Teacher/Facilitator Guide

Service Learning Curriculum of Mothering Across ContinentsSM TEACHER/FACILITATOR GUIDE

• Framework of 7 Global Issues • Activities and reflection exercises to help students understand contemporary South Sudan, peace and conflict • Recommended readings and resources

INCLUDES:

SUGGESTED SUPPLEMENTAL READINGS AND RESOURCES, PLUS LINKS TO CURRENT EVENTS AND FACTS ABOUT SOUTH SUDAN.

A Mothering Across ContinentsTM Publication What’s Inside The Raising South Sudan Service Learning Curriculum includes: • Overview of 7 global issues that affect South Sudan and communities around the world • 3 lesson plans covering: difficult times before and after South Sudan’s independence in 2011; sources of internal conflict that began in December 2013; and activities for students to reflect on and share their learnings and service project experiences

• Suggested articles, primary source documents, warm-up exercises, Photo: Mothering Across Continents and hands-on activities for each lesson plan • Additional print, film and online resources to further explore South Sudan

Filling a Need ions from many sources, and included recommended The future holds many questions about what it readings to supplement the content. We are grateful means to be a global citizen and leader.Schools are for cooperation and suggestions received from rep- increasingly called on to meet standards for academic resentatives of The Enough Project, Water for South achievement while incorporating relevant classroom Sudan, the South Sudan Institute, Sudan Sunrise, and content and service projects that develop students as other organizations engaged in South Sudan. We offer global “thinkers” and “doers.” This curriculum (includ- this curriculum as one vehicle by which teachers and ing Teacher/Facilitator Guide, Student Handbook, students can practice research, reflection, dialogue, and hyperlinked exercises and worksheets) provides critical thinking and creative expression about global flexible, easy-to-use tools that focus on South Sudan, change making. the world’s newest country as of 2011. It can be used at any time, covered in just a few hours, or as part of an extended global learning WHAT’S MEANT by SERVICE LEARNING? journey or service learning The US has a history of emphasizing student initiative like the Walk for service to encourage civic responsibility. But Wisdom. studies indicate that few schools successfully link youth service themes and activities to Philosophy classroom learning and academic achievement This curriculum is not intend- (Example: Community Service and Service ed as a “blueprint” or “one- Learning in America’s Schools, 2008). Teachers size-fits-all.”Many individuals are challenged to integrate academics and service and organizations are involved due to time and budget constraints and a void of available and relevant materials. According to the in and have perspectives on Photo: Mothering Across Continents the history, needs, challenges Corporation for National & Community Service, the number of schools and opportunities of South practicing integrated service learning declined during the past decade. Sudan. For this service learn- This curriculum combines education and service into a comprehensive but easy-to-adopt-and-adapt approach that: ing curriculum, we drew on data, information and opin- • Promotes social consciousness • Fosters global issues understanding and connections • Develops communication, critical thinking and problem-solving skills 2 RAISING SOUTH SUDAN Teacher/Facilitator Guide Curriculum Origins – A Student Story Raising awareness both in and out of the classroom Original inspiration for this curriculum comes from is an important part of service learning projects. By Myers Park High School in Charlotte, North Carolina. learning about global issues such as conflict, peace, In 2013-14, the school engaged in a year-long service education and access to clean water, students become learning program, guided by The Global ClassSM & empowered to educate others in their community. Any1CanSM Project of nonprofit Mothering Across This knowledge inspires students and communities to Continents. During the year: take action and make a difference through a meaningful service learning project. • Students attended assemblies about South Sudan and met former Lost Boys of Sudan. • Teachers incorporated articles and films about South Sudan into ninth grade English classes. About the Authors They facilitated students to consider parallels This Raising South Sudan Service Learning Curriculum between themes of conflict in South Sudan and is produced and presented through The Global Class & written works like Romeo & Juliet, The Odyssey, Any1Can Project of 501c3 nonprofit Mothering Across The Hunger Games and Monster. Continents with a mission of “Adopting Dreams. • More than 700 students created memes with Raising Tomorrow’s Leaders.” Special thanks go to powerful messages about peace and conflict Youth Service America (YSA), a Washington, DC-based by combining a phrase selected from a reading nonprofit that inspires youth service around the world assignment with an image from South Sudan. and shares best practices in service learning, for their Some of the memes were curated into a physical helpful conversations and references. As a result, exhibit and featured at the local art museum. this refined curriculum is a particularly great fit for Other memes were made into postcards students engaging in service projects like the Walk and mailed to members of Congress to voice for WisdomSM. the importance of supporting peace and humanitarian efforts in South Sudan. • The school’s Any1Can Club planned the first Walk for Wisdom. They registered over 700 students and raised $4,000 to support literacy Patricia Shafer and education in South Sudan. Today, the Walk Chief Catalyst for Wisdom has grown into a nation-wide global Mothering Across Continents learning and service initiative supported by 2012 Rotary Peace Fellow Mothering Across Continents. [email protected]

