this organization? Why or why not? If yes, how?

Allow ample time for the small groups to complete the assigned task and prepare their
presentations.

5 G AT H E R T H E PARTICIPANTS in a large group and invite each small group to come

forward and offer its presentation. Invite comments from the participants at the end of each
presentation. Conclude by noting that these examples are a reminder that one person can help
to make the world a better place.

15 WORKING FOR CHANGE

 Write for Rights
I N THIS ACTIVITY, the participants discuss concrete ways they can be
active global citizens. They also practice effective communication techniques as
they write advocacy letters.

» sheets of newsprint, one for each small group of five or six

M AT ERIA LS
N EED ED

» markers, one for each small group of five or six

» copies of handout 2, “Writing an Effective Letter,” found on page 25, one for each
participant
» pens or pencils, one for each participant

Activity Steps
1 I N V I T E T H E PA RTICIPANTS to form small groups of five or six. Provide each small
group with a sheet of newsprint and a marker. Ask the groups to brainstorm concrete actions
they can undertake as active global citizens. Share the following examples to get them started:
» Ask who made the products you buy.

» Ask retailers to sell responsibly made products.

» Volunteer for a group that is campaigning for a cause.

» Plan an event to make others aware, such as a sweatshop fashion show.

» Join an e-mail campaign or a petition drive.

» Support an individual or an organization who is working for justice in a developing

country.

Ask the groups to come up with at least 10 items. They should list these actions on their sheets
of newsprint. Allow time for the groups to complete this task.

2 N O W A S K that the small groups discuss and prioritize their top-five ideas, circling their
choices on the newsprint. Allow just a few minutes for this task.

3 I N V I T E E A C H S MALL GROUP to pair with another small group and to combine their
top-five ideas to create a new top-10 list. Ask them to once again prioritize, and to place the
numbers 1 through 10 on their newsprint to indicate the order of their selections.

4 I N V I T E E A C H COMBINED GROUP to come forward and present its list.

WORKING FOR CHANGE 16

 Write for Rights (continued)
5 IF TIME ALLOWS, and if you are up for the challenge, invite all the participants to create a
top-10 list from all the ideas that have been gathered.

6 NOTE THAT one of the ways anyone can help to promote or advocate for change is by con-
tacting her or his local, state, and national government officials, a local or national newspaper,
a retailer, or the head of a company. Let the participants know they will be given a chance
to do just that today. Distribute a copy of handout 2 and a pen or pencil to each participant.
Then offer these comments:
» Letter writing and letter-writing campaigns are easy and effective advocacy tools by
which we can voice opinions about specific issues.

» As few as a dozen letters can alert a legislator to begin monitoring an issue or change
an editor’s mind. And these letters count. Few people take the time to write letters to
lawmakers, so a handful of letters can sway an important vote or decision. In addition,
well-written letters stimulate debate among politicians and the public.

» People you might never meet can read about our concerns in local papers. This may
incite other people to write letters to the editor, and we can begin to understand the full
range of opinions in our community.

7 ASK THE PARTICIPANTS to work individually or in pairs to choose a current issue that is
important to them about which they would like to write and send a letter.

8 TALK THROUGH THE TIPS listed on the handout to familiarize the participants with the
proper way to write an advocacy letter. Then invite them to take some time to draft a letter to
one of the constituencies listed in step 6. Let the participants know that this can be just a first
draft, and that they can finalize their letters at another time (preferably at home, where they
type and fully edit their letters).

9 WHEN EVERYONE has completed the task, invite the participants to name the issues or topics
they wrote about. If time allows, invite a few participants to read their letters aloud. Then urge
the participants to finalize their letters and mail them.

Note that an e-mail message is often considered less effective for advocacy than a written
letter. Legislators know it is much easier to cut and paste and click “send” than it is to print
and mail a letter. E-mail is useful, however, in soliciting broad and rapid support on an urgent
issue. The text of a sample e-mail letter can be sent to numerous people quickly. These people
can, in turn, forward the letter to others.

17 WORKING FOR CHANGE

 It’s Up for Debate
I N THIS ACTIVITY, the participants recognize that making change can be a
complex process, because people have different values and priorities.
MAT ERIA LS
N EED ED

» a sheet of newsprint
» a marker
» a roll of masking tape

Activity Steps
1 A S K H O W M A N Y of the participants have observed a government debate. Note that formal
debates include rules of Activity Steps that are followed so that all positions are voiced before
creating policies and laws. Ask the group to brainstorm some rules that must be followed for
an effective and respectful debate. Note these suggestions on a sheet of newsprint and post it
where all can see.

2 E X P L A I N T H AT the participants will be given a chance to participate in their own debates.

Then tell them that in these debates, the following rules must be followed:
» Listen and speak with respect.

» Argue against the points being made, not with the person making them.

