MODULE South Sudan S

PEACE, LOVE AND LIFE Hope and Challenges in South Sudan RONGOMAU, AROHA ME TE ORANGA Ngā wāwata me ngā wero o Hūtāne ki te Tonga

May the God of peace arouse in all an authentic desire for dialogue and reconciliation. Violence cannot be overcome with violence. Violence is overcome with peace. — POPE FRANCIS MODULE South Sudan S

main menu

3 Background Information

3 Fact Sheets

3 Story Summaries

3 Video Summaries

3 Y1-2 Lessons and Worksheets

3 Y3-4 Lessons and Worksheets

3 Y5-6 Lessons and Worksheets

3 Y7-8 Lessons and Worksheets

3 Y9-11 Lessons and Worksheets

3 Y12-13 Lessons and Worksheets BACKGROUND INFORMATION

USING THE MODULE

This education module has been designed to integrate with the Lent module for 2019. Teachers and students are encouraged to use the Lent module for the first and last weeks of Lent. This country module focused on South Sudan can be used throughout Lent with four lessons provided at each learning level. MODULE S: SOUTH SUDAN

As a Stand-alone Unit This module can also be used by teachers and students as a separate unit outside of Lent. Lessons from other levels can be easily adapted to provide a range of relevant activities for students across all levels.

ONLINE RESOURCES AND CURRICULUM LINKS All resources referred to in the lessons (including worksheets and videos) can be accessed at www. caritas.org.nz. All relevant Religious Education achievement objectives can be found within the Teacher Booklet and other related curriculum links for an integrated unit can be found online at the same address above. This booklet also provides a good summary of the various elements available online and how they can be used together.

Students sing at St Theresa’s Primary School in Torit. Photo: Crispin Anderlini

Cover image: A boy cradles his little sister in a displaced persons camp in Agok. Photo: Caritas Internationalis

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN BACKGROUND INFORMATION

resources overview

LENT ACTION LENT PLAN POSTER MODULE S: SOUTH SUDAN

TEACHER BOOKLET

SOUTH PICTURE LENT SUDAN PACK MODULE MODULE

26 PRAYER VIDEOS BOOKLET KOHA BOXES

14 THE WAY OF POWER THE CROSS POINTS POWERPOINT

ACHIEVEMENT STANDARD AS90822

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN BACKGROUND INFORMATION

Country Profile: South Sudan

Background: On 9th July 2011, South Sudan gained independence from Sudan following a peace agreement in 2005 and a subsequent referendum ending one of Africa's longest-running civil wars. South Sudan is one of the most diverse countries in Africa, made up of the 32 southern-most states of Sudan. Home to over 64 different major ethnic groups, there are a range of religions practised in South Sudan, including traditional religions (around 34%), Christianity (around 60%) and Islam (around 6%). There are over 64 MODULE S: SOUTH SUDAN indigenous languages spoken but the official language of the country is English which was introduced in the region during the colonial era. Independence for South Sudan did not bring peace as hoped. Civil war erupted in 2013 following a power struggle between the president, Salva Kiir Mayardit, and his Vice President, Riek Machar. Since then, over four million people have been displaced and face daily challenges caused by this conflict and other factors such as food insecurity. A power-sharing agreement was signed between the warring parties in August 2018 in a bid to bring the five-year civil war to an end.1

Population: Approx. 13 million

Area: 619,745 sq. km

Languages: English and Arabic (both official), Juba Arabic, plus vero 64 indigenous languages (including Dinka, Nuer, Bari and Zande, the most widely spoken)

Major religions: Traditional religions and Christianity

Currency: South Sudanese Pound ($1NZD is worth around £90SSP)

Capital City: Juba

Economy: The sale of oil accounts for 97% of government revenue

Leader: President Salva Kiir Mayardit (since 2011)

Date of independence: 9 July 2011

Flag and map:

1 www.bbc.com/news/world-africa-14069082 Source: CIA Factbook and World Bank Data

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN BACKGROUND INFORMATION

Life in South Sudan

The Republic of South Sudan is Africa’s newest nation. It was formed in 2011, when 99% of South Sudanese voted to split from the northern territory of Sudan in a referendum. South Sudan consists of 32 states with a population of approximately 13 million people.2 It is ethnically very diverse with up to 60 different ethnic groups, the largest of which are the Dinka, Nuer and Shilluk peoples. Two years after independence was declared, fighting

MODULE S: SOUTH SUDAN broke out in South Sudan between government troops and rebel factions. Initially the fighting was between Dinka followers of President Salva Kiir Mayardit and Nuer supporters of Vice President Riek Machar. But, since 2013, the violence escalated to a point that there were up to 40 militia groups fighting for control of different regions of South Sudan. In June and early July 2018, peace talks between the main parties took place in Ethiopia and Khartoum. As a result of the talks, a permanent ceasefire was declared with a powersharing agreement reinstating Riek Machar as one of five vice presidents. Many middle level governors and religious leaders are promoting long term peace. At the grass-roots level, many South Sudanese have had enough of the violence, and just want their leaders to make peace. Since the start of the conflict, almost two million people have been internally displaced, and another two million have sought refuge in neighbouring countries, with one million in Uganda alone. More than 230,000 people are sheltering in six United Nations (UN) bases in towns across the country. Famine was declared in conflict-affected areas in the first half of 2017. Although a concerted aid effort has averted mass starvation, the people of South Sudan are still incredibly vulnerable, with 70% of the population living in severe poverty.

A family sits outside in the shade preparing food for their meal.

US State Department, 2016 population estimate, www.state.gov/documents/organization/268942.pdf

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN BACKGROUND INFORMATION

Caritas in Action

Caritas organisations work across South Sudan prioritising the most vulnerable and delivering the most essential emergency food and water. Where security allows, Caritas workers distribute seeds and tools so that communities can grow their own crops for food or to sell in local markets as a form of livelihood. Typically, food distribution packages include sorghum, maize, beans, cooking oil, sugar and salt which provide the basic nutrients required for subsistence. The livelihood packages contain hoes, rakes, watering cans, and weeding tools, as well as seeds for people to grow sorghum, maize, okra, tomatoes and kale which provide more choice for a better diet. Where people were displaced by the conflict, MODULE S: SOUTH SUDAN Caritas organisations also distributed non-food items such as tarpaulins, mosquito nets and sleeping mats. In addition to distributing items, Caritas works with church and community leaders, women’s groups and in schools to promote peace. In 2017, a famine was officially declared in parts of the country. Whilst the famine was only officially declared in a couple of states, most of the rest of the country was classified as being in “Crisis” or “Emergency”. Although there are now no areas declared as in a famine state, the actual number of people facing acute food insecurity rose to approximately 6 million people Children eat sorghum porridge. (half of the population) in September 2018. Of great concern to Caritas is the 2.1 million acutely malnourished women and children, and the 1.76 million internally displaced people. The situation would be much worse if not for the support of humanitarian organisations. Caritas provides ongoing support aimed at helping more than 480,000 people in different parts of the country. Caritas works in co-ordination with other organisations and the United Nations to minimise duplication of services and to ensure there are no gaps in the provision of assistance. The ongoing and unpredictable conflict can make it People move around in Don Bosco camp in Gumbo. difficult to provide humanitarian assistance due to insecurity, and this is sometimes made worse by the poor road network which is often washed out by heavy rains during the rainy season. Caritas Aotearoa New Zealand partners with Caritas South Sudan in the seven dioceses that cover the country. Each diocese has a humanitarian co-ordinator who manages the programme based on the specific local needs. Caritas South Sudan was founded in 2011 and is the official organisation of the Catholic Bishops of South Sudan under the South Sudan Catholic Bishops’ Secretariat. The main office is in Juba and has a staff of around nine employees. Francis Ojoadi is one of the humanitarian co-ordinators of Caritas South Sudan. While his own family are living in a refugee camp in Uganda, Francis is working with displaced people in Gumbo camp. Caritas will continue to provide essential assistance, and we need to be strong to support those who are less fortunate than us… People need to look past their tribal affiliations and see themselves as South Sudanese. Only then can real independence come. — FRANCIS OJOADI Francis Ojoadi takes time to smile.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN BACKGROUND INFORMATION