Elizabeth Peacock Special Projects Coordinator Mothering Across Continents [email protected]

Liza Melms Walk for Wisdom Team Lead Mothering Across Continents

Photo: Mothering Across Continents [email protected]

3 This curriculum is designed primarily for use in English and Social Studies classrooms in high schools and advanced/IB middle schools. The curriculum includes three 90-minute lesson plans within a Teacher/Facilitator Guide, Student Handbook supplemental hyperlinked materials, and ways to reflect on and share the success of your school’s service learning project.

7 Global Issues as a Foundation 5 Thinking About South Sudan In A Broader Context

LESSON I South Sudan: Difficult Times Before and After Independence 6 Lesson I reviews the history of Sudan and South Sudan, focusing on the creation of a new country (South Sudan) in July 2011. Students learn about the role of the former Lost Boys of Sudan and the challenges of nation building and development.

LESSON II South Sudan Today: The Current Conflict 9 Lesson II introduces the ongoing conflict in South Sudan which began in December 2013. Students explore causes and effects of conflict, how to distinguish between facts and opinions about conflict, and the impact of conflict on a country’s development.

LESSON III Reflecting and Sharing: Youth Awareness and Service 12 Lesson III introduces four creative ideas for reflection activities. After learning about South Sudan and participating in their school’s service learning project, it’s important for students to reflect on their experiences, and use their voice to raise awareness with others. Included in the activity descriptions are numerous opportunities for students to share their reflections and learnings within their classroom and school, as well as the community and wider society.

Supplemental Readings and Resources 16

4 RAISING SOUTH SUDAN Teacher/Facilitator Guide THINKING ABOUT SOUTH SUDAN IN A BROADER CONTEXT Global education requires more than memorization of names, dates, and places, or recognition of foods, flags and festivals. It involves understanding the interplay of economic and social factors, as well as a set of issues that affect communities everywhere in the world. When considering South Sudan’s experiences with conflict, it’s helpful to also think about the following seven issues:

POVERTY AND THE ECONOMY PEACE AND CONFLICT RESOLUTION The Big Idea: Prosperity is a combination of financial The Big Idea: By some estimates, there are as many success and citizen well-being (health, happiness, se- as 345 armed conflicts underway around the globe. curity). The world’s countries as a whole have grown Countries may struggle for years to overcome con- more prosperous over time. In contrast, the popula- flict issues. For factors including political and ethnic tion of South Sudan is among the world’s poorest. violence, high numbers of IDPs and refugees, and More than 80 percent of people live in communities underdevelopment, South Sudan consistently ap- with households that have subsistence-level in- pears near the top of the global ‘Fragile States Index’, comes and few or no assets. produced annually by the Fund for Peace.

