DOCUMENT RESUME ED 390 689 SE 057 467 AUTHOR Schwartz, … · 2014-07-18 · DOCUMENT RESUME. ED 390 689 SE 057 467. AUTHOR Schwartz, Ellen; Schwartz, Bill, Ed. TITLE. Within Our

DOCUMENT RESUME

ED 390 689 SE 057 467

AUTHOR Schwartz, Ellen; Schwartz, Bill, Ed.TITLE Within Our Reach--Primary. Helping Students Develop

an International Perspective: International EducationResource Units Grades 1-4.

INSTITUTION United Nations Children's Fund Canada, Toronto(Ontario).

SPONS AGENCY Canadian International Development Agency, Ottawa(Ontario).

REPORT NO ISBN-0-921-564-02-3PUB DATE 89NOTE 36p.; For Grades 5-8 units, see SL 057 468.PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICEDESCRIPTORS

ABSTRACT

MF01/PCO2 Plus Postage.Active Learning; Cooperation; *Developing Nations;Elementary Education; *Elementary School Students;Foreign Countries; *Global Approach; *HealthEducation; Language Arts; Mathematics Education;Social Studies; World Problems

This document is a curriculum resource aimed atcorrecting common misconceptions that people have of conditions inthe developing world. It emphasizes the common needs and aspirationsof all the world's children while focusing on cooperation as a basichuman response that can be directed toward solving some major globalproblems. It is divided into three thematic units: commonalities,health, and cooperation. Each unit contains lessons, activities, andstudent activity sheets. This guide places the basics--language arts,social studies, and mathematics--within the context of activelearning sequences. An underlying principle of this guide is thatremarkabl achievements can be made if people learn to work together.For this reason, cooperative problem-solving and presentations areemphasized throughout. Three appendices include: vocabulary words andsuggested activities, curriculum integration matrix, and thecooperative aspects of lhe lessons. (JRH)

***

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HELPING STUDENTS DEVELOP AN INTERNATIONAL PERSPECTIVEunicef .

Within Our Reach

Primary

For the world's children,good health and education

ere within reach.

3

Within Our Reach Primary

Author:

Editor:

Unicef Project Coordinator:

Art:

Cover Art:

Editorial Direction:

Reviewers:

Typesetting and Layout:

Acknowledgements:

Ellen Schwartz

Bill Schwartz

Bob Pletsch

Laura Wallace

Brent Lynch

Barry Growe

Bob BrockPenny FineGeorge GreasonBruce HornLori LatchmanRon MarshMarilyn Stroud

Richard Banner

The World Association of Girl Guides andGirl Scouts (Zoo Game, The Egg Game.Lagan Buri, Eggshell Relay, adapted fromWorld Games and Recipes).Shel Silverstein (Hug O'War," from Wherethe Sidewalk Ends: The Poems andDrawings of Shel Silverstein).Terry Orlich (Puzzled Partners, WagonWheel, Frozen Beanbag, adapted fromThe Second Cooperative Games andSports Book).

1989 UNICEF Canada

Funding for this publication has been provided by theCanadian International Development Agency.

Caradian Cataloguing in Publication Data

Schwartz, EllenWithin our reach primary

ISBN 0-921-564-02-3

1 Developing countries Study and teaching (Primary)I. Canadian UNICEF Committee Il Titie

2

unicefEDUCATION

WITHIN OUR REACH PRIMARY

Introduction

PART I: COMMONALITIES

Happy Birthday to Everyone

Let's Play!

Page4

5

11

PART II: HEALTH

Be Wise, Immunize 15

Child Health Scouts 20

PART III: COOPERATION

Cooperation on a Small Scale 26

Cooperation on a Grand Scale 28

Appendix A: Vocabulary Words and Suggested Activities 31

Appendix B: Curriculum Matrix 32

Appendix C: Educating for Cooperation 32

unicef3 EDUCATION

5

Within Our Reach - Primary

Introduction

We North Americans have only a vague idea of con-ditions in the developing world. Television andnewspaper headlines convey images of poverty.misery and helplessness. We know little of thepeople's courage and intelligence, little of the remark-able progress they have made in recent years. Wetend to focus on the differences between us, ratherthan on those things that we, as members of thehuman family, have in common.

This curriculum resource seeks to correct thosemisperceptions. It emphasizes the common noedsand aspirations of all the world's children. It focuseson cooperation as a basic human response that canbe directed toward t;olving some major globalproblems.

Within Our Reach Primary is divided into threethematic units:

commonalitieshealthcooperation.

Within each unit, two lessons explore the theme.

It is not nE oessary to do every activity in a lesson.nor is it necessary to do them in the sequencepresented. Feel free to choose activities according toyour curriculum themes and your class's abilities andin4ere ts.

In each lesson you will find a list of vocabularywords. As in any resource designed for grades 1 to4, some words will be too easy for grade 4 children.while others will be too hard for early primary stu-dents. Again, please use the vocabulary words inwhatever way is appropriate for your class. AppendixA is a complete list of all the vocabulary words usedthroughout the manual, with some suggestions foractivities using them.

Use your own creativity to adapt the activities foryour class. For example, when the directions say,"Have the students write a story about ..." this does

not have to be a pencil and paper story. They canwrite stories on the computer, tell their stories orallyonto a tape recorder, write poems, write rebusstories, and so on. Similarly, when the directionssay, "Have the children illustrate...," feel free to useany art medium at hand.

Some lessons include student activity sheets. Theseare stories and activity pages for the students' use.They can be photocopied and distributed to the stu-dents individually or in groups.

The lessons in this manual fit into many parts of thecurriculum. Appendix B is a curriculum integrationmatrix.

UNICEF recognizes that elementary school studentsare best stimulated by active involvement in theirlearning. This guide places the basics languagearts, social studies, mathematics within the con-text of active learning sequences.

Knowledge, empathy and action are three essentialcomponents of learning. Active learning generatesempathy. Empathy motivates students to acquireknowledge and to act to make their world a morejust place.

ZrrKnowledge

Action

Learning

Empathy

An underlying principle of this curriculum guide isthat remarkable achievements can be made if

people learn to work together. For this reason,cooperative problem-solving and presentations areemphasized throughout. Appendix C summarizesthe cooperative aspects of the lessons

4

unicefEDUCATION

TEACHERSLNOTES

COMMONALITIES


People around the world celebrate their birthdaysin different ways. In Europe and the Americas,birthdays are celebrated every year. The birthdaychild usually receives gifts from family and friends,and often gives token gifts in return. In some Asiancountries, only certain years are marked by abirthday celebration. In Africa, people generally donot observe an annual day of birth. Instead, thereare rituals and feasts to commemorate rites of pas-sage such as baby-naming, puberty and marriage.But everywhere, these observances celebratepeople's existence and their place in a family, clanor community.