Caritas South Sudan

NEWEST CARITAS MEMBER Caritas South Sudan (CSS) was formed in 2011 and is the newest member of the Caritas Internationalis network. Prior to independence, work carried out in southern Sudan was carried out by Caritas Sudan (also known as Sudanaid) based Families enjoy using a Caritas-funded community water pump. Photo: Caritas in Khartoum. The new organisation was created to respond to Internationalis

MODULE S: SOUTH SUDAN the needs of the new nation and in recognition of the worsening humanitarian crisis, to provide an avenue for the collective duty and commitment of the church to alleviate suffering.

VOICE OF THE VOICELESS CSS aspires to enhance the voice of the voiceless which will lead to a developed, just and peaceful South Sudan. CSS is committed to peacebuilding, integral human development, and responding to emergencies and community needs.

CONNECTION TO CATHOLIC SOCIAL TEACHING It is committed to serve with love and dignity, in solidarity with the poor and underprivileged. The work of CSS is grounded in Catholic social teaching, which stresses the dignity of the human person regardless of culture, ethnicity, gender or religion. The organisation is founded on the belief in the unity and diversity of humankind. It is committed to respect for human dignity, transparency and accountability, solidarity with the poor, and a focus on partnership.

PART OF THE CHURCH CSS is an integral part of the church which is perceived by all parties in the country as a common platform for uniting the Christian communities in this moment of suffering and violence. This is strengthened through ecumenical dialogue where the leadership team composed of the major church leaders was created, and became the space for reflection, synergy and means for carrying out the disaster response.

DELIVERING TO MEET NEEDS CSS co-ordinates and collaborates with the seven dioceses across the country to deliver the aid programmes. It acts as a hub for fundraising, as well as for sharing best practice and learning to further enhance the effectiveness of programmes. Caritas South Sudan workers unload VISION supplies from a truck. Photo: Caritas Internationalis Based on the Gospel values and Catholic social teaching, CSS advocates for peace and reconciliation, tackling poverty and empowering people to live in dignity.

MISSION CSS is committed to serving the human person in love and dignity. Standing in solidarity with the poor, Caritas will witness for justice in the nation. They will always have a strong commitment to promote national reconciliation, peace and human rights. A girl and her family wait at Rajaf near Juba. We look for people that have been displaced and once we find them we try to support them…with food and other non-food items, so that they continue to live a dignified life. — ANGELO DUIK, CARITAS YEI

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN BACKGROUND INFORMATION

Cultural Connection: Let’s Play

Children in South Sudan love to have fun. They play various games with friends at every opportunity. Watch Video S5: Let’s Play to see some of the games enjoyed by young South Sudanese. MODULE S: SOUTH SUDAN

ELIMINATION SKIPPING BALL TAG Dry sandy ground helps in this Like in many parts of the world, There are various forms of this game where players in the a simple skipping rope can be game everywhere. In South centre of the action try to dodge used for many people at a time Sudan a small bag is often a thrown ball while filling up a and bring hours of exercise and filled with grain or seeds and bottle with sand. Players are fun! Children often sing rhymes thrown by players standing eliminated if they are hit by the as they jump. If they fail to clear in a wide circle. People in the ball. If the sand manages to fill the rope, then they sit out until middle dodge to avoid being hit the bottle, then the players who the next round. otherwise they join the circle as are dodging win. a thrower.

FOOTBALL ARE YOU READY? DONGAALI Children enjoy using the wide- Perhaps the easiest game of During breaks at school, the open spaces to play football. all is tag. It does not require young students in South Sudan The ground may be hard and any equipment and involves like to play dongaali, which dry but young South Sudanese everyone at once. In South is a game of knucklebones don’t mind playing in bare feet. Sudan, children play an adapted using small pebbles. An added Sometimes the ball may be form of line tag where one tagger challenge to this version of the falling apart or deflated, but the chases players around a grid. game is that the pebbles go in game goes on! Players must stay within the lines and out of a shallow hole in the and if they go out of bounds or middle of the group. are tagged, they then join the outer circle until the next round.

MARBLES CHASE VOLLEYBALL Players take turns to toss a Using hoops or tyres, friends race In many school playgrounds, marble towards the playing area, each other from one location there is a volleyball net set up for which is a small rectangle where to another. Sometimes they students to enjoy this fun team marbles are placed side by side. use sticks to propel their tyres game during breaks. If players hit a marble, they then forward. win it to add to the marbles they can throw.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN Fact Sheets

S1 Welcome to South Sudan

S2 Basic Facts about South Sudan

S3 Geography and People

MODULE S: SOUTH SUDAN S4 The History of South Sudan

S5 Caritas in South Sudan

S6 Responding to the Famine

S7 Humanitarian Crisis

S8 Education in South Sudan

S9 Food in South Sudan

S10 Economy

S11 South Sudanese Culture

S12 Agriculture and Cattle Farming

S13 Animals

S14 Juba

S15 Yambio

S16 Drivers of War in South Sudan

S17 The Arms Trade and South Sudan

S18 Ongoing Challenges and Efforts Toward Peace

S19 What is Peace?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S1 FACT SHEET

Welcome to South Sudan

South Sudan consists of 32 states with a population of approximately 13 million people.3 It is ethnically very diverse with up to 60 different ethnic groups, the largest of which are the Dinka, Nuer and Shilluk peoples. South Sudanese follow various religions: Christianity (around 60%), traditional religions (around 34%), and Islam (around 6%).4 The Republic of South Sudan is Africa’s newest nation. It was formed in 2011, when 99% of South

MODULE S: SOUTH SUDAN Sudanese voted to split from the northern territory of Sudan in a referendum. Two years after independence was declared, fighting broke out in South Sudan between government troops and rebel factions. Despite an attempted peace agreement in 2015, the conflict continues up until the writing of this resource. Since the start of the conflict, almost 2 million people have been internally displaced, and another 2 million have sought refuge in neighbouring countries, with 1 million in Uganda alone. More than 230,000 people are sheltering in six United Nations bases in towns across the country. Famine was declared in conflict-affected areas in the first half of 2017. Although a concerted aid effort has averted mass starvation, the people of South Sudan are still incredibly vulnerable, with 70% of the population living in severe poverty.