» Honor the decisions of the moderator.

» Observers make no judgments until they hear both sides.

3 D I V I D E T H E L A RGE GROUP into small groups of at least four. You many want more
participants in each group if you want to limit the number of debates. Have each group count
off “one, two” to decide who is “pro” (agrees with the statement) and who is “con” (disagrees
with the statement). Assign or have each group choose a debate topic. Possible topics include
the following:
» We have the power to change things as global citizens.

» The world has become a better place because of the United Nations Declaration of
Human Rights.

» Schools should buy all athletic clothing from companies that treat workers fairly.

WORKING FOR CHANGE 18

 It’s Up for Debate (continued)
» Showing pictures of sick and starving children is the wrong way to get Americans to
care about people in need.

» The Internet is helping to build a better, more peaceful world.

» American companies shouldn’t be allowed to do business with countries that allow child
labor.

» The United States should double the tax on fast food and junk food to pay for more
foreign aid.

Allow sufficient time for the small groups to prepare their positions.

I N V I T E E A C H S MALL GROUP to debate for a specific length of time, perhaps 10 min-

utes. Choose a timekeeper and a moderator to ensure the debate process is followed fairly. Use
4 the following process:
» Pro side: One group member states his or her side’s case for agreement with the state-
ment and argues the position for two minutes. Everyone else is silent. The con side
listens attentively and takes notes.

» Con side: One person states why his or her side disagrees with the statement and argues
the position for two minutes. Everyone else is silent. The pro side listens attentively and
takes notes.

» Break: Both sides have two minutes to plan their rebuttals. Observers make notes on
arguments made and how they would argue if they were debating.

» Con side: One person has one minute to rebut the arguments made by the pro side.

» Pro side: One person has one minute to rebut the arguments made by the con side.

» Final arguments: One person from each side has one minute to convince observers why
his or her side has a better case.

» Closing: After final arguments, observers may be given a chance to add their thoughts to
the discussion. If desired, the observers may then vote on the issue: pro or con.

19 WORKING FOR CHANGE

 Jesus and Global Citizenship
I N THIS ACTIVITY, the participants consider examples of globalization in
Jesus’ Galilee and look for lessons about active global citizenship in the story of
the feeding of the 5,000.
MAT ERIA LS

» Bibles, one for each small group of five or six

N EED ED

» three sheets of newsprint

» a marker
» a roll of masking tape

Activity Steps
1 ASK THE PARTICIPANTS to consider what aspects of globalization, as we know it today, might
be found in Galilee in Jesus’ time. Have them explain or elaborate. Share the following ex-
amples:
» Imperialism: The Roman “world order” imposed its values and structures on local cul-
ture, customs, and politics. Some collaborated, while others, such as the zealots, plotted
to overthrow it, hoping Jesus might help their cause.

» Resource Depletion: Fishermen sold their catch for export even as local stocks became
depleted.

» Crippling Debt: Farmers produced food for the Roman Empire, not themselves, and paid
Roman taxes on the proceeds. Forced into debt, some sold their lands and became poor
laborers on the estates of wealthy land owners.

» Consider the following people in Jesus’ day:

» poor tenants and laborers
» lepers and cripples
» fishermen casting their nets but not catching fish
» Roman leaders; wealthy tax collectors
» collaborators with Rome; the zealots who plotted to overthrow Rome

» Who would be their equivalents in today’s world? What parallels can you draw between
globalization in Jesus’ time and globalization today? What insights can you gain?

2 INVITE THE PARTICIPANTS to form small groups of five or six. Provide each small group with
a Bible. Ask that one person in each group read aloud Mark 6:30–44.

WORKING FOR CHANGE 20

 Jesus and Global Citizenship (continued)

3 INVITE THE GROUPS to discuss the story using the following questions (write these on a sheet
of newsprint and post it where all can see):
» How do you think the disciples felt when seeing the crowds arrive?

» Jesus says, “You give them something to eat.” Why did the disciples find this alarming?

» How do you think everyone was really fed?

» Why do you think the leftover pieces were picked up?

» Put yourself in this story. Whom would you most likely be? How do you think you
would have acted?

4 GATHER THE PARTICIPANTS into the large group and ask what this story tells us about the
hallmarks of a global citizen. Allow for a few responses. Then write “Global citizens ...” on a
sheet of newsprint and post it where all can see. Have the participants complete the sentence.
Invite several participants to offer their responses aloud. [Answers may include: Global citizens
take responsibility for people in need, believe that there is enough for all, have an attitude of
gratitude and a desire to help others, are good stewards, understand that working for change is
difficult but take action anyway.]

5 ASK THE PARTICIPANTS to gather back in their small groups and share their responses to the
following questions (write these on a sheet of newsprint and post it where all can see):
» What is God saying to you about active global citizenship?