Lesson Overview

Students compare North Amencan ways of celebi at-ing birthdays with those of children in other parts ofthe world. They note the differences but emphasizethe similarities.

Learning Outcomes

Students will be able to:explain why people celebrate their ,thdays.give examples of birthday customs in other partsof the world.compare birthday customs in North America withthose in other countries.appreciate similarities and differences in the waysthat children celebrate their birthdays.

Curriculum Tie-In

Language ArtsSocial StudiesMathematicsArt

Vocabulary Words

ancestorbirthdaycelebration

Materials

ceremonycustomdecorations

familygiftparty

"Birthdays Are Special student activity sheet

"Birthday Celebrations Around the World" stu-dent activity sheetsworld map, atlas or globegraph paperart supplies

Suggested Activities

Start this activity on a student's birthday. Havethe class sing "Happy Birthday" to that child.Celebrate with a special card or treat.

Have the students suggest reasons that peoplecelebrate their birthdays. List their suggestions.Discuss:How old were you on your last birthday? How oldwill you be on your next birthday?

-- How do you feel on your birthday?-- How do people treat you on your birthday?

Why do you think people like to mark each yearas they grow older?

Pass out the "Birthdays Are Special" student ac-tivity sheet. Before the students fill it out, discussthe categories and have them give examples ofdifferent birthday customs. After they have com-pleted the student activity sheet, have them com-pare the features of their birthday celebrationswith one another. Have them make graphs show-ing how common each feature is in the class.

Have the students read the "Birthday Celebra-tions Around the World" student activity sheets.Because there are three stories, you may wish todo this in groups. Locate on a map or globe thecountries and towns where each story takesplace. Discucs:How are the birthday customs in the differentcountries similar? How are they different?How are your birthday celebrations different fromthose in other countries?What birthday customs from other countrieswould you like to have as part of your birthdaycelebration?What is the same about birthday celebrationseverywhere?Divide the class into groups and assign eachgroup one of the countries, including Canada.

unicef5

7EDUCATION

Have each group illustrate a section of a classmural on birthday celebrations around the world.

Extension Activities

Find out how to say "Happy Birthday" in severalother languages. Make a mobile or bulletin boarddisplay of these phrases.

Collect and learn birthday songs in many lan-guages.

For More Information

Confetti: The Kids Do-lt-Yourself Party Book. Fiarot-ta, Phyllis and Noel. Workman Publishers, 1978.

Giggles to Gumdrops: Creative Birthday Party Ideas.Grover, Kathleen and Kelts, Jeannie. Giggles toGumdrops Publishing, Box 511, Consort, AlbertaTOC 1130. 1986.

We Celebrate Family Days. Kallman, Bobbie,1-1..2ighes, Susan and Harrison, Karen. CrabtreePublishing, 1986.

Children's Festivals from Many Lands. Millen, Nina.Friendship Press, 1964.

Birthday Parties Around the World. Rinkoff, Barbara.M. Barrows and Company, Inc., 1967.

Teacher's Guide to Pronounciation of ForeignPhrases in "Birthday Celebrations Around theWorld" student activity sheet:

Lang zal hij leven Lohng zahl hay lay-venIn de gloria In duh hlor-ee-aHiep, b, hoera Heep heep hoo-rah

Fartelijk Gefeliciteerd Met Je Verjaardag Hart-a-look huh-fay-lee-cee-tard met yuh vair-yar-dah

Feliz cumpleanos a ti Fay-lees coom-play-ahn-yose all tee

querida kay-ree-thah

Sang il ul chook hamnida Sahng 1 ul chook hahm-nee-dah

6

unicefEDUCATION

STUDENLACLTIVITY SHEET

BIRTHDAYS ARE SPECIAL

What makes your birthday special? Perhaps there are certa!n foods that you eat on yourbirthday. Perh ips there are special games that you like to play. In the chart below, tell howyou celebrate your birthday.

FOODS

GAMES & ACTIVITIES

DECORATIONS

DRESS

GIFTS I RECEIVE

GIFTS I GIVE

Draw a picture of what you like best about your birthday.

unicef7 EDUCATION

STUDENT ACTIVITY SHEET

BIRTHDAY CELEBRATIONS AROUND THE WORLD

Willem The Netherlands

Willem Evi 11-ernj lives in the town of Heeren-veen in The Netherlands. He is turningseven years old.

On the morning of his birthday, Willem getsto sieep late even if it is a school day!His family comes into his room. Each onecarries a small gift and some candies. Theywake him by singing:

Lang zal hij levenLang zal hij kivenLang zal h:j levenIn de gloriaHiep, hiep, hoera!

(Long may he liveLong may he liveLong may he liveIn prosperityHip, hip, hurrah!)

At the breakfast table, Willem's fork, knifeand spoon are decorated with little bows.His chair is hung with flowers or evergreenbranches. The house is decorated with bal-loons, streamers, ribbons, bows and flowers.Birthday cards decorate his place at thetable.

Willem chooses whatever he wants forbreakfast. On this day he has thin Dutcnpancakes with whipped cream and jam in-stead of the usual eggs, bread, and cheeseor ham.

At school, Willem's friends greet him with"Hartelijk Gefeliciteerd Met Je Verjaardag"("Hearty Congratulations For YourBirthday"). He gives them small sweetpastries called taartjes [tar-yuhs] as a wayof sharing the happiness of the day.

In the evening, relatives and friends comeover to celebrate. They bring Willem gifts,and everyone eats more taartjes and can-dies and drinks tea.

By bedtime, Willem's stomach is full of cakeand candy. "I am seven!" he thinks. Thenhe quickly falls asleep.

unicef8

0

EDUCATION

Rosa Venezuela

Rosa lives in the town of Calabozo [Kah-lah-bo-so] in Venezuela. She is turning eightyears old.

Rosa was born on the day of the year thatwas named for Santa Rosa, or Saint Rose.So on that day, she celebrates not only herbirthday. but also the name-day of the saint.

After breakfast Rosa, her family and herparty guests go to church. The priestblesses her. Then they go back to Rosa'shouse for a pinata [peen-yah-tah] party.

The pinita is a pottery jar filled withgoodies like candies, peanuts and smalltoys. It is decorated with coloured paper

and clo',n to make it look like some-thing, such as a down or a donkey.Rosa's pinata looks like a cat.Rosa's parents hold the pinata highabove the heads of the children by arope.