FACTS ABOUT SOUTH SUDAN: Population: Approx. 13 million Area: 619,745 sq. km (239,285 sq. miles) Languages: English, Arabic (both official), Juba Arabic, Dinka Major religions: Christianity, traditional religions, and Islam Currency: South Sudanese pound Capital City: Juba Economy: The sale of oil accounts for 97% of government revenue Flag: A priest prepares for Mass at St Kizito Parish outside Juba.

HDI (Human Development Index) ranking: 181 out of 188 countries GNI (Gross National Income per capita): $1,882 (There was a decrease of GNI of 36.4% between 2010 and 2015). Life expectancy at birth: 56.1 years Mean years of schooling: 4.8 years Primary school enrolment: 64% Secondary school enrolment: 10% Mobile phone subscriptions: 21.5% Information from: World Bank: www.worldbank.org/en/country/southsudan/overview Students perform a play for their BBC: www.bbc.com/news/world-africa-14069082 classmates. Photo: Crispin Anderlini

3 US State Department, 2016 population estimate, www.state.gov/documents/organization/268942.pdf 4 Ibid

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S2 FACT SHEET

basic facts about South Sudan

Country name: Republic of South Sudan Capital: Juba

Population: Approx. 13 million

Area: 619,745 sq. km (239,285 sq. miles) MODULE S: SOUTH SUDAN Languages: English, Arabic (both official), Juba Arabic, Dinka

Major religions: Christianity, traditional religions, and Islam

Currency: South Sudanese pound (SSP)

Quick Facts: • Two-thirds of the population are under the age of 30 • Only 27% of the population older than 15 years of age is literate • The literacy rate for males is 40% compared to 16% for females • The infant mortality rate is 105 (per 1,000 live births) • Maternal mortality rate is 2,054 (per 100,000 live births) • Only 17% of children are fully immunized • 55% of the population has access to improved sources of drinking water • Around 38% of the population walk for more than 30 minutes one way to collect drinking water • 80% of South Sudanese do not have access to any toilet facility

Young South Sudanese children pose for the camera.

Students drink water at their school sharing the same cup.

Information from: Women collect water from a community pump outside Juba. United Nations: http://data.un.org/en/iso/ss.html World Bank: www.worldbank.org/en/country/southsudan/overview

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S3 FACT SHEET

GEOGRAPHY AND PEOPLE

South Sudan is a landlocked country of approximately 620,000km2. It is a land of expansive grassland, swamps and tropical rain forest straddling both banks of the White Nile. Around 72% of the country is covered in forest. MODULE S: SOUTH SUDAN

It is bordered by Sudan, Ethiopia, Kenya, Uganda, Democratic Republic of Congo, and the Central African Republic. Several of these are politically fragile nations, such as the Democratic Republic of Congo and Central African Republic, both of which are struggling with intractable civil conflicts. South Sudan is ethnically very diverse, with Women kneel during a Palm Sunday Mass in Abyei. over 60 major ethnic groups. Among the Photo: Caritas Internationalis largest ethnic groups are the Dinka, Nuer and Shilluk. Unlike the predominantly Muslim population of Sudan, the South Sudanese follow Christianity (60%), traditional religions (34%), and Islam (6%).

Dinka man with cattle in Juba. Wikimedia Commons

Many tribes have distinctive scarring.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S4 FACT SHEET

the history of south sudan

CIVIL WAR BETWEEN NORTH AND SOUTH IN Salvation Front, fighting against Machar’s SUDAN (1956 – 2005) opposition forces in Central Equatoria state. In 1956 Sudan gained independence from Britain Machar himself went into exile. and Egypt, but the southern states were unhappy The ongoing conflict is marked by very repressive with their lack of autonomy. They accused their counter-insurgency measures by the government, new leaders in Khartoum of backing out of with the unlawful detention of people for

MODULE S: SOUTH SUDAN promises to create a federal system, and of trying perceived opposition and suppression of the to impose an Islamic and Arabic identity. media. Fighting ensued between the Anya Nya guerrilla According to Human Rights Watch, all armed movement and the Sudanese government until groups have committed abuses that qualify as 1972, when the south was promised a degree of war crimes, including looting, indiscriminate self-government. attacks on civilians and the destruction of civilian However, in 1983, the Sudanese government property, arbitrary arrests and detention, beatings cancelled the autonomy arrangements and the and torture, enforced disappearances, rape south, led by the Sudan People’s Liberation including gang rape, and extrajudicial executions. Movement (SPLM) and its armed wing, the Sudan Some abuses may also constitute crimes against People’s Liberation Army (SPLA), again rose in humanity. rebellion. 2017 At least 1.5 million people are thought to have The ongoing unrest in South Sudan contributed to lost their lives and more than four million were the declaration of famine in some regions of the displaced in the ensuing 22 years of guerrilla country in February 2017. The crisis was largely warfare. Large numbers of South Sudanese fled contained because of the swift action of aid the fighting, either to the north or to neighbouring agencies, however food shortages in South Sudan countries, where many remain. remain severe. The conflict finally ended with the 2005 Perhaps in response to this humanitarian crisis, Comprehensive Peace Agreement, under which and with pressure from international bodies the south was granted regional autonomy along particularly the Intergovernmental Authority on with guaranteed representation in a national Development (IGAD), President Kiir launched a power-sharing government. national dialogue for peace in May 2017. The agreement also provided for an In August 2017, a new UN “Regional Protection independence referendum in the south in 2011, Force,” mandated by the UN Security Council to in which 99% of southern Sudanese voted to split protect Juba was deployed. This increased the from Sudan. number of peacekeeping troops of the ongoing TROUBLE IN SOUTH SUDAN United Nations Mission in South Sudan (UNMISS) (2013 – PRESENT DAY) which has been in operation since 2011. Within two years of gaining independence from 2018 the north, South Sudan descended into Civil War. On May 31, 2018, the United Nations Security The conflict erupted when President Salva Kiir Council agreed to renew some sanctions on South Mayardiit sacked the cabinet and accused Vice Sudan until mid-July and to consider imposing President Riek Machar of planning a failed coup. travel bans and asset freezes on six South What initially began as a stand-off between Dinka Sudanese leaders if the country’s conflict does not people loyal to the President and Nuer people stop by June 30. loyal to Machar has spiralled into a multi-faceted A power-sharing agreement was signed between conflict, spreading into several regions of South the warring parties in August 2018 in a bid to bring Sudan. The players in the conflict have shifted, the five-year civil war to an end. with a new armed rebel movement, the National

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S5 FACT SHEET

caritas in South Sudan

Caritas Aotearoa New Zealand is partnering with Caritas South Sudan and other Caritas agencies to provide emergency supplies to those affected by the famine and conflict in South Sudan where millions of people face severe hunger. The extreme food shortage has been caused by civil unrest and drought. Thousands have been driven from their homes and crops by violence, and inflation has meant food prices are very high. As part of the emergency response, Caritas is continuing to help in the following ways through our partners on the ground: MODULE S: SOUTH SUDAN • Distributing emergency food supplies • Distributing shelter and household items such as jerry cans, buckets, and other essentials • Distributing seeds and tools • Promoting peacebuilding Our Senior Humanitarian Programmes Co-ordinator, Mark Mitchell, visited South Sudan immediately following the increase in tension in June 2016 to assist in the emergency response. In March and April of 2017, he was there again to assist Caritas South Sudan as they responded to the famine. In 2018 he has returned twice, most recently in July 2018.

