 Anti-Poverty Week |
Issue 146 |
BACKGROUNDER: Working Together out of Poverty
“It is not just a question of eliminating hunger and reducing poverty. It is not just a question of fighting wretched conditions, though this is an urgent and necessary task... It involves building a human community where liberty is not an idle word, where the needy Lazarus can sit down with the rich man at the same banquet table.” Pope Paul VI, Populorum Progressio , 47
The United Nations Secretary General, Kofi Annan, stated last year that poverty devastates families, communities and nations. It causes instability and political unrest and fuels conflict. Today, some 800 million people are chronically hungry and malnourished. Every day, 30,000 children die due to causes directly related to poverty.
Karla is a 17 year-old former street child from Cusco , Peru who has escaped a life on the streets thanks to the education she received from a walk-in centre. She is working with other street children to teach them how to make batik T-shirts. This experience has given them a sense of pride and purpose they didn't have before. So far, the project has transformed the lives of over 100 children and will, in the future, help many more. Escaping from poverty is about empowering people to work towards a sustainable way of life. Access to resources, such as education, is an important part of this.
Most of us live in comfort and security, but over one-fifth of the world's population lives in poverty. Poverty is more than just lack of money. A person can be poor when they don't have access to employment and basic health care, education and essentials like food, clothing and water. The effects of poverty are the same right around the world and include hunger, homelessness, lack of education, and resources to fulfil basic human needs.
The United Nations Millennium Development Goals (MDGs)
The Millennium Declaration and the Millennium Development Goals, adopted by 189 Heads of State and Government in 2000, represent a partnership between rich and poor countries to fight extreme poverty and achieve concrete, measurable improvements in the lives of millions of men, women and children across the world.
MDG 1: Eradicate extreme poverty and hunger
This is a very important goal and much has been done to alleviate the devastation and death caused by poverty and hunger. But there is still a long way to go. The UN say that this goal draws attention to the fact that approximately 2.8 billion people are living on or below the poverty line, and this includes 462 million young people. This means that all of these young people are trying to survive in a world where they receive a meagre amount of money each week to live on. This includes money for food, shelter, clothing and education, not to mention access to medical attention.
The UNPD has indicated that there are some countries in the world that are so poor that they will not be able to lift themselves out of the poverty trap they are in. There are several policies needed to escape the poverty trap, and these include:
- Increasing access to fairer trade and reducing agricultural subsidies in US and EU
- Cancelling world debt
- Increasing funding for education and healthcare
- Promoting sustainable development in all sectors of the economy to minimise depletion of natural resources
MDG 8: Develop a global partnership for development
This goal includes a commitment to good governance, development and poverty reduction – nationally and internationally and aims to develop an open trading and financial system that is rule-based, predictable and non-discriminatory. As discussed above, this goal is about fairer trade, cancellation of debt and more and better aid.
The International Day for the Eradication of Poverty (October 17)
This day has been observed every year since 1993 and aims to promote awareness of the need to eradicate poverty in all countries, particularly in the majority world (developing countries). The theme for this year is “Working Together out of Poverty”.
Anti-Poverty week 15- 21 October
Anti-poverty week aims to:
- strengthen public understanding of the causes and consequences of poverty and hardship around the world and in Australia
- encourage research, discussion and action to address these problems, including action by individuals, communities, organisations and governments.
For more information about events in Australia during Anti-Poverty week and for more resources visit: www.antipovertyweek.org.au
RELIGIOUS EDUCATION
1) Go to www.theredepartment.co.uk/6th_form/arcs/
poverty/ARCS%20Student%20Coursebook%
20Poverty.PDF and use the course book to read the following chapters while completing relevant activities: You can also go to the Teachers Notes once you have finished to read some suggested answers and an explanation of some of the points raised. www.theredepartment.co.uk/6th_form/arcs/poverty/
ARCS%20Teachers%20Notes%20Poverty.PDF
a. Chapter 2: ‘What is Poverty?' (Page 4)
b.
Chapter 3: ‘The issue of poverty in Scripture'
(Page 5)
c.
Chapter 6: ‘Case Study: The UK- Poverty and Homelessness' (Page 7)
d.
Chapter 8: ‘Structure of Populorum Progressio ' (Pages 10 – 13)
e. Chapter 12: ‘The issue of poverty in other Catholic Social Teachings' (Page 14)
2. Use a bible to look up one of the following passages on poverty. Once you have read the passage, summarise it and identify the type of poverty being discussed. Your class could all select a different passage and represent the main message in a picture which can be displayed around the room.
a.
Exodus 23:10-11
b.
Proverbs 13:23
c.
Isaiah 3:15
d.
Isaiah 58:9-10
e.
Matthew 14:15-21
f.
Matthew 25:35-36
g.
Luke 12:16-21
h.
Luke 16:19-31
i.
John 10:10
j.
Acts 4:34-37
k.
James 2:15-17
3) Go to www.theredepartment.co.uk/6th_form/
general_re_arcs.htm#poverty and click on the PowerPoint icon entitled ‘Poverty VI Form'.
a.
View page 2, ‘What is poverty?' and before you reveal the signs that might alert you to the presence of poverty, compile a list of your own. Reveal the complete list, compare your list and then use both to define poverty. Refer to page 4 to expand on your definition.
b.
What is absolute poverty?
c.
What is relative poverty?
d.
Complete the reflection questions on page 6.
4)
Go to www0.un.org/cyberschoolbus/poverty2000
/intro.asp and read the Poverty Lesson introduction and then complete the ‘class activity'.