HUNGER AND NUTRITION ACCESS TO EDUCATION The Big Idea: Global food production has been in- The Big Idea: In developed economies, entrepreneurs creasing for decades. In contrast, the world’s poor- actively create and introduce new learning forms and est nations experience daily food insecurities and formats, and continuously revise and raise standards. famines. Much of South Sudan is “food insecure.” In other parts of the world, huge segments of coun- It’s estimated that as many as 4.8 million of South try populations lack basic textbooks and notebooks. Sudan’s 12 million people are experiencing crisis or Access to education has improved in South Sudan, emergency levels of food insecurity, as a result of the but in some parts of the country more than 90 per- ongoing conflict that began in December 2013 cent of adults can’t read.

WATER AND INFRASTRUCTURE ENVIRONMENT AND SUSTAINABILITY The Big Idea: When shallow wells and local springs The Big Idea: Climate change is of great concern. A used for drinking water became inadequate for the number of countries in Africa experience droughts, city’s population, ancient Rome developed aqueduct crop failures and desertification. In South Sudan, technology. Water supplied by that system more than current patterns of collecting wood for construction 2,300 years ago was of higher quality than the water and cooking may outpace the ability to regrow forests, available to half of today’s global population. which leads to soil erosion. In South Sudan, only 45 percent of primary SOCIAL ATTITUDES AND TOLERANCE schools have access to clean water. A The Big Idea: Around the world, deeply held beliefs mere 15 percent of about other people, religions and customs create the country’s popula- tension, bullying and in the most extreme cases mass tion has latrines and killings and genocide. Since the early 1990s, South sanitary facilities. Sudan has been marked by clashes, sometimes deadly, between government forces, armed rebel groups, tribes and ethnic groups.

5 lesson I

In this lesson, students will develop an understanding of the complex history of the northern and southern regions of the Republic of Sudan that became the two countries of Sudan and South Sudan in 2011. They also explore the impact of prolonged conflict on a country and its people. Milestone periods highlighted in the Student Handbook include: • 19th Century: Ottoman Khedivate expansion from Egypt southward to conquer Sudan • Early 1950s: End of British and Egyptian rule and grant of independence for creation of Republic of Sudan • 1955: Rebellion by southern Sudanese army officers accusing northern government of Objectives: imposing Islamic and Arab culture on the mostly Christian and animist south; first of STUDENTS: two civil wars begin Identify important historical events through readings about Sudan and • 1983: Official declaration of Islamic law across South Sudan Sudan prompts Second Sudanese Civil War (1983-2005) and flight of 30,000 young Examine causes and effects of long- refugees dubbed the Lost Boys of Sudan term war on various aspects of society and development • 2005: Comprehensive Peace Agreement signed Understand that there are places in • 2011: South Sudan gains the world with extreme poverty and independence and becomes living conditions, and these conditions newest country in the world are created or exacerbated by conflict while facing a host of challenges