Mark Mitchell talks with children in an IDP camp. CARITAS SOUTH SUDAN Caritas South Sudan (CSS) is the local Caritas organisation in the country. Formed in 2011, it is the newest member of the Caritas Internationalis network. The main office is in Juba and has a staff of around nine employees. Prior to independence, work carried out in southern Sudan was carried out by Caritas Sudan (also known as Sudanaid) based in Khartoum. The new organisation was created to respond to the needs of the new nation and in recognition of the worsening humanitarian crisis, to provide an avenue for the collective duty and commitment of the church to alleviate suffering. All their work is grounded in Catholic social teaching, and they are committed to respect for human dignity, transparency and accountability, solidarity with the poor, and a focus on partnership. CSS is an integral part of the church which is perceived by all parties in the country as a common platform for uniting the Christian communities in this moment of suffering and violence. CSS co-ordinates and collaborates with the seven dioceses across the country to deliver aid programmes. It acts as a co-ordination hub link with other stakeholders including Caritas members to assist with assessment, design and monitoring of the programme as well as for fundraising, as well as sharing best practice and learning to further enhance the effectiveness of programmes. As Caritas partners working together [it] will help us solve many of the problems for us here in South Sudan. — ANGELO DUIK, CARITAS YEI

Joseph Pasquale listens to people in Don Bosco IDP camp.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S6a FACT SHEET

responding to the famine

In the first half of 2017, a famine was officially declared in parts of South Sudan. Whilst the famine was only officially declared in a couple of states, most of the rest of the country was classified as Children eat sorghum porridge. ‘Crisis’ or ‘Emergency’. More than two million people were on the brink of starvation across the country, and around half the population at the time (six million people) were facing extreme food shortages.

MODULE S: SOUTH SUDAN Caritas was already providing ongoing support to people affected by conflict and food shortages. This included delivering the most essential emergency food and water helping people in different parts of the country. This was the situation in March 2017:

Upper Nile IPC 2.0 Acute Food Security Phase Legend Caritas Archdiocese of Juba 1 Manyo 7 Panyikang Projected food security outcomes Food Security Buluk 2 Renk 8 Baliet 1 Jerusalem February to May 2017 WASH 3 Melut 9 Longochuk Mangateen 4 Maban 10 Luakpiny/Nasir 1: Minimal Shelter / NFIs Lobonok 5 Fashoda 11 Maiwut 2: Stressed Seeds & Tools 6 Malakal 12 Ulang Lyria 3: Crisis 1 Rajaf Jonglei Peacebuilding 2 4: Emergency 13 Fangak 19 Uror Health Caritas Diocese of Torit 5: Famine 14 Canal/Pigi 20 Akobo Diocesan Caritas Activities Gumbo 15 Nyirol 21 Pochalla xx SUDAN Nissio 16 Ayod 22 South Bor Estimated IDPs (direction of change) Koko 17 Duk 23 Pibor Upper 18 Twic East Hot spot 3 Upper Iluhum Nile Morwari Eastern Equatoria Cattle Raiding Nile 4 24 Lafon 28 Budi 5 Caritas Diocese of Yei 25 Kapoeta North 29 Ikotos 78 Abeyei Ajio 26 Kapoeta East 30 Torit 6 75 7 Malakal Goli 27 Kapoeta South 31 Magwi 8 61 76 Liwolo Central Equatoria State 9 62 74 Bentiu Yei 32 Kajo-Keji 35 Yei 69 77 13 14 60 33 Morobo 36 Juba Aweil 68 10 Caritas Diocese of Tombura-Yambio 58 Unity 34 Lainya 37 Terekeka Northern Bahr 11 Northern Bahr 63 64 12 Tombura Warrap 15 Westerm Equatoria State el-Ghazal 73 Ramenzi 38 Mundri East 43 Yambio 59 16 Kwajok 67 Ezo 39 Mundri West 44 Nzara 72 40 Mvolo 45 Ezo 5,272 71 46 66 41 Maridi Nagero 20 42 Ibba 47 Tambura Western Bahr Wau 70 17 19 Lakes el-Ghazal 55 48 Wulu 52 Yirol East ETHIOPIA 57 18 21 49 Rumbek South 53 Rumbek Centre 56 65 54 53 50 Yirol West 54 Cueibet Lakes 52 51 Awerial 55 Rumbek North CENTRAL Rumbek 49 Jonglei Western Bahr el Ghazal AFRICAN 46 22 56 Jur River 58 Raja 50 23 57 Wau REPUBLIC 48 51 Bor 47 Northern Bahr el Ghazal 40 59 Aweil Centre 62 Aweil East 44 43 60 Aweil West 63 Aweil South Western Equatoria 37 61 Aweil North 24 38 25 26 Warrap 45 39 Central 41 64 Gogriel West 67 Tonj North 42 Equatoria Eastern Equatoria 65 Tonj South 68 Gogriel East JUBA 66 Tonj East 69 Twic Yambio 27 36 34 Unity State Torit 28 70 Panyijar 75 Abienhom 30 DEMOCRATIC REPUBLIC 35 71 Mayendit 76 Rubkona 31 29 72 Leer 77 Guit OF CONGO Yei 32 KENYA 73 Koch 78 Pariang 2 33 74 Mayom Cluster Overview (As of March 2017) UGANDA Food Security and Livelihoods Shelter & Non-Food Items Distribution Packages 4,903,268 people in need 1,635,248 people in need Food Security Sorghum, Beans, Cooking Oil, Sugar and Salt 4,500,000 people targeted 1,024,389 people targeted Livelihoods Sorghum, maize, okra, tomatoes, kale, Caritas South Sudan 1,977,196 201,430 (Seeds & Tools) hoes, rakes, watering can, weeding tools. 44% 1,008,370 968,826 20% 110,715 90,715 Drought Response (March 2017) of target assisted of target assisted Non-Food Items Tarpaulin, mosquito nets, jerry cans, sleeping mat and people assisted people assisted Sources: 1: FEWS NET 2: Humanitarian Clusters in South Sudan blankets.

The Caritas South Sudan famine response in March 2017.

Many Caritas organisations from all over the world, including Caritas Aotearoa New Zealand, worked together to support the work of Caritas South Sudan. The infographic on the next page shows the Caritas presence across the country at the time of the famine in March 2017. The main emergency response included the distribution of food (sorghum, maize, beans, cooking oil, sugar and salt). In addition to this, livelihood packages were given that contained hoes, rakes, watering cans, weeding tools, and seeds for people to grow new crops. For those who had been forced from their homes, other non-food items were distributed including tarpaulins, mosquito nets, sleeping mats and blankets. Other activities included peacebuilding workshops and healthcare assistance. Child malnourishment in particular was a great concern (and continues to be).