Rosa is blindfolded and given a longpole. She is turned around threetimes. Then she tries to whack thepiñata with the pole. The otherchildren guide her. "Higher!" theyshout. "Over herer But Rosa'sparents pull the pinata out of theway just in time.

All the children take a turn at tryingto hit the pinata. Finally someonecracks it. The next child makes thecrack bigger. On Rosa's next turn.WHACK! The pole smashes throughthe piñata and the goodies tumbleout. All the children scramble for thetreats.

The guests give Rosa birthday gifts.Then her parents serve cake. Everyonesings "Feliz Cumpleanos" [Fay-lees coom-play-ahn-yose].

Feliz cumpleaños a tiFeliz cumpleanos a tiFeliz cumpleahos, querida RosaFeliz cumplearios a ti.

(Happy birthday to youHappy birthday to youHappy birthday. darling RosaHappy birthday to you.)

After the guests leave, Rosa has a job todo. She must help her parents clean up themess from the pinata!

unicef9 EDUCATION

11

Yong Tu

Yong Tu lives in the town of Sangju [Sahng-joo] in South Korea. He is turning one yearold.

If you ask Yong Tu's mother how old he isturning today, she will say, "Two." Koreansbelieve that a child is one year old when heor she is born. So at the first birthday, thechild is said to be two years old.

There are two very special birthdays forKoreans. One is the first birthday. Theother is when a person turns sixty.

Today, on his birthday, Yong Tu's motherand grandmother dress him in a special setof clothes. The clothes are old andembroidered in many bright colours. Theyhave been used by every child in YongTu's t.Amily for many years. Now it is YongTu's turn to wear them.

When the guests arrive, Yong Tu's fatherholds him in his lap. They sit in front of atable that is covered with many things suchas yarn, money, rice and a paint brush.

Korea

These things are not wrapped, but sit onthe table for all to see. The adults try toguess which thing Yong Tu will pick first.Whatever he chooses will tell what kind oflife he will have when he grows up. If hepicks yarn or thread, he will have a longlife. If he picks money, he will be wealthy. Ifhe picks rice, he will always have plenty offood. If he picks a paint brush. he will be agood student.

All the guests wait impatiently for Yong Tuto choose. He reaches for the paint brush."A student!" his grandmother cries. "Verygood, very good!" All the guests nod theirheads. How wonderful that Yong Tu will bea good student! "Sang il ul chook ham-nida," they say. ("Happy Birthday.)

Then the guests give gifts to Yong Tu. Hismother and grandmother serve a meal ofseaweed soup, a spicy pickled cabbagedish called kirnch'i [kim-chee) and sweets.The guests talk about Yong Tu's future. Bythe time everyone leaves, the birthday boyhas fallen asleep!

10

1 2

unicefEDUCATION

a

aa

a

rEAcnEfa NOTES

COMMONALITIES

Let's Play!

Children everywhere play games to get exercise,improve their skills and have fun. The games theyplay and the equipment they use may differ, butthe basic principles of play and sportsmanship arethe same.

Lesson Overview

Students compare our most common games withthose of children in other parts of the world, notingdifferences and similarities. They discuss the univer-sal aspects of game-playing.

Learning Outcomes

Students will be able to:classify games according to type.play games from other parts of the world.describe similarities between our games andthose of other cultures.appreciate the universal aspects of game-playing.

Curriculum T;e-ln

Language ArtsSocial StudiesArtPhysical Education

Vocabulary Words

aimequipmentexei cisefairgamegoal

Materials

hopjumpkickracerunspeed

sportsmanshipstrengthteamthrowunfair

"Games Around the World" student activity sheetsart supplie3physical education equipment (balls, hoops.ropes, etc. \


Ask the students to name the games they like toplay. Write these on the chalkboard as theybrainstorm. Discuss:What kinds of games do you play alone? in pairsor small groups? in teams?What kinds of games do you play at birthday par-ties?What kinds of games did you play when youwere little?What kinds of games do you play indoors? out-doom? on grass? on pavement?

-- What kinds of games do you need equipment toplay?

Make a large chart, classifying the games thatthe children have identified. Add games as stu-dents think of them. Point out that some gamesfail into more than one category. On the followingpage is a sample chart of some common activegames, grouped by type.

Have the children draw pictures to illustrate atleast one game of each type on the chart.

Have the students read the "Games Around theWorld" student activity sheets. Divide the classinto four groups. Assign one game from the stu-dent activity sheets to each group. Have thegroup learn the game, then teach it to the othergroups. Discuss how the international games arethe same as, similar to or different from gamesthat the children normally play.

Discuss the universal aspects of game-playing:Why do we play games?What makes a game fun?When children play a game in a group. whatkinds of behaviour are important?What makes a person a good sport? A poorsport?Why are rules important in playing games?What kinds of skills do we Warn or practice whenwe play games?

Many children around the world have only verysimple equipment or they must make their ownequipment from materials such as sticks, peb-

unicef13 EDUCATION

GAMES WITH BALLS GAMES WITH SMALL GAMES WITH STRINGSOBJECTS & ROPES

spuddodgeball

kickballbaseballsoftballsoccer

basketballcatch

monkey in themiddle

marblestops

pick up sticksjacks

cat's cradlejumpropetug of war

CIRCLE GAMES

dodgeballduck, duck, goose

GAMES WITH HOOPS

ila hoopstick & hoop

CHANTING GAMES GAMES OF IMITATION

hand-clappingjumprope

London Bridge

Simon saysfollow the leader

GAMES OF AIM

marblesdart;

ringtosshorseshoes

RUNNING GAMES GAMES PLAYED IN A LINE

tagfollow the leader

raceshide and seek

follow the leaderLondon Bridge

relay racestug of war

GAMES WITH GOALS

hockeyringettesoccer

basketball

HOPPING & JUMPING GAMES OF STRENGTHGAMES

hopscotchjumpropeleapfrog

bles. seashells, etc. Have the children try to playsoftball with a stick and a tightly-wound piece ofcloth for a ball, pick up sticks with straight twigs.or marbles with round pebbles. Discuss: Is play-ing with hand-made equipment as much fun asplaying with the proper equipment? Why or whynot'?


Eskimo Inuit Games (Book One). Eger. F.H. X-Press. 3905 W. 12th Avenue, Vancouver, B.0V6R 2P1 .

tug of wararm wrestling

Games of the World. Grunfeld, Frederic V. SwissCommittee for UNICEF, Canada, 1982. Availablefrom your provincial UNICEF office.

Children's Games from Many Lands. Millen, Nina.Friendship Press, 1965.

World Games and Recipes. The World Associationof Girl Guides and Girl Scouts.