» What are you willing to do in response?

Allow some time for the small groups to share their responses, and then gather again as a large
group and ask for a summary from each small group.

6 CONCLUDE THE ACTIVITY by inviting the participants to bow their heads in prayer
as you pray:
» God of all, help us to recognize all of our sisters and brothers in the global community.
Open our hearts to them that we might live in solidarity with this extended family. God
of justice and peace, help us to be committed to change unjust structures and to be
peacemakers in a suffering world. Empower us to be Christians not only in word but
also in compassionate action. Give us the courage to speak out for truth and justice and
to prayerfully and patiently call for transformation. May global solidarity and peace be
achieved through the power of compassion, understanding, and love. In the name of
Jesus, Prince of Peace, we pray for global justice. Amen.

(“Global Education, Global Citizenship Prayer Service,” found at educationforjustice.org. Copyright © 2006 by Center
for Concern. All rights reserved. Used with permission.)

21 WORKING FOR CHANGE

Handouts
and
Resources
 HANDOUT 1

Connected to One Another

ECONOMICS:

C O M M U N I C AT I O N :

POLITICS:

T E C H N O L O G Y:

S O C I E T Y:

E N V I R O N M E N T:

Handout 1: Permission to reproduce is granted. Copyright © 2008 by World Vision, Inc.

24 WORKING FOR CHANGE

HANDOUT 2

Writing an Effective Letter

Here are a few tips on writing effective letters:

» Address letters to the right person at the right address. Use the correct salutation for
the person.

To write to the president or vice president, use the following salutation:

• Dear President (Vice-President) _______________:

To write to members of Congress:

• Dear Senator ________________:

• Dear Congressman (Congresswoman) _______________:

To write to a governor or state legislator:

• Dear Representative / Senator / Governor _____________:

To find out who your state or national representatives are, go to senate.gov,

house.gov, or usa.gov. This information is also available at
www.seekjustice.org. Addresses for officials can be found at these sites as well.

» Be sure to include the date, your address, and your signature.

» If appropriate, indicate something about yourself; for example, your age, your grade
in school, or the group to which you belong.

» Be succinct and to the point; one page is best.

» Begin by stating your reason for writing. For example:

 “I am concerned about . . .”
 “I have been learning about . . . and I think . . .”
 “I am writing to ask you to . . .”
 “Today’s New York Times reports that . . .”

» Always be respectful—never abusive or insulting.

WORKING FOR CHANGE 25

 HANDOUT 2

Writing an Effective Letter (continued...)

» Demonstrate that you are informed about the issue.

 Clearly state something you know about the issue.

 You could include a brief, convincing quote from something you
have read (with reference to the source). Or you could choose to
quote from a respected international agreement such as the Univer-
sal Declaration of Human Rights.
 You could offer praise for something the reader is already doing
regarding this issue.

» Show understanding that the reader hears many points of view.

» Present a reasonable, convincing solution or plan of action. Clearly state what you
want the recipient to do.

» Edit your letter to ensure it is well written, with no errors in spelling, grammar,
format, or fact.

Handout 2: Permission to reproduce is granted. Copyright © 2008 by World Vision, Inc.

26 WORKING FOR CHANGE

 »About World Vision
WORLD VISION IS a Christian humanitarian organi-
zation dedicated to working with children, families, and
their communities worldwide to reach their full potential
by tackling the causes of poverty and injustice. Motivated
by our faith in Jesus Christ, World Vision serves along-
side the poor and oppressed as a demonstration of God’s
unconditional love for all people.

We see a world where each child experiences “fullness of

life” as described in John 10:10. And we know this can
be achieved only by addressing the problems of poverty
and injustice in a holistic way. That’s how World Vision
is unique: We bring 60 years of experience in three
key areas needed to help children and families thrive:
emergency relief, long-term development, and advocacy.
And we bring all of our skills across many areas of expertise to each community we work
in, enabling us to care for children’s physical, social, emotional, and spiritual well-being.
Partnering with World Vision provides tangible ways to honor God and put faith into
action. By working, we can make a lasting difference in the lives of children and families
who are struggling to overcome poverty. To find out more about how you can help, visit
www.worldvision.org.

A B O U T W O R L D V I S I O N RESOURCES
Ending global poverty and injustice begins with education: understanding the magnitude
and causes of poverty, its impact on human dignity, and our connection to those in need
around the world.

World Vision Resources is the publishing ministry of World Vision. World Vision
Resources educates Christians about global poverty, inspires them to respond,
and equips them with innovative resources to make a difference in the world.

For more information about our resources, contact:

World Vision Resources

Mail Stop 321
P.O. Box 9716
Federal Way, WA 98063-9716
Fax: 253-815-3340
[email protected]
worldvisionresources.com

28 WORKING FOR CHANGE