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S6b

Western Bahr el Ghazal Lakes Legend Upper Nile 57 CTP/C.Wau 51 CRS/D.Rumbek Food Security 5,6,7 CORDAID/SSUD 57 CTP/HARD ?? CRS/? WASH 5,7 CORDAID 57 CORDAID/STEWARD 52 CTP/C. Rumbek NFI Distribution 1,5 CORDAID 7 CRS 57 CORDAID/C. Wau/ 51 CTP/ADA Livelihoods WDG/HARD 48,53 C. South Sudan/C. Rumbek Manyo 57 CRS/Jesuit Sch. Preparedness and Resilience Jonglei State CTP/IDO/C. Rumbek 57 C.Wau Protection 1 2 State CRS 15,17-23 CRS/SCF Health Renk Northern Bahr el Ghazal 17, 22 CRS/RUWASSA Unity State Early Warning Systems 59 C. Aus/HOPE 16 CRS 72,76,77 CORDAID Advocacy 23 CRS/Nile Hope Warrap 71,72 CORDAID/UNIDO Peacebuilding 3 State CRS 64 CTP/TOCH Melut ?? CORDAID/STEWARD 4 5 Eastern Equatoria 78 Fashoda Upper Maban Pariang Malakal 29,30 C.South Sudan/C.Torit Abeyei Nile 75 6 8 24-27,29,31 C.Luxembourg/C.Torit Region* Panyikang Baliet 76 7 Aweil 62 Abiemnhom 31 CRS 61 Aweil 77 9 North 74 13 14 East Twic 69 Mayom Guit Longochuk 26,27 C. Switzerland/C. Torit Fangak Canal/Pigi Aweil West Rubkona 10 29,31 C.Luxembourg/C.Torit 60 68 Unity 58 Aweil 15 12 Luakpiny/ Maiwut 29,31 C.Luxembourg/C.Torit Northern Bahr 63 Koch Raja South Nyirol Nasir 11 31 CRS el Ghazal 64 73 Ulang MODULE S: SOUTH SUDAN Tonj 67 26,29,30 CORDAID/Global Aweil Gogriel East 72 59 Gogriel West North 16 Aim/SARRA/RAAH Centre 71 Leer Ayod ?? Unicef/C. Torit Warrap Tonj Mayendit 20 29 Misereor/C.Torit 66 East Western Bahr el 70 Akobo 24,25,27,28,30,31 CORDAID Rumbek Duk Uror19 57 State CRS Ghazal Jur Tonj North Panyijar 17 Wau South 21 State CTP/BBCMA/UNESCO/Menset/ River 54 Rumbek Twic 18 Jonglei Pochalla ?? CORDAID/STEWARD 56 65 Cueibet Centre 52 East Westerm Equatoria State 53 49 Yirol East Lakes Rumbek 22 41,43,47 C. Australia/CTP 46 South South Nagero Pibor 43 C. Austria/Solidarity 48 Yirol West Bor 47 Wulu 50 51 23 43 C. Austria/CDTY Awerial 40 43 CTP/CDTY Tambura 44 Mvolo 41,433 C.Belgium/CDTY Nzara Terekeka 43 CRS/Solidarity 38 37 24 25 26 Mundri Mundri Central Equatoria State Western Equatoria Lafon Kapoeta Kapoeta Ezo 41 West East Central Ibba Maridi North East 35 CTP/C. Yei 43 39 Equatoria 45 Eastern Equatoria 36 CRS/C.Juba Yambio 42 JUBA Juba 27 36 CTP/C.Juba Kapoeta 36 30 36 C. South Sudan/C.Juba 28 35 Lainya Torit South 36 CTP/SVDP Yei Budi 34 29 35 C. Belgium/C,Yei 31 Ikotos Kajo Magwi State CTP/AIM 33 Keji 32 Morobo State CTP/JPCN State CTP/IDO State CTP/SSCC ?? CORDAID/STEWARD Caritas Presence in South Sudan (March 2017)

The Caritas presence in South Sudan in March 2017.

This infographic highlights the co-operative nature of the Caritas response as well as the widespread need for assistance. Local Caritas agencies (identified above) included Caritas South Sudan, Caritas Wau, Caritas Yei, Caritas Juba and Caritas Torit. Other international Caritas agencies (identified above) included Caritas Aotearoa New Zealand, Catholic Relief Services (USA), Trocaire (Ireland), CAFOD (England and Wales), SCIAF (Scotland), Caritas Australia, CORDAID (Netherlands), Caritas Austria, Caritas Belgium, Caritas Luxembourg and Caritas Switzerland. Although the famine may have ended later in 2017, the widespread food insecurity continued well after this period. As a result, many of the agencies continued their assistance in South Sudan. Many are still providing assistance at the time of writing this resource.

Gasma Njith and others receive items after fleeing from Wau. Food and other items are distributed to people who have Photo: Cordaid been displaced. Photo: Caritas Internationalis

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S7 FACT SHEET

humanitarian crisis

INFORMATION FROM UNITED NATIONS HIGH COMMISSIONER FOR REFUGEES (UNHCR) SITUATION5 UPDATE The South Sudan emergency is now Africa’s largest humanitarian crisis, displacing over 2018 PLANNED RESPONSE four million people since conflict between 3,135,000 US$ 1.5B 74 government forces and rebel groups re- REFUGEE POPULATION REQUIREMENTS PARTNERS INVOLVED

MODULE S: SOUTH SUDAN ignited in 2016. It has become the world’s third largest refugee crisis, after Syria and Afghanistan. SUDAN 1,007,000 UNHCR estimates that 1.8 million people are displaced within South Sudan, and the country is also hosting 260,000 refugees from conflicts elsewhere. 485,000

ETHIOPIA A further 2.4 million South Sudanese SOUTH SUDAN CENTRAL have fled to neighbouring countries, such AFRICAN 3,000 REPUBLIC as Uganda, Sudan, Ethiopia, and the Democratic Republic of Congo. JUBA

The vast majority of the refugees are 140,000 Refugee Lake 120,000 Turkana women and children, with many children Refugee camp KENYA Refugee crossing UGANDA DEMOCRATIC REPUBLIC 1,380,000 fleeing alone after losing their families. Refugee locations OF THE CONGO

The majority of the South Sudanese refugee Lake Albert Refugee Population Trends Requirements | in millions US$ population (63%) are children (under 18 3.5 M CAR 2.6 KAMPALA DRC 54.8 years of age). 2.8 M Ethiopia 342.1 Lake Victoria 2.2 M Kenya 105.3

Sudan 327.2 6 INFORMATION FROM UNITED NATIONS FOOD AND1.6 M AGRICULTURE ORGANISATION (UNFAO) REPORT Uganda 692.6

1.0 M Regional 2.8 South Sudan is facing unprecedented levels of food insecurity,Oct. 2015 Oct. 2016 asOct. nearly 2017 Dec. 2018 7 million people – more than 50% of the country’s population – are severely food insecure… …Instability and conflict have had devastating impact on food security, hampering agricultural activities and causing large-scale displacement, resulting in poor harvests. Food access is further constrained by the soaring costs of staple foods – as of August 2017 the prices for maize and sorghum were nearly double what they were in 2016, and 12 times higher than in 2015. While famine has been contained since it was declared in some areas of Unity in February 2017, …the situation remains critical and the risk of famine persists, especially in isolated areas where conflict and other factors can quickly and dramatically increase.7

5 From April 2018 6 From 2017 7 www.fao.org/emergencies/crisis/south-sudan/intro/en/

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S8a FACT SHEET

education in south sudan

Because of two prolonged periods of civil war in 1953–1972 and 1983–2005, two generations of South Sudanese missed out on formal education. The adult literacy level today in South Sudan is just 27%.