-Kids at Play." Film about the kinds of games kidshave played through the ages. 29 min. NationalFilm Board, catalogue #1C6C 0177 321.

unicef12 EDUCATION

14

STUDENT ACTIVITYSHEEI

GAMES AROUND THE WORLD

Zoo GameBrazil

EquipmentA blindfold for every player,

SpaceBig room or outdoor play area.

DirectionsDivide the players into groups of five or six.Each group chooses an animal that makesa definite noise. Every player is blindfoldedand everyone scatters. At a signal from theleader, all the players move around makingthe noise of their group's animal. Eachgroup has to gather together by sound.

The first group to gather together wins

The Egg GameIceland

EquipmentA few balls about the size of a basketball orvolleyball.

SpaceGymnasium or playground.

DirectionsDivide the children into groups of seven oreight. All the players in a group stand in acircle facing inwards with their legs apart.One player starts the game by trying to rollthe ball through someone's legs. Theplayers may not put their feet together. sothey must try to stop the ball with their

hands. They may try to roll it betweensomeone else's legs but they may notmove from their place in the circle.

If the ball does go through someone's legs.that player is out. The game continues untilonly one player is left.

unicef131 5 EDUCATION

Lagan BuriSenegal

EquipmentA handkerchief.

Space

Eggshell RelayPhilippines

EquipmentTwo fans and two blown eggshells or twoping pong balls.

SpaceGymnasium or paved playground.

DirectionsDivide the players into two equal teams. As-sign a goal or base to each team. Eachgoal should be at least 2 metres away fromthe middle of the playing area.

Large outdoor play area.

DirectionsA home base is named at the beginning ofthe game and one player is chosen as "It."

All the players scatter and cover their eyes."It" hides the handkerchief ("iagan") withinthe play area, then cries, "Buri!" and runsaway. The other players try to find the hand-kerchief. The finder calls out that the hand-kerchief has been found. Now all the otherplayers try to get to home base. The playerwho found the handkerchief tries to tapthem before they reach home base.Whoever is tapped is out of the game.

Each team stands in a single line acrossthe playing area, facing its goal. The firstplayer on each team is given an eggshelland a fan.

When the leader whistles or shouts, "Start!"the first player on each team puts the egg-shell on the ground and starts fanning,steering it toward the goal. The fan mustnot touch or push the eggshell.

As soon as the eggshell reaches the goal,the player picks it up, runs around the goaland hands the eggshell and the fan to thenext player in line. The next player fans theeggshell toward the goal in the same way,and so on down the line until everyone hashad a turn.

Whichever team finishes first wins.

14

unicefEDUCATION

TEACHER'S NOTES

HEALTH

Be Wise, Immunize

Vocabulary WordsThe six major diseases that can be prevented byimmunization are measles, whooping cough (pertus-sis), polio, diphtheria, tetanus and tuberculosis. (InCanada children are not routinely immunizedagainst tuberculosis because of its low incidence,but in most developing countries they are.) It costsonly about $6 for all the vaccines needed to protecta child against these six diseases.

Vaccine-preventable diseases kill almost 4 millionchildren a year and leave millions of others dis-abled. Measles alone kills 2 million children eachyear.

In the 1970s fewer than 50% of the developingworld's children were receiving even a first doseagainst diphtheria, whooping cough, tetanus andpolio. Today, approxiimately 40% of the developingworld's children are fully immunized against thosefour diseases, 50% against tuberculosis and 26%against measles. Immunization is now saving thelives of approximately 1 million children a year inthe developing world. The goal of UNICEF is univer-sal immunization of the world's children.

Lesson Overview

Students discuss the importance of immunization andfind out how vaccine works.

Learning Outcomes

Students will be able to:explain why it is important to be immunized.describe how vaccine worksappreciate the need for universal immunization

Curriculum Tie-In

Language ArtsSocial StudiesHealthArtScience

antibodyblooddiphtheriadiseasegermimmunization

Materials

immunize tetanusmeasles tuberculosisneedle vaccinationpolio vaccineprotection villageshot whooping cough

"Immunization Helpers" student activity sheetsart supplies


Ask the children to recall the last time theyreceived a vaccination shot. Have them sharetheir vaccination experiences orally. in writing, orin art form.

Visit the local public health clinic or invite a publichealth nurse into the class. Find out what the vac-cines look like, how they are stored. what kinds ofneedles are used, and so on.

Have the students read the "Immunization Help-ers" student activity sheets. Discuss:Explain the phrase, ''Be wise. immunize!"Do you think that the second of pain of the vac-cination shot is worth years of protection from dis-ease? Why or why not?In most parts of Canada, children are not allowedto go to school unless they have had their vac-cinations. Why do you think this is so?

Have the class adapt the How Vaccination ShotsWork story as a play or puppet play. They cantake the parts of evil-looking germs, friendly-look-ing blood cells and valiant antibodies. Have eachgroup wear a different colour hat. Videotape theplay or take photographs and mount the picturesin order on the bulletin board. Have the childrenwrite captions to label the vaccination precess.

Have the students pretend that they are healthworkers like Ocan and Akello. Have them designposters or advertisements that encourage parentsto have their children immunized. Make a bulletin

151

unicefEDUCATION

board display of the posters. Older childrencan design TV ads. which you can videotape.or write morning announcements for a schoolbroadcast.


At $6 per child. have the children calculate howmuch it would cost to vaccinate all the children intheir family, in the class, in the school.


We Are the Children. Spiegelman. Judith M. andUNICEF. The Atlantic Monthly Press, 1986. Avail-able from your provincial UNICEF office.

The American Medical Association Faniily MedicalGuide Kunz. Jeffrey R.M.. ed. Random House.1982.

-Messages." A film on health care. Available fromyour provincial Red Cross office or fromCanadian Red Cross Society. 1800 Alta VistaDrive. Ottawa. Ontario K1G 4J5.

unicef1 6

1 5EDUCATION

STUD_ENIALTIVITY_SHEET

IMMUNIZATION HELPERSOcan [Oh-chan] and Ake llo [A-kell-oh] arebrother and sister. Ocan is 11 years old.Ake llo is 10. They live in Uganda, a countryin Africa.

Ocan is in the BoyScouts and Ake llo is inthe Girl Guides. Both theScouts and the Guides

promise to "help other people at all times."Ocan and Ake llo are going to help otherpeople and earn their Immunization Helperbadges at the same time.

The first thing they must do is tell peopleabout immunization. So they write a storythat explains how vaccine works. Here istheir story:

1-10\41 VACCINATION SHOTS WORKsy

Oc A4D AKELLO

KINTu IS A ONE -YEW

OLD BAK HE LWES iN()A,IDA.Took-i KirfroIS 4Eir944 AVACcINATIoN

SHoTAT11.1E HEALTH

CLINIC IN His

VILLKE.