Photo: Paul Banks / UNMIS / Reuters

6 RAISING SOUTH SUDAN Teacher/Facilitator Guide QUESTIONS Procedures 1. What are some of the issues in the long history of the region of southern Sudan and the country of South Sudan? Warm-UpWARM UP / INTRODUCTIONIntroduction 2. How would you describe the experiences of To begin the unit, work with students to complete a the Lost Boys of Sudan? What are some of K-W-L chart, individually or as a class. At the start of their dreams? the period ask students what they know about South 3. What challenges does South Sudan face? Sudan. Make a list of responses on the board or use How should a country prioritize the changes the downloadable K-W-L chart included with the to make and projects to undertake? curriculum. After hearing some student responses, ask each member of the class to identify one or two things they would like to know about South Sudan. lecture and class discussion. After students read the Add them to the chart. handout and/or view the PowerPoint, ask them to respond to questions on pg. 5 of the Student Hand- book. They can respond individually or in groups. DirectDIRECT Instruction: INSTRUCTION Understanding the History Leading to the DIGGINGDigging Deeper: DEEPER Independence of South Sudan Individually or in groups, ask students to read pgs. Activities to explore South Sudan 4-6 in the Student Handbook, “South Sudan: Difficult GROUP ACTIVITY: ANALYZING EFFECTS OF CONFLICT Times Before and After Independence.” Alterna- It is important that students understand that pro- tively, use the hyperlinked PowerPoint presentation longed conflict, such as that experienced in South “South Sudan: Difficult Times Before and After Inde- Sudan, impacts all aspects of life and society. In this pendence” to introduce this information through a jigsaw-style activity, students become knowledgeable about a particular topic and then use this knowledge to share the effects of conflict with peers. 1) Divide students into groups of 4. 1. K-W-L Chart These will be “home” groups. Click here to download the K-W-L Chart 2) Distribute one of the following 2. Reading: “South Sudan: Difficult Times short readings from UNICEF to Before and After Independence” each member of each home group: Student Handbook, pgs. 4-6 3. Powerpoint Presentation: “South Sudan: a. Child Protection Difficult Times Before and After Independence” Click here to download the PPT Presentation b. Health and Nutrition 4. Issue Fact Sheets - Activity: Analyzing the Effects of Conflict c. Education and Gender Equity Click here to download Issue Fact Sheets d. Water, Sanitation and Hygiene 5. UNICEF Readings - Activity: Analyzing the Effects of Conflict Click here to download UNICEF Readings 3) After students finish reading 6. Student Handout - Activity: Creating a Timeline the articles, have them form Click here to download Student Handout four “expert” groups to discuss 7. Poster paper / markers (optional) the reading and decide how to 8. Magazines / glue (optional) teach it to their “home” groups (Those who read “Child Protection” meet together, etc.) Give expert

LESSON I 7 Photo: Caritas South Sudan

groups about 15 minutes to determine what EVENTS IN SOUTH SUDAN: CREATING A TIMELINE the presentation to the home group will be. If South Sudan has a long and complicated history, so technology is available, experts might choose it’s important that students learn to identify key dates to do additional research before presenting. and events that led to independence. 4) In the home groups, each student has 2-3 Working individually or in groups, have students cre- minutes to teach his/her expert topic to other ate a timeline of 5-10 important events in the history home group members. of South Sudan. A hyperlinked handout is provided 5) As students learn about each particular topic, for reference or students can draw the timeline free- they should complete the “Analyzing the hand on poster paper. If time allows, ask students Effects of Conflict” handout. to use magazines or photos from the Internet to illustrate events. Alternatively, ask each expert group to create an artistic poster, collage or PSA about the four topics and present it to the class. Wrap-Up/WRAP UP / Reflection: REFLECTION Ask students to write a brief reflection in response to the questions:

1) What do you think was the biggest challenge facing South Sudan at the time of independence? 2) Knowing about some of the issues and challenges faced since independence, what do you predict will be the South Sudan’s future?

Photo: The Embracing Project

8 RAISING SOUTH SUDAN Teacher/Facilitator Guide lesson II

In this lesson, students explore and reflect on challenges South Sudan faces post- independence, including forces that support or undermine the transition from “country” to “nation.” The focus is on causes and effects of fighting that broke out in December 2013 and continue in the face of failed peace talks and rebel offensives, including fighting and conflict in the capital city of Juba in July, 2016. Consideration is also given to the circular interplay between conflict Objectives: and development. Conflict undermines STUDENTS: economic and social progress, and Determine bias in an article and stalled development reinforces differentiate fact from opinion instability and conflict. Develop critical thinking skills by examining conflict from multiple perspectives Analyze consequences of conflict, as well as potential solutions