CLASSROOMS During the unrest, much educational infrastructure was damaged. Today only 36% of primary school classrooms are permanent buildings, while 27% are semi-permanent, and 28% are open air. MODULE S: SOUTH SUDAN

A primary class meets under a tree at Class sizes can be very large during St Daniel Comboni School in Agok. outdoor lessons. Photo: Caritas Photo: Caritas Internationalis Learning continues in a refugee camp. Internationalis

EDUCATIONAL STATISTICS In 2015, statistics indicated that there were one million South Sudanese children in primary school. Of these, 60% were boys and 40% were girls. In secondary schools, the students are 68% male and 32% female. The disparity between educational opportunities for boys and girls can be linked to the widespread insecurity and conflict in the country, combined with certain cultural practices. At a time when food in many parts of South Sudan is scarce, girls may be more likely to stay away from school to help gather whatever food is available and to collect water. In addition to this, many women are married between the ages of 15 and 19 years old. This means the number of girls in secondary school is even lower than the number of girls in primary school. According to Global Partnership for Action, South Sudan has the worst indicators for girls’ education in the world. Not only are they less likely to enter school, girls are also more likely to drop out compared to boys. The situation is especially alarming since women and girls in South Sudan are more likely to die during childbirth than complete primary education.8

Boys write notes in class at St Daniel Comboni School in Agok. Girls take time to laugh at St Daniel Comboni School in Photo: Caritas Internationalis Agok. Photo: Caritas Internationalis

8 Comparison made using data from South Sudan Statistical Yearbook 2012 and Education National Statistics Booklet 2012, Global Partnership for Education, www.globalpartnership.org/blog/expanding-education-opportunities-girls-south-sudan

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S8b

Around 79% of primary school students are over-age. This is because many older children missed out on formal education during the fighting and are now catching up. It means that a year one classroom can have students ranging from five years of age to 14 years of age. This can make for difficult dynamics! The average ratio of students to teachers in primary schools is 50:1; in secondary schools the ratio is 18:1. This large difference in ratios between MODULE S: SOUTH SUDAN primary and secondary school can be explained by the huge drop-out rate. While there are over a million children in primary school, there are less than 60,000 in secondary school. School teachers are predominantly male – 85% of primary teachers are male, and 88% of

secondary teachers are male. Again, this reflects Walking is the most common way of getting to the different roles of men and women in South school. Photo: Caritas Internationalis Sudanese society. Only 38% of primary teachers are actually trained, and 64% of secondary teachers are trained. Only about 70 teachers are trained for the whole country every year.

THE GOVERNMENT AND EDUCATION South Sudan became a new nation in 2011. Many people had high hopes that the education system would be greatly improved and that it would be a catalyst for building peace and stability in the country. Among the national goals and objectives of education in South Sudan are the following: • Education must result in a sense of unity among tribes. • The school should be a model of unity where teachers ensure that children interact freely with one another. Positive attitudes Student teachers at the teacher training college in Yambio. and mutual respect should be Photo: Adrian Watson promoted. • Unity is a key to development. In a united and peaceful country, education produces youth well equipped with skills and knowledge to support national economic development. Despite these lofty goals, the South Sudanese Government allocates only 4% of its budget to education, while 50% is spent on security. The average budget allocation for education around the world is 14%. Teachers are paid only $3 (US) per month.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S9 FACT SHEET

Food in South Sudan

For the country as a whole, cereal foods, such as sorghum, maize and millet, account for about 48% of total basic food consumption. These are processed in a range of ways but probably most commonly ground and mixed with water to form a porridge. The three images below show sorghum being milled and ground with a stone on a hard-raised piece of ground. Alternatively, you might find women grinding maize in a large wooden pestle and mortar. MODULE S: SOUTH SUDAN

A wide range of vegetables and pulses are available in the marketplace, many of them grown locally. In addition to potatoes, sweet potatoes, daal (lentils) and peas, you’ll find bamia (okra or ‘ladies fingers’), ful (mashed fava beans or broad beans) and local specialities such as kudra (a leafy green vegetable rich in vitamins A and C), dodo (amaranth leaves), and pea leaves. Onions, tomatoes, peppers, cabbages, plantain bananas, cassava and carrots may be grown locally but are often imported from Uganda and Kenya. In many areas, particularly in Equatoria in the south of the country, fruit trees such as mangoes are grown and are available in March. The markets also sell pineapples, papayas (pawpaw) and oranges, apples, guava and avocados, although many of these are imported from neighbouring countries. Meat (usually mutton or goat), when it can be obtained, is A family sits outside in the shade typically boiled or stewed, which preparing food for their meal. helps to make it less tough, and it can be served with spices and peanut or simsim (sesame) sauce to add flavour. Dried or smoked beef is often eaten with peanut or groundnut sauce and may be made into a stew with bamia. A small amount of chicken is included in the diet, whilst pork is rarer as it has to be imported. Some communities eat fish from the rivers and swamps, and dried fish is often added to kajaik (a popular type of stew) or to aseeda (sorghum porridge) to give added flavour. A man mends his fishing net. Despite the relatively fertile land, the ongoing conflict has driven nearly three quarters of the population from their homes. Because of this people are not able to grow their own food and food in the market is very expensive. Farmers are not able access their land for fear of attack and in many cases have had to leave or had their crops burnt before harvesting their crops. Food deliveries have become difficult, and prices at marketplaces have risen sky-high. Even the prices of basic vegetables, such as tomatoes, have increased tenfold, and further from the capital, prices are even higher. Tea, sugar, and meat are luxury products that have become completely non-existent. Many survive on less than one meal a day and are reliant on external support. Currently, seven million people in South Sudan are needing food aid from organisations like Caritas. However, the cost due to logistics challenges in getting food to where it is needed is increasingly high. In some places, Caritas is trialling providing cash vouchers which enable people to buy emergency food rations. This increases dignity by giving people a choice and to support local markets and livelihoods.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S10 FACT SHEET

economy

South Sudan is the most oil-dependent country in the world, with oil accounting for almost the totality of exports, and around 60% of its gross domestic product (GDP). However, the unstable relationship between Sudan and South Sudan and ongoing internal conflict are threatening the country’s long-term MODULE S: SOUTH SUDAN development. While an estimated 75% of all the former Sudan’s oil reserves are in South Sudan, the refineries and the pipeline to the Red Sea are in Sudan. Under the 2005 accord, South Sudan received 50% of the former united Sudan’s oil proceeds, which provide the vast bulk of the country’s budget. But that arrangement was set to expire with independence. In January 2012, the breakdown of talks on the sharing of oil revenues led South Sudan to halt oil production and halve public spending on all but salaries. Oil fields and pipelines in Sudan and South Sudan. Source: www.bbc.com A deal in March 2013 allowed Sudan to resume pumping South Sudanese oil in May and created a demilitarised border zone.

SUBSISTENCE AGRICULTURE Despite the potential oil wealth, South Sudan is one of Africa’s least developed countries. South Sudan is still largely a subsistence economy. Almost all the working population (85%) is engaged in non-wage work, chiefly in agriculture (78%). The current conflict has led to below-average agriculture production, with disastrous effects on the economy, including spiralling domestic prices. Rising food prices mean that many households in both urban and rural areas are unable to afford the minimum food basket.