ATM NUgsE CLEANS NIS

Scrror trN A CatrbN BAIL

SNO1-.\UMI...13UT Tip?. A SECOND

OF ?MI 104ru N ILL BE T'grirEcTspP4AINST A DISEA5OTHAT CANMAKE C1111-17TZEN VERNI SC.K. OP.ENEN KtLL 114E.rA . .

ETS PRCTEND MAT wE CAN SHRINK TO ME 5/ZF OF ATINY SPECK . REAPY? cio!!! .

114INOW LET'S CRAWL INSIDE i<INrrU 13ODY AND OUT 440WVACCINATION SNOT WORK.fs. . . i(gRE: /4/6. 4.0 . .

unicefEDUCATION

11111,

,..coME1-0 -THE

fl5LOOD CELLS

WORKrtAgp-ToKEEP KRAUS

SODY EALIO

MEASLES GERAiS

11+EGE litousts.-MAKERS AREN'T

WELCOME HERE ...

PERE. COMESoma FUNNY-

L1N4 SIVANYERS

'MEVponfr get.orv4

HERE!HALT!

Wtio ARE YoUl.?AND WHAT

AgE You PowaHEral

',MIRE MEASLESQERM5 AND WE'REaoiN4 lb MAKE

YOU SICK!!

ThE s1rigAN4ERsARE WRY WEAK

gEgms -Mgt-CAUSE"ME MEASLES DISEASE.

THEy WERE 1N loptrt.PsVACCINATION . .

114E MEAslras 4ERMS LAu4 4 WEAKLyiThEY Ate Almotr NOT VERY STROA

loNru Bum) SPRJWSItsrro ACTION. IT MAKESSPECIAL T1 4#41E12, CELLSCALLED ANTIWPIES."THE ANTI5ODIES suRROONDAND KILL. TYE 1,1E4SLE.SgeRms .

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Akello and Ocan give copies of their story totheir friends, so they will learn about vac-cination. They tell parents in their villagewhen they can take their children tothe clinic to get their vaccinations.They offer to babysit other childrenso that mothers can take theirbabies to the clinic. They take awritten test to show that they havelearned zrbout immunization

PROTECT/Ng kINTUAowsr DISEASE FoRTI4ERESTOF HIS L/FE!

r C. END Ps,

Now Ocan and Akello have done all thework to earn their badges. Their Scoutleaders pin their Immunization Helper

, badges on their uniforms. Akello andOcan are proud. They know that

"e7-('\ - they have helped save the lives ofmany babies and children in their vil-

($tic_G] ) !age. They smile and say, "Be wise.immunize!"At4 A

A /

192

unicefEDUCATION

TEACHERS:14_4"ES

HEALTH

Child Health Scouts

We usually think of adults as providers of healthcare, but children can also help themselves, theirrelatives, friends and neighbours to stay healthy. Inmany developing countries, children disseminatehealth information, work with health professionalsto spot signs of disease, participate in preventivehealth clubs and help their families maintain goodsanitation and health practices.

Lesson Overview

Students discuss examples of how children can beand have been health workers.

Learning Outcomes

Studenis will be able to:list a number of ways in which they can helpthemselves and others to stay healthy.give at least one example of how children havehelped fight disease and promote good health.appreciate the role that children can play in keep-ing themselves and others healthy.

Curriculum Tie-In

Language ArtsSocial StudiesHealthArtScience

Vocabulary Words

blind examinecleaner healthcure ointmentdiarrhea penicillinevaporate solar

Materials

scoutssoresyawstrachomawaterwater vapour

"Child Health Scouts" student activity sheets-A Solar Water Cleaner" student activity sheetworld map. atlas or globeart supplies

bowl, drinking glass, clear plastic wrap, stones(for solar water cleaner)


Ask the children to give examples of how adultsparents, doctors and nurses help children

to get and stay healthy. These might include diag-nosing illnesses, giving medicine, taking tempera-tures, and so on. Now ask the students to thinkof ways in which children can help themselvesand others to get and stay healthy. List their sug-gestions. Some examples might include:covering mouth and nose when coughing orsneezingwashing hands after going to the bathroom andbefore eatingbrushing teeth at least twice a daykeeping dirt out of cuts and scrapespreventing small children from doing dangerousthings, such as handling knives or putting smallobjects in their mouths.

Divide the class into groups and assign eachgroup one health measure from the list. Have thegroups do one or both of the following activities:

a Do a skit, pantomime or puppet show acting outthe health measure. Have the class guess whichhealth measure each group is acting out.

b Draw a two-part cartoon illustrating the healthmeasure, with one part showing the wrong wayto deal with the situation (for example, sneezingwithout covering nose) and the other part show-ing the right way (hand over nose and mouthwhen sneezing). Assemble the cartoons in a bul-letin board display or class book.

Point out that when children help themselves andothers to stay healthy, they might be called ChildHealth Scouts. Have the children read the "ChildHealth Scouts" student activity sheets. Locate In-donesia, Taiwan and Ghana on a map or globe.Discuss:What is a Child Health Scout?How did the Yaws Scouts help the nurses curemore people?

20

unicefEDUCATION

In Taiwan, why did all the students wash theirhands before passing out the tubes of eye oint-ment?Why were the tubes of eye ointment numbered tomatch the armbands of the children withtrachoma? Why was it important that every childuse only his or her tube of eye ointment?Why was Awo worried?How did the solar water cleaner make the waterclean?


Invite a public health nurse into the class to talkabout basic health care and hygiene. After the

talk, add suggestions to the list of ways thatchildren can help themselves and others to stayhealthy.

Have the class make an ABC book on stayinghealthy. For example, the A entry could be "Al-ways brush your teeth after meals" or "Eat car-rots for Vitamin A."


We Are the Children. Spiegelman, Judith M. andUNICEF. The Atlantic Monthly Press, 1986. Avail-able from your provincial UNICEF office.



CHILD HEALTH SCOUTS

The Yaws Scouts

Yaws is a disease in which people havelarge, painful, open sores on their bodies.For a long time, there was no cure foryaws. Then doctors found that a medicinecalled penicillin could cure yaws. You mayhave taken penicillin for a bad sore throator earache.

Indonesia is a country in Asia. In Indonesia,more than ten million people had yaws.Young people helped to cure it. Here iswhat they did:

Doctors taught highschool students howto spot signs of yawsin people who hadthe disease. Thesestudents, who wereknown as the "YawsScouts," went to theirown villages. Theyasked a drum playerto beat on a hollowlog. The drum beatcalled all the peopleto gather in thecentre of the village.