5) Go t0www.vatican.va/holy_father/paul_vi/
encyclicals/documents/hf_pvi_enc_26031967
_populorum_en.html and read the following paragraphs about poverty from Populorum Progressio: 19-20, 32, 34, 42-44, 47, 49, 53, 75-76.
a. Name three contemporary issues for which Pope Paul's teaching on poverty is still relevant.
b.
What did Pope Paul consider far more important in the fight against poverty than the redistribution of money? Why?(See paragraphs 19-20, 42, 47)
c.
Is there anything about the language or tone of the writing that reveals something of the attitudes of the time?
ENGLISH
1) Go to web.worldbank.org/WBSITE/EXTERNAL/
TOPICS/EXTPOVERTY/0,,contentMDK:20612465
~menuPK:336998~pagePK:148956~piPK:216618
~theSitePK:336992,00.html and read ‘Listen to the Voices'. There are nine topics with quotes from people living in poverty. Select one topic, then read the quotes and design a brochure containing information on how to eradicate this example of poverty.
2) Go to www.caritas.org.au/emergencies/eastTimor_
story_1_photo1.htm and view the seven photos from East Timor . Comment on how the photos educate the viewer to the work of Caritas and other organisations.
MATHEMATICS
!) Go to unstats.un.org/unsd/mdg/Resources/Static/
Products/Progress2006/MDGReport2006.pdf and look at the graphs drawn for each of the eight MDGs. Comment on the graphs for 1990 and 2002 and predict what the graphs will look like in ten years time if we continue at the same rate of development in each goal.
CAPA
1) Go to web.worldbank.org/WBSITE/EXTERNAL/
TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:
20158015~menuPK:435040~pagePK:148956~
piPK:216618~theSitePK:430367,00.html and read several of the poems on poverty. Select one. Read it several times and then draw or paint a picture depicting the ideas and issues raised. Select colours for your artwork that you believe represent the feelings and emotions of the poet.
HSIE/SOSE
Civics
1) Go to www.heavygames.com/3rdworldfarmer/
showgame.asp and play the game where you are a majority world (third world) farmer trying to keep your family fed and alive.
2) The Millennium Development Goals (MDGs) provide a framework to work towards halving world poverty by 2015. Go to www.takingitglobal.org/themes/mdg/
game/index.html and play the matching game to become familiar with all of the MDGs.
3) Go to www.un.org/cyberschoolbus/mdgs/
index.html and click on the bowl of food to access information on the MDG 1. Read about what is happening to reduce poverty and hunger around the world.
Economics
1) Go to hdr.undp.org/statistics/data/animation.cfm and click on ‘Millennium progress in Animation' to view what is happening around the world with the MDGs. There are interactive sections to get involved in.
2) Go to hdr.undp.org/statistics/data/animation.cfm and click on ‘Human development trends 2005'. After viewing the show, answer the following:
a. Chapter 2: World Income Distribution
- What percentage of income do the richest 20% have?
- What percentage of income do the poorest 20% have?
- In 1970 what percentage of people lived below the poverty line ($1 a day or less)?
- What happened to this number from 1970 – 1990?
- What is the prediction for 2015? How will this change the world?
b. Chapter 4: The Changing Face of Poverty
- Where did most of the poor live in 1970?
- What has happened over the last 30 years to the face of poverty?
- What is predicted to happen in 2015?
3) Poverty is not limited to only a few countries. It exists worldwide. Go to www.sfha.co.uk/sfha.asp?
pg=153# and click on “View clip - Part 2 of 4” to see how Ewan lives in Scotland . What are some of the issues that Ewan has to deal with in his day to day life?
PD/H/PE
1) Go to www0.un.org/cyberschoolbus/
poverty2000/food.asp and read the information on ‘Food'. Answer the questions:
a. What are some of the causes of hunger?
b. How does war affect the availability of food?
c.
What are some of the areas around the world where people experience hunger?
d.
How many meals do you eat each day?
2) Go to www0.un.org/cyberschoolbus/poverty2000/
healthclass.asp and read the information on ‘Health'. Answer the questions:
a. What are some of the improvements that have occurred to improve health problems?
b.
What do your parents do when you get sick?
3) Go to www0.un.org/cyberschoolbus/poverty2000/
healthclass.asp and click on ‘Class Activity'. Read the three biographies and answer the accompanying questions.
1) For a list of activities and further resources for Anti-Poverty week go to: www.antipovertyweek.org.au/
2) Stand up against poverty. Stand up for the Millennium Development Goals. STAND UP is part of the Global Call to Action Against Poverty. Six years ago, 189 world leaders sat down and agreed to end poverty and achieve the Millennium Development Goals by 2015. On October 15 & 16, people across the world will stand up to remind them of this promise. Join in to help set the Guinness World Record for the most people standing up against poverty. Together we can end extreme poverty. Go to www.millenniumcampaign.org/site/pp.asp?c=grKVL2
NLE&b=138312 to see how you can be a part of the solution.
3) Go to www.un.org/esa/socdev/poverty/subpages/
mediakit.htm to download your free brochures advertising the UN International Day for the Eradication of Poverty and the First United Nations Decade for the Eradication of Poverty.
4) Go to www.un.org/News/Press/docs/2005/sgsm
10163.doc.htm and read UN Secretary General, Kofi Annan's, message for the international fight against world poverty. Discuss with your group how people can help to eradicate poverty.
5) Since the MDGs were agreed upon in 2000, there has been significant progress being made. The UN has published statistics to look at the way these goals are progressing as we find ourselves almost half way to the deadline for when they are to be fully achieved. Go to hunstats.un.org/unsd/mdg/Resources/Static/
Products/Progress2006/MDGReport2006.pdf to see the work so far.