HYPERINFLATION South Sudan’s economy is now in hyperinflation. The annual inflation increased by 730% from August 2015 to August 2016. The Central Bank has no reserves and the limited oil and non-oil revenues are spent on defence and security loans. After the fighting that started in July 2016, the price of a 3.5 kg sack of maize meal in the capital Juba rose from $9.50 NZD to over $100 NZD. This price is equivalent to a month’s average wages in South Sudan.

FUTURE CONCERN On current reserve estimates, oil production is expected to reduce steadily in future years and to become negligible by 2035.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S11 FACT SHEET

south sudanese culture

The following images and words highlight some of the many ideas, customs, and social behaviour of the people of South Sudan. MODULE S: SOUTH SUDAN

over 60 languages community dancing

grains football music

crop farming christian (60%) fishing

national pride muslim (6%) volleyball

cattle farming conflict tribal identity

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S12 FACT SHEET

Agriculture and Cattle Farming

AGRICULTURE Up to 90% of South Sudan’s population depends on farming, fishing or herding to meet their food and income needs. The country has rich and arable soil that is incredibly well suited to farming. More than 70% of the nation’s total land area is suitable for crop production but less than 4% of the total land A woman prepares her land for planting. MODULE S: SOUTH SUDAN area is currently cultivated. In fact a high proportion of food in the country is imported. Cereals are the main staple crops in South Sudan. Sorghum and maize are the most planted and consumed. Other crops include groundnut, cassava, yam, coffee, mango, pineapple, papaya, okra, cowpea, pumpkin and tobacco. There have been many challenges for farmers. They rely heavily Peter Taban Alfred manages his maize crops . Photo: Crispin Anderlini on rainfed crop production and erratic rainfall has resulted in poor harvests, while heavy rains have led to flooding and waterlogged fields. Conflict and mass displacement have also forced farmers from their fields during key times in the planting seasons. Farmers commonly struggle to access markets due to the poor road network and lack of other transport modes.

Jok Bol harvests tomatoes in Mading Pap Malek collects okra in a community Students learn to plant seeds at St Achueng. Photo: Caritas Internationalis garden. Photo: Caritas Internationalis Joseph’s in Yei.

CATTLE FARMING Cattle, and other livestock such as goats and sheep, are mainly raised by nomads and are entirely dependent on access to grazing land and watering areas. However, the increasing number of farmers is reducing the amount of grazing land available, which has been a source of conflict over recent years. The Dinka tribe are the largest in South Sudan and are renowned as expert cattle herders.

Commonly boys look after the cattle. Large horns are a noticeable feature of cattle.

9 www.fao.org/emergencies/countries/detail/en/c/147627 10 https://borgenproject.org/sustainable-agriculture-in-south-sudan/ 11 Due to the ongoing conflict, South Sudan is a net importer of food. It currently imports as much as 50% of its needs. 12 African Development Bank, South Sudan: An Infrastructure Action Plan, Tunisia, 2013, p131

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S13 FACT SHEET

Animals

South Sudan has a rich and varied fauna, with elephants, lions, leopards, cheetah, wild dogs and a great variety of antelopes. The continued war has had an impact on the animal population. Elephants were killed for their ivory by the Sudanese army. The underfunded and poorly armed park wardens and rangers could not MODULE S: SOUTH SUDAN compete with the firepower of the army, militias and rebels, or with the substantial poaching by displaced or destitute civilians. South Sudan’s Elephants are endangered throughout Africa. elephant population plummeted from 80,000 in Photo: Wikimedia Commons the late 1960s to less than 5,000 now. South Sudan has seven national parks and 16 other reserves or protected areas that have a variety of wetland, swamp, savannah and forest habitats where a variety of animals live. Despite a policy of wildlife and habitat protection proclaimed by the South Sudan government after the formation of the new state in 2011, the frequent conflicts and civil war have prevented realistic conservation management. Deer come in all sorts of colours and varieties. Photo: Adrian Watson

Livestock outnumbers the human population. South Sudan has an estimated 11.7 million cattle, 12.4 million goats and 12.1 million sheep in a country of around 13 million people, according to statistics from the Ministry of Agriculture, Forestry, Tourism, Animal Resources and Fisheries. There are however, concerns that There is almost one goat for Cattle have felt the impact livestock are not being managed sustainably every person in South Sudan. of food insecurity like the Photo: Adrian Watson general population. and are causing both water scarcity and environmental degradation. In South Sudan, cattle are revered and there are communities where pastoralists’ prestige is measured in the number of cattle they keep. They signify status and wealth and serve as the main livelihood asset for pastoralist communities. Some families keep small numbers of household animals such as guinea pigs and rabbits (like Rabbits and guinea pigs can be pets and market food. Photo: Crispin Anderlini Peter Taban Alfred’s family). These animals are cared for and loved before being grown to maturity to be sold for meat at the local market. Like many other tropical countries around the world, South Sudan has an assortment of Some lizards get very big in A host of insects thrive ‘creepy crawlies’. These include snakes, lizards, South Sudan. Photo: Adrian in the hot temperatures. mosquitoes, millipedes and termites. Watson Photo: Crispin Anderlini

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S14 FACT SHEET

Juba

The largest city, and capital, of South Sudan, is Juba. Formerly in Central Equatoria and now in the newly formed Jubek State, it is located in the south-eastern quarter of the country beside the White Nile. It was once an important transport hub MODULE S: SOUTH SUDAN between neighbouring countries including Uganda, Kenya and Congo but this is no longer the case since the start of the civil wars. Close to half a million people live in Juba is the capital of South Sudan. Image: Google Maps the region. Of this number, 370,000 live in the city and nearly 50% are under the age of 14, whereas only 3% are over the age of 65. The conflict can have significant effects on the population as many displaced people seek safety and shelter in the many camps located inside Juba. Despite having no supplied electricity, water or sanitation, Juba is one of the top 20 most expensive cities to live in. Shops, businesses and living compounds are reliant on their own generators for power and bring in tankers to provide water. There are Juba from the sky. Photo: Adrian Watson few sealed roads and many potholes. Internet is available on the two mobile phone providers, but it is very slow. Many of the cars on the road are four-wheel drive and many are army or government vehicles, although there are a lot of boda-bodas (motorbike taxis) running during the day. The boda-bodas drive very aggressively and are often involved in accidents.

The international airport in Juba The International Airport terminal in Juba. Photo: Adrian Watson is small in comparison to many other airports found around the world. It is one of only two across the country (the other being in Malakal). Flights depart and arrive from all over the world and keep the runway busy while people wait in the make-shift terminal (shown). Conditions at the airport are best described as chaotic, with the immigration process being particularly challenging. Many of the larger buildings are in the central city. Houses and many offices still display the pock marks from the outbreak of conflict in 2013 and 2016.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S15 FACT SHEET

Yambio13

Yambio is located near the border with the Democratic Republic of the Congo, and has an estimated population of about 35,000. Yambio Airport has an unpaved runway, and it is usually served by a small propeller-driven plane each MODULE S: SOUTH SUDAN day, weather and runway conditions permitting. There is not much to see at the airport (a terminal does not exist) apart from a plane which slid off the runway some time ago and Yambio is home to around 35,000. Image: Google Maps now sits abandoned near the area where planes unload passengers. No airports in South Sudan have night landing lights, and Juba Airport is known to use car lights to replace runway lights when a flight has to land after dusk.