When all the peoplewere together, theYaws Scouts ex-amined them forsigns of yaws. Theygave a card toeveryone who hadyaws. Then aH thepeople went home.

A few days later, ateam of nurses cameto the village. Agair

the drummer beat on the hollow log. Thistime only the people who had been givencards came to the centre of the village. Thenurses gave them shots of penicillin. Al-most everyone who received the shots gotbetter.

Within ten years. the Yaws Scouts helpedten million people in Indonesia recover fromyaws.

22

unicef:;) 4 EDUCATION

FIR

The Eye Helpers

Trachoma is an eye disease that can makepeople blind. In Taiwan, a country in Asia,two million people had trachoma. Many ofthese people were children. Doctors taughtteachers how to treat trachoma, andteachers taught their students how to help.

Have you heard of fire drilh? In Taiwan,some schools had eye-care drills! Here ishat happened in one classroom:

-

The teacher gave thesignal to begin. Somechildren passed outnumbered armbands totheir classmates whowere going to be treatedfor trachoma. Other stu-dents got basins of soapand water. Each of thestudents washed his orher hands. Some stu-dents passed out tubesof eye ointmert. Thetubes were numbered tomatch the armbands.This was to make surethat every child usedonly his or her tube.

The children withtrachoma lined up. Theteacher squeezed oint-ment into their eyes. (Insome classes, studentssqueezed the ointmentinto their classmates'eyes.) Other studentspressed small squaresof tissue paper over theeyelids of the childrenwho had received the

ointment. This helped to spread the ointmentinside the eye.

Students collected the tubes and put themaway. The children returned to their seats.The whole eye-care drill took five minutes!

The same thing happened in clasrooms allover Taiwan. In this way, more than one mil-lion c.T,es of trachoma in schoolchildrenwere cured. The Eye Helpers wally helped!

233unicefEDUCATION

The Clean Water Girl

Ala

In Canada, most water is treated withchemicals before it comes to our homes, tomake sure that it is clean and safe to drink.But in many parts of the world, water is notclean It may look clean but it containsgerms that can make people sick or evenkill them.

The most common disease caused bygerms in dirty water is diarrhea. Every year,minions of people die from diarrhea. Most ofthem are children.

Here is what one girl did to help her familyand her village make sure that their waterwas clean and safe to drink:

Awo [Ah-woe] was an eight year old girl wholived in Ghana. Ghana is a country in Africa.

Awo was worried. Her mother was going tohave a baby. Why wasn't Awo happy aboutthis? She was! She very much wanted ababy sister or brother. But she was worriedbecause just a year ago, her baby brotherhad died from diarrhea. He got the diarrheafrom germ:, in water that he drank. Awo wasafraid that the same thing would happen tothis new baby.

One day a health worker came to Awo sschool. She told Awo's class about a way tomake water clean. It was called a solarwater cleaner. The health worker said thatthe solar water cleaner would make watersafe to drink. She showed the children howto make one.

Awo rushed home after school and made asolar water cleaner. She showed it to hermother. She told her what the health workerhad said. Her mother smiled. She thankedAwo for helping to keep the whole familyhealthy.

The solar water cleaner worked. When thenew baby was born, it stayed healthy. Sodid Awo. When other people in the villagesaw how Awo's solar water cleaner got ridof germs in water, they made cleaners, tooSoon everyone in the village was drinkingclean water. There were very few cases ofdiarrhea. The villagers called Awo TheClean Water Giri"1

9A. unicef

24 EDUCATION

A SOLAR WATER CLEANER

Here's how to make a solar water cleaner,just like Awo's.

1. Mix a small amount of dirt into about 1litre of water.

2. Pour the dirty water into a bowl.

3. Stand a glass in the centre of the bowl.

4. Cover the bowl with clear plastic wrap

and weight down the edges of the plasticwith stones.

5. Place a stone on the plastic over thecentre of the glass.

6. Leave the water cleaner in the sun allday.

7. Remove the plastic. Look in the glass.What do you see? Look in the bowl. Whatdo you see? What happened?

Clean glass set in dirty water.

Glass is tilled with clean water.

Bowl covered with plastic wrap

unicef25 EDUCATION

TEACHERS NOTES

COOPERATION

Cooperation on a Small Scale

Hug O'WarEveryone wins when people work together. Allmembers of a family and a class can help makethe l-iume and the classroom a good place to live,learn and play. Cooperation on a small scale is aprelude to international cooperation.

Lesson Overview

Students discuss the concept of cooperation Theylake part in cooperative activities and games.

Learning Outcomes

Students will be able to:explain the meaning of cooperation.demonstrate examples of cooperation.appreciate how cooperation makes the homethe classroom a good place to live, learnplay.compare cooperative and competitive games.

Curriculum Tie-In

Language ArtsSocial StudiesPhysical EducationMathematicsArt

Vocabulary Words

choresclassroomcompetitivecooperate

Materials

cooperationcooperativehelp

losesharewin

copy of the poem -Hug O'War-"Cooperative Games" sheetart supplies

andand


Print the poem "Hug O'War.' by Shel Silversteinon the chalkboard and have the students read it

by Shel Silverstein

(from Where the Sidewalk Ends: The Poems andDrawings of .Shel Silverstein. Harper and Row. 1974.)

I will not play at tug 0-warI'd rather play at hug o'war,

Where everyone hugsInstead of tugs,

Where everyone gigglesAnd rolls on the rug,

Where everyone kisses,And everyone grins.

And everyone cuddles,And everyone wins.

Discuss:What does the poet mean by -hug o'war"?What does the poet mean by "everyone wins"?Do you agree that everyone wins in a hug o'war?Why or why not?

Ask the students to define the word cooperation.Write their suggestions on the chalkboard orposter paper. Then ask them to give examples ofcooperation at home and at school. Write thesebeside the list of definitions. Discuss:What happens when members of a family don'tcooperate? What happens when they do?What happens when members of a class or aschool don't cooperate? What happens whenthey do?

Point out that one way of cooperating is doingchores. Develop a class definition of a chore. Listpxamples of chores that the students do. Find outhow many students do each chore and graph theresults. Discuss:What chores does each member of your familydo?Who in your family has the most chores? thefewest chores? the easiest chores? the hardestchores? Why?How are chores examples of cooperation?How does doing chores benefit your family orclass?

26

unicefEDUCATION

Have the students illustrate their favourite andleast favourite chores in a drawing or mode!. Or,divide the class into small groups and have eachgroup do a short skit acting out one of the chores.