Photo: BBC video

9 DIRECTDirect Instruction: INSTRUCTION Procedures: Understanding the Current Conflict in South Sudan As individuals or in groups, have students read pgs. WARM UP / INTRODUCTION 7-9 of the Student Handbook, “South Sudan Today: Warm-Up/ Introduction: The Current Conflict.” Ask students to return to the K-W-L chart begun Alternatively, use the hyperlinked PowerPoint pre- during Lesson I and complete the column “What I sentation “South Sudan Today: The Current Conflict” Learned.” Let students know that the current situa- to introduce this information in the form of a lecture tion in South Sudan has been challenging from the and class discussion. outbreak of fighting in December 2013 through to present day – in terms of failed peace talks, continued After students read the handout or view the Power- instability and declining Point, ask them to respond to questions listed on living conditions. Be sure pg. 8 of the Student Handbook. They can respond to note, however, that con- individually or in groups. flict and war impact countries to varying degrees depending on geographic DIGGINGDigging Deeper: DEEPER and other factors. Also advise them that the level Photo: Mothering Across Continents Activities to explore Conflict and intensity of conflict in a country can change day DETERMINING BIAS: by day, month by month, and year by year. Help them Exploring Fact and Opinion understand that this lesson focuses on how to analyze related to Conflict in South Sudan the causes and effects of a situation in a thoughtful Learning about global issues and reasoned way. involves both subject knowledge and exploration of changing circumstances, coupled with generating ideas about how to improve quality of life and well-being. Global education calls for the combination of factual and abstract 1. Reading: “South Sudan Today: The Current Conflict” information, as well as acknowledgment that Student Handbook, pgs. 7-9 there are different viewpoints, strategies and 2. Powerpoint Presentation: “South Sudan Today: approaches to consider. This is especially true The Current Conflict” when thinking across dimensions of geogra- Click here to download PPT Presentation - South Sudan phy, nationality and culture. In this activity, 3. Opinion Pieces on South Sudan’s current conflict students read one or more recent Op-Eds Click here to download ‘South Sudan has imploded . . .’ about the conflict in South Sudan and practice Click here to download ‘A Peace Plea for South Sudan’ differentiating between factual statements Click here to download ‘Mandela or Mobutu . . .’ and author interpretation and opinion. 4. Powerpoint Presentation: Editorial Cartoons in South Sudan 1) To begin the activity ask students: Click here to download PPT Presentation - Editorial Cartoons 5. Analyzing Editorial Cartoons Handout a. What does the term “bias” mean? Click here to download Editorial Cartoons Handout b. How do we see bias operating in 6. Highlighters our lives? c. Is it possible that someone could present factual information in a biased manner?

10 RAISING SOUTH SUDAN Teacher/Facilitator Guide 2) Distribute a copy of one or more of the ANALYZING EDITORIAL CARTOONS following Op-Eds (hyperlinks Materials, pg. 10) Editorial cartoons can be a useful to each member of the class: way to help students understand dynamics at play in a conflict. a. “South Sudan has imploded into a crisis that is manmade, so don’t you forget It” In this activity, students will ex- David Milliband, The Guardian, July 9, 2014 amine several editorial cartoons, b. “A Peace Plea for South Sudan” identifying key people and places in each and The Editorial Board, looking for common themes across images and text. The New York Times, Aug. 29, 2015 1) Show the PowerPoint presentation of c. “Mandela or Mobutu Moment in editorial cartoons to the class. South Sudan?” John Prendergast, As students view the presentation they The Daily Beast, July 8, 2016. should complete the “Analyzing Editorial 3) As students read an Op-Ed Cartoons” Handout, which asks students to they should underline the factual information identify key individuals, events and places in presented and highlight opinion statements each cartoon. or bias expressed in an article. 2) After students complete their handouts ask 4) After students finish reading, discuss: them to each choose one cartoon and write a short reflection based on the a. What statements did you underline? Which following questions: did you highlight? Is there disagreement among class members about whether some a. What past or present event is shown here? statements are facts or opinions? b. What is the artist trying to say? b. What bias do you think the author(s) showed c. How can editorial cartoons help create new in this editorial(s)? What actions would understanding about what is happening? he or she like to see? Who does the author(s) suggest should take action? Optional Extension: Ask students to create their own editorial cartoons about the situation in South Sudan c. When studying a conflict like that in South based on their readings and additional research. Sudan, why is it important to distinguish fact from opinion and recognize bias? WRAPWrap-Up/Reflection: UP / REFLECTION Let students know that through your work together QUESTIONS and the Raising South Sudan curriculum, they have 1. The new country of South Sudan faces many an opportunity to participate in a nationwide service challenges. What are they? project started by high school students in North Caro- 2. What circumstances led to the outbreak of lina. It’s called the Walk for Wisdom. Share with your conflict in South Sudan in December 2013? students that they will have an opportunity to make a 3. Who are key players in the conflict? difference in the future of the world’s newest country by taking action and raising funds to support educa- 4. What are effects of this conflict on civilians in tion in South Sudan. Ask students to list three to five South Sudan today? thoughts that will help raise awareness and funds as 5. What is the outlook for the future? part of their school’s service learning project. 6. What are various organizations and governments doing in response? What else might they do?