Yambio Airport caters to smaller planes with an unpaved The airport terminal at Yambio is small but well used. runway. Photo: Adrian Watson Photo: Adrian Watson

During the rainy season, which consists of quite powerful thunderstorms and torrential downpours every second day or so, the temperature is about 30°C during the day, going down to 20°C at night. There are no sealed roads in Yambio at all. The roads consist of red sand/clay that is very dusty when dry and muddy when wet. The ‘main road’ is in a reasonable state of repair, but side roads have huge ditches across the road up to half a metre deep which torrential downpours have caused. There are few vehicles on the roads, with walking, bicycles and motorcycle taxis (boda bodas) being the main form of transport. The inflation rate in South Sudan was 370% back in 2017, which was an improvement on the 800% inflation rate the previous year. What this means in reality is that three years ago, three South Sudan pounds bought one US dollar. By the end of 2017, it cost 170 South Sudan pounds to buy one US dollar.14 The largest note is 100 South Sudan pounds, so when people go shopping at the market, they have to take the equivalent of a supermarket recycle bag full of notes just to pay for the vegetables and other items. There are four petrol stations in town but none of them are open as there is no petrol or diesel available. Vehicles and motorcycles have to purchase fuel on the black market. The last bank in town was closed in 2017 and there are There is a lot of daily activity at the local market in Yambio. no ATMs or EFTPOS machines to be seen. Photo: Adrian Watson

13 Details about Yambio are taken from a newsletter written by Br. Adrian Watson in September 2017. 14 In July 2018, the exchange rate was 130SSP to 1USD.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S16a FACT SHEET

Drivers of War in South Sudan

The conflict in South Sudan began as a power struggle within central government, when President Kiir accused Vice President Machar of planning a coup. This led to an outbreak of violence in 2013 along ethnic lines, between Dinka supporters of Kiir, and Nuer supporters of Machar. The situation in the country quickly deteriorated into a wider conflict in which many local militia groups have arisen, either to take economic advantage of weak central governance, or to defend their land. The civil war continued sporadically until mid-2018. At the time of writing this resource, a power-sharing agreement was signed between the warring parties in August 2018 in a bid to bring the five-year civil war to an MODULE S: SOUTH SUDAN end. However, there is still widespread instability in many regions where violence could erupt at any time. After five years of fighting, an estimated 50,000 South Sudanese have died, and four million have been displaced.15 Fr Matthew, a Salesian priest working in the Don Bosco IDP camp on the outskirts of Juba, spoke to a Caritas staff member saying, You never had the killings like today. It’s the worst I have seen it during the 15 years I’ve been here. We need a conversion among the leaders who are propagating this violence. The international community needs to stop the selling of weapons into South Sudan. If we are too late we will have a situation like the genocide in Rwanda. Fr Matthew touches on two of the key drivers of conflict in South Sudan: unstable and corrupt central government, and the international arms trade. These are not the only drivers to the conflict; others include: historical differences between tribes, the control of oil revenues, and external influences from neighbouring countries.

CORRUPTION IN GOVERNMENT In January 2018, the United Nations Secretary General, Antonio Guterres, spoke at a consultative meeting on South Sudan, saying, …it is clear to me and, I’m sorry to say so, but I’ve never seen a political elite with so little interested in the well-being of its own people… As a Sentry investigation revealed, between 2014 and 2015, top politicians, military leaders, government agencies, and companies owned by politicians and their family members have plundered more than $80 million of state funds.16 There is evidence that oil revenues have been used by some ministers to pay other government associates and private business owners for logistical support of militias fighting on the side of the Government. Some government ministers store their money in President Salva Kiir Mayardit. private bank accounts or in luxury properties in Photo: Wikimedia Commons neighbouring countries. Is there anything the international community can do to stop the amassing of wealth of the government elites, and put pressure on them to work for an end to the conflict? According to an article from The Council of Foreign Relations (an advisory think tank to the US Government), foreign banks and institutions could enforce sanctions on the financial networks of South

15 Council on Foreign Relations (CFR Campus), June 27, 2018, www.cfr.org/interactives/global-conflict-tracker?marker=36#!/conflict/civil-war-in-south-sudan 16 Council of Foreign Relations, www.foreignaffairs.com/articles/central-african-republic/2018-03-14/key-making-peace-africa?cid=nlc-fa_twofa-20180315

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S16b FACT SHEET

Sudan’s government and business leaders.17 This would mean groups like the US Treasury Department and its counterpart in the European Union could refuse to do business with any bank, lawyer, or accountant that is part of a corrupt politician’s financial network. If these politicians are then effectively locked out of the US and European financial systems, this would limit the amount of money they could move out of South Sudan. This would make profiteering from the war a less obtainable objective and might move leaders to more peaceable solutions.

THE INTERNATIONAL ARMS TRADE According to reports from organisations such as Small Arms Survey and Saferworld18, there were already 3.2 million small arms in South Sudan when it gained independence in 2011. Two thirds of these were MODULE S: SOUTH SUDAN thought to be in the hands of civilians. Of course, weapons in themselves do not hurt people; rather, it is the person who uses the weapon who is the cause of any harm. However, the ease of access to small arms has only allowed conflict to continue. Heavy military equipment such as tanks and attack helicopters have also been used to destroy whole villages. Read more about the arms trade and South Sudan in Fact Sheet S17.

HISTORICAL DIFFERENCES BETWEEN TRIBES Salva Kiir’s first speech as the new president of South Sudan declared the official independence with a hope and vision for the new nation: “May this day mark a new beginning of tolerance, unity and love for one another,” he said. “Let our cultural and ethnic diversity be a source of pride and strength, not parochialism and conflict… We are all South Sudanese. We may be Zande, Kakwa, Nuer, Toposa, Dinka, Lotuko, Anyuak, Bari and Shiluk, but remember you are South Sudanese first!” As the south fought for independence, long standing tribal conflicts were put aside in order to focus on the bigger goal. Amongst the 60-plus ethnic groupings there were many historical tensions particularly between the two largest tribes, the Dinka and the Nuer. Although similar in many ways, both tribes are pastoralists. Cattle raiding and competition for water and pastures around the swamp areas are known to be the major causes of their major border conflicts. This has led to rivalry that is thought to date back many centuries. Other smaller tribes have a similar history of raids and attacks, some of which target an entire village, burning them in their round thatched huts. In the past these attacks may have used machetes and sticks, however, after decades of civil war, there are many guns and munitions in the region. These local skirmishes are now played out nationally with political leaders reviving historical tribal allegiances and tensions amid political plays for The result of tribal conflict – homes were burnt to the ground control of power and resource. and crops were destroyed.

17 Ibid 18 Charlton Doki and Adam Mohamed Ahmad, The Niles (part of the Guardian Africa network), Khartoum, Oct 2, 2014

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S16c FACT SHEET

CONTROL OF OIL REVENUES