Point out that cooperation also applies to playing.Most games that we're familiar with are competi-tive: they are organized so that there is a winnerand a loser. But many other games are coopera-tive: they are organized so that everyone workstogether and everyone wins. Choose somegames from the Cooperative Games list belowand play them. Afterward, discuss:What did you like about these games?What didn't you like about these games?How is playing cooperative games different fromplaying competitive games?How is playing cooperative games similar to play-ing competitive games?


The Cooperative Sports and Games Book. Orlich,Terry. Pantheon Books, 1978.

The Second Cooperative Sports and Games Book.Orlich, Terry. Pantheon Books, 1982.

Playfair: Everybody's Guide to Noncompetitive Play.Weinstein, Matt and Goodman, Joel. ImpactPublishers, 1980.

"South Winds and Stone Cities." Animated filmabout children's willingness to care for and toshare with one another despite distance and cul-tural barriers. 8 min. 1981. Available from yourprovincial UNICEF office.

COOPERATIVE GAMES

(adapted from The Second Cooperative Games and Sports Book, Terry Orlich, Pantheon Books, 1982)

Puzzled Partners

Have the children form pairs. Music plays and thechildren walk or skip away from their partners. Assoon as the music stops, both partners rushtoward each other, join hands and squat down.The moment the music starts again, they are bothup and away. The game is most fun when the inter-vals between getting up and coming back aremade very short.

Wagon Wheel

In groups of seven, the children stand in a circleand join right hands in the centre. They move theirwheel in a circular motion around the walls of agym or building. with the backs of two or threechildren touching the wall momentarily as thewheel spins along the wall.

Variation: The children form the wheel in a sittingposition, with their legs straight out and their feettouching in the middle of the circle. The palms oftheir hands are placed on the floor beside their

hips. To get the wheel moving, they all lift their be-hinds and move one "step" to the side. keepingtheir feet in the middle. This continues step by stepuntil the wheel makes a full circle.

Frozen Beanbag

All the children walk, hop, spin, run or dancearound while balancing a beanbag on their heads.If the beanbag falls off. the child is frozen and afriend must pick up the beanbag without losinghis or her own beanbag and replace it on thefrozen child's head.

Variation: To increase the challenge for olderchildren, this game can be played in pairs or smallgroups. Two or three children link arms and movearound as a unit, each with a beanbag. If anyonedrops a beanbag, the whole group is frozen. A res-cuing group must squat down together. pick up thedropped beanbag and replace it without losingiheir own beanbags. If one of the rescuers' bean-bags drops. both groups are frozen.

unicef27

29EDUCATION

TEACHERS NOTES

COOPERATION

Cooperation on a Grand Scale

Cooperation at every level from the local neighbour-hood to the global village is essential to ensurethat the basic needs and rights are fulfilled for allthe world's people. Everyone, adults and childrenalike, has a role to play in the process of interna-tional cooperation.

Lesson Overview

Students discuss how people help make com-munities better places to live. They extend this ideato global communities with examples of internationalcooperation.

Learning Outcomes

Students will be able to:give examples of how the jobs and tasks of manypeople help to make their community a goodplace to live.explain how a disaster influences the lives ofpeople.give an example of how people and countrieshave cooperated to help others in distress.appreciate the role of international cooperation inhelping people in areas affected by disasters.

Curriculum Tie-In

Language ArtsSocial StudiesArt

Vocabulary Words

communitydisasterearthquake

Materials

firefloodhurricane

Islandshelterstorm

art supplies"News Flash Hurricane Gilbert' studentsheetworld map, atlas or globe

ctivity


Have the children collect or draw pictures show-ing examples of the different jobs or tasks thatpeople (including children) do in a community.Mount these on a piece of bristol board or on thebulletin board. Discuss how each of these jobs ortasks helps to make the community a good placeto live.

Point out that when someone in the communityhas a problem (such a parent being hospitalized)or suffers a disaster (such as a fire), other mem-bers of the community often pitch in to help thatperson or family out. Ask the students to give ex-amples of this. Encourage them to tell or writetrue stories about instances of communitycooperation.

Point out that sometimes countries need help,too. As an example, discuss the effects anearthquake might have in a country:How will people get food? water? clothing? shel-ter?In what other ways might the earthquake affectpeople?What help will the people need the first (jay? thefirst month? the first year?

Ask the children to give examples of other dis-asters that would cause similar problems. Writetheir suggestions on the chalkboard. Olderchildren can categorize the disasters as thosewith natural causes and those caused by people.Here is a sample list:blizzardhurricanefloodearthquakevolcanic eruptiontornadodroughtforest fire caused by lightning

warforest fire caused by peoplechemical spill, leak or explosion

unicef28 EDUCATION

30

a

aa

a

a

a

Have the students read the "News Flash: Hur-ricane Gilbert" student activity sheet. LocateJamaica on a map or globe. Discuss:What is a hurricane?What damage did Hurricane Gilbert do inJamaica?During and after Hurricane Gilbert why weremany people unable to get food? clean water?shelter? clothing?How did other countries help the people ofJamaica?Do you think the people of Jamaica would ratherkeep on receiving boxes of food or receive seedsand garden tools? Why or why not?

Have the children do a skit, puppet show or feltboard story about Hurricane Gilbert and the dis-aster relief that followed it, or about some otherdisaster. Emphasize the aspect of internationalcooperation.

Read the following paragraph to the children orprint it on the chalkboard:

The world is like one great big community. All thecountries are neighbours. When one nelghbour isin trouble, all the other neighbours help out.That's what cooperation is all about.

Ask the children whether they agree or disagree.Have them discuss how it applies to the situationin Jamaica. Ask them to give other examples of

,bal cooperation.


Invite a representative of the Canadian RedCross Society into your class or have the childrenwrite letters to the provincial Red Cross office, tofind out about disaster relief efforts in recentyears.

Undertake a class project in aid of internationaldisaster reliet. Make a quilt or collect cans offood to donate to a relief agency, have a spell-a-thon to raise money for drought victims.


"Friends of the Family" ("Amis sans frontieres").Animated film about the purpose of collectingfunds for foreign aid and about how children cancontribute to the welfare of others around theworld. 9 min. Available from your provincialUNICEF office or from the National Film Board.catalogue #1060 0182 055.

-A Developing World." Lessons on internationaldevelopment. Available from Canadian International Development Agency (CIDA). 200Promenade du Portage. Hull, Quebec K1A 0G4.

UNICEF Canada See the list of provincial officeson the inside back cover of this manual.

Canadian Red Cross Society 1800 Alta VistaDrive. Ottawa, Ontario K1G 4_15 or your provincialRed Cross office.

unicef29 EDUCATION

31


NEWS FLASH! NEWS FLASH!