LESSON II 11 lesson III

Now that students have learned about South Sudan through readings, activities and class discussions, they are encouraged to take action and participate in a service learning project like the Walk for Wisdom. This lesson includes four easy-to-implement reflection activities for after your students have learned about South Sudan and taken action to support education there. Reflection is an important step in the learning process after a student engages in a Objectives: service learning project. It acts as a bridge between awareness and action STUDENTS: and empowers students to articulate Review new knowledge and insights and share their thoughts and insights. about South Sudan and global issues like peace, education and access to clean water Reflect on your school’s service learning After your students complete these project, including your role and the activities, they are encouraged to impact of taking action share their reflections and stories with Share what you’ve learned and identify Mothering Across Continents, as well as key messages to share with the school other schools in your district and state. and community

Photo: Mothering Across Continents

12 RAISING SOUTH SUDAN Teacher/Facilitator Guide Procedures Questions FOR REFLECTION: 1. What did you learn? WARM UP / INTRODUCTION Warm-Up/ Introduction: 2. What was the most meaningful part of As a class, create a mind map about student experi- the experience? ences with this project. Use the questions below to guide a class discussion, and capture student respons- 3. How can you continue to educate others es on the board. Students can use the mind map as a about South Sudan and raise awareness “jumping off point” for their own individual or small to support education there? group reflections. 4. Has this experience affected how you view the world? How?

Ask students: 1. Have you participated in a project like this before? 2. How did we raise awareness, take action and practice philanthropy as a school? 3. What were some great successes? What are some things you would improve for next year? 4. What about this project has been an eye- opening experience? Let students know that they will work on their reflection activity in class, either as a group or individual. Take a few minutes to discuss with students the importance of sharing positive action and why youth can be inspiring voices for good.

DIRECT INSTR INSTRUCTION Choose one reflection activity from the list on pages 14-15, or ask students to choose their own! Instruct them to work as individuals, or in pairs or groups.

LESSON III 13 These activities are a great way to not only reflect on your school’s successful project, but also continue raising awareness for the world’s newest country of South Sudan.

1). Memes for Peace 2). Videos Students create memes with important messages Students create a video or photo documentary on over photographs of South Sudan. The first group to their service learning experience. This can include complete this project considered parallels between footage from the service learning event, pictures themes of conflict in South Sudan and Romeo & of students raising awareness, or pictures of South Juliet, The Odyssey, The Hunger Games and Monster. Sudan. There are Students then created computer-generated memes, many great apps each drawing on a phrase selected from a reading and programs to assignment and an archive of photos from South create this type of Sudan. Students are welcome to source quotes project, includ- and inspiration from many sources and can use ing Adobe Spark these messages to explain to others why they are Video and iMovie. advocating for peace in South Encourage stu- Sudan. The completed memes dents to upload can be made into posters to their video to YouTube or posted on your school web- hang around school, or printed site in order to share with the community. into post cards and sent to local officials to advocate for South Sudan.