Unicef truck delivers supplies in Jamaica

Hurricane Gilbert hits JamaicaKINGSTON. JAN1AICA.

September. 1988 Windsstrong enough to blow downwooden houses. rains so heavythat they formed rivers in thestreets that was HurricaneGilbert. rOr davs in Sep-tember. 1988. Hurricane Gil-bert hlew ove the island ofJamaica. in the Caribbean Sea.

Weathermen reported thatIlurricane \ 0, thestrongest hurricane of

\ ears,Winds hlew the roots Ot

hoUses. They blew downtelephone poles and trees.Rivers Hooded arid Washed ollibridges. 1.arni crops \\,:re

ruined. Thousands of farmanimals drowned.

Hfty people died in the hur-ricane. 500,000 people wereleft without homes. One Thansaid. My family lost every-thing we mimed. We are cold.\\ t. hungry and sick:.

As soon as the othercountries of the world heardabout the hurricane. they,joined together to help. Theys,..mt blankets. food. milk, clean\ater. medicine. bandages.clothing. Shoes and diapers.They sent seeds and gardentools so the people could planttheir gardens and fields again.The\ sent mono for machines

and tools to li\ roads. bridges.hospitals and electric lines

Canada was one of thecountries that helped. Canadasent Jamaica about 3 milliondollars. A Canadian boat sailedfrom Halifax. Nova Scotia. car-rying supplies to the people ofJamaica. School childrenacross Canada raised moneyand collected clothes andhooks for Jamaican children.

A woman whose lunnewashed away. said. HurricaneGilbert was a terrible disasterfor Jamaica. It \\ dl take US along time to clean up. But weare grateful to everyone for\ our helpf'

unicef30 EDUCATION

Appendix A

Vocabulary Words and Suggested Activities

Below is an alphabetical list of all the vocabularywords noted throughout the manual. You may usetnem in different ways, depending on the skills ofyour students. Here are some suggestions:

Keep a dictionary. writing each word on the ap-propriate page. If desired, decorate the dic-tionaries with artwork about international develop-

Define the vocabulary words.Write a sentence using each vocabulary word.Use the vocabulary words as spelling words.Make word search grids or crossword puzzleswith the vocabulary words.

aim decorations health party teamancestor diarrhea help penicillin tetanusantibody diphtheria hop polio trachoma

birthdaydisasterdisease

hurricane protection tuberculosis

blind immunization race unfairblood earthquake immunize run

equipment island vaccinatecelebration evaporate scout vaccineceremony examine jump share villagechores exercise shelterclassroom kick shot watercleaner fair solar water vapourcommunity family lose sores whooping coughcompetitive fire speed wincooperate flood measles sportsmanshipcooperation storm yawscooperativecure

gamegerm

needle strength

custom giftgoal

ointment

unicef31 EDUCATION

33

Appendix B

Curriculum Matrix

Social Language PhysStudies Arts Math Health Art Ed Science


Let's Play'

Be Wise, Immunize

Child Health Scouts

Cooperation on a Small Scale

Cooperation on a Grand Scale

Appendix C

Educating for Cooperation

The nations of the world are just beginning to ex-plore the enormous potential benefits of cooperation.Students. too. must develop cooperative skills.Within Our Reach Primary includes:

games that are best played cooperativelyZoo GamePuzzled PartnersWagon WheelFrozen Beanbag

activities in which students team UP to makepresentationsBe Wise, ImmunizeChild Health ScoutsCooperation on a Small ScaleCooperation on a Grand Scale

real-life examples of impressive accomplishmentsin national and international cooperationChild Health ScoutsCooperation on a Grand Scale

323 ,4

unicefEDUCATION

UNICEF Canada.443 Mount Pleasant RoadToronto, Ont. M4S 2L8Telephone: (416) 482-4444

UNICEF British Columbia,P.O. Box 6,-)2. Station :A'Vancouver. B.C. V6C 2N5Telephone. (604) 687-9096

UNICEF Victoria.Room 411835 Humboldt StreetVictoria, B.C. V8V 4W8Telephone: (604) 381-4483

UNICEF Alberta824 Imperial Way, S.W.Calgary, Alta. T2S 1N7Telephone: (403) 243-6398

UNICEF Edmonton,5920-104th Street,Edmonton, Alta. T6H 2K3Telephone: (403) 434-6839

UNICEF Saskatchewan,314-220-3rd Avenue South,Saskatoon. Sask. S7K 1M1Telephone: (306) 242-4922

UNICEF Regina.2210 Albert Street, Suite 7.Regina, Sask. S4P 2V2Telephone: (306) 352-5449

UNICEF Manitoba,745 Carter Avenue (at Lilac)Winnipeg, Man. R3M 2C3Telephone. (204) 453-5967

UNICEF Canada

35

UNICEF Ontario,333 Eglinton Avenue E.,Toronto, Ont. M4P 1L7Telephone: (416) 487-4153

UNICEF Ottawa-Carleton,63 Sparks Street, 1st Floor,Ottawa. Ont. KIP 5A6Telephone: (613) 233-8842

UNICEF Québec.209 ouest, rue St-Paul,Vieux-Montréal, Qc H2Y 2A1Telephone: (514) 288-1305

UNICEF Québec Métropolitain1048, ay. des Erables.Québec, Qc G1R 2M9Telephone: (418) 683-3017

UNICEF New Brunswick116 Prince William StreetSaint John. N.B. E2L 2B6Telephone: (506) 634-1911

UNICEF Nova Scotia,1217 Barrington Street,Halifax. N.S. B3J 1Y2Telephone: (902) 422-6000

UNICEF Prince Edward Island,P.O. Box 294.Charlottetown. P.E.I. C1A 7K4Telephone: (902) 892-3790

UNICEF Newfoundland,P.O. Box 1984,St. John's, Nfld. A1C 5R4Telephone: (709) 726-2430

UNICEF

The United Nations Children's Fund is the main UN channel for the delivery of grassrootsdevelopment programs to the most vulnerable group in developing countriesmothersand children. The program focuses on providing basic services in health, nutrition, watersupply, education and other social services with emphasis on community involvement, de-velopment of local institutions and use of appropriate technology. UNICEF gives its fullsupport to the World Health Organization's objective of universal immunization which, ifachieved, would save as many as five million children a year from death caused bypreventable diseases. UNICEF has also encouraged the application of the 'self-health'principle in many developing countries: a low-cost method involving oral rehydrationtherapy, immunization, breast-feeding and growth checking which has had a significantimpact on the health of children and the reduction of mortality rates in the Third World.

Iftot%)°

Unicef Canadain cooperation with theCanadian InternationalDevelopment Agency.

36

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