Photo: Mothering Across Continents

14 RAISING SOUTH SUDAN Teacher/Facilitator Guide Help us share your stories and celebrate your impact! After your school completes your service learning project and reflection activities, the project’s lead teacher/facilitator or a student leaders should share with us and many others! Be sure to:

1. Upload videos to YouTube and post on social media 2. Tag important people in your school, community and state including all volun- teers, administrations and parents who 3). Advocacy helped make your event a success! Students can go to www.govtrack.us to track the 3. Be sure to tag and mention our team so status of federal legislation and search for any current we can promote all of your great work! bills or resolutions relating to South Sudan. If there @MAContinents @WalkforWisdom are any current bills, ask students to summarize them #walkforwisdom in writing. Students can then write a letter to local officials that address important issues, encouraging them to support any current or future legislation advocating for peace, education and stability in South Sudan. Teachers can assist students in find- ing the correct address and mailing the letters. Wrap Up: 4). Oral Presentations After your event is complete, let us know Students create presentations about their ser- by emailing: vice learning project and what they learned as a result. Ideas include a PowerPoint, poster, or Mothering Across Continents persuasive speech and gives an opportunity for [email protected] students to display their experience in a public Put “Raising South Sudan” and your event format. Students can present to their peers in name in the subject line class, to parents at the PTA or Parent Night, We hope you’ll attach some videos to faculty at a staff meeting or to members of and memes, as well as a few great the community. photos from your event! SHARE

15 BOOKS Running for My Life: One Lost Boy’s A Long Walk to Water by Linda Sue Park. Journey from the Killing Fields of Print Length: 128 pgs. Published 2011. Sudan to the Olympic Games Reading level: grades 6-8 By Lopez Lomong Print Length: 240 pages. Lost Boy, Lost Girl: Escaping Civil War Published 2012. in South Sudan by John Bul Dau. Reading Level: 9-12 Print Length: 166 pgs. Published 2010. Reading level: grades 7-10 Voices of Sudan by David Johnson. Print Length: 105 pgs, photobook. They Poured Fire on Us from the Sky: Published 2007. The True Story of Three Lost Boys from Reading level: grades 6-12 Sudan by Benson Deng, Alephonsion Deng, Benjamin Ajak, War Child: A Child Soldier’s Story Judy Bernstein. By Emmanuel Jal. Print Length: 334 pgs. Published 2005. Print Length: 272 pages. Published 2009. Reading level: grades 9-11 Reading level: grades 10-12

FILMS God Grew Tired of Us Lost Boys of Sudan Directed by Christopher Quinn and Tommy Walker. Directed by Megan Mylan and Jon Shenk. 89 minutes. Premiered 2006. 87 minutes. Premiered in 2003. Viewing level: grades 6-12 Viewing level: grades 6-12 War Child The New Sudan Directed by Christian Karim Chrobog. Directed by Coury Deeb. 94 minutes. Premiered 2008. 85 minutes. Premiered in 2010. Viewing level: grades 9-12 Viewing level: grades 9-12

CURRENT EVENTS and RESEARCH LINKS Human Rights Watch South Sudan UNHCR South Sudan South Sudan Fast Facts - CNN.com BBC News- South Sudan Profile US Holocaust Museum Anti-Genocide Resources for Sudan and South Sudan National Geographic South Sudan Resources The Enough Project

The Raising South Sudan Service Learning Curriculum is presented by Mothering Across Continents, Contact: a 501c3 non-profit organization. The mission of Mothering Across Continents is “Adopting Dreams. Mothering Across Continents Raising Tomorrow’s Leaders.” [email protected] Tel.: 704.607.1333 The Raising South Sudan Service Learning Curriculum including the Teacher/Facilitator Guide, Student Handbook, 310 Arlington Ave., #303 – in print, online and in other forms including presentations – are unique creations derived from research, Charlotte, NC 28203 USA interviews and reflection that involve interpretation and synthesis of work from others. We endeavor to acknowledge www.motheringacrosscontinents.org this in various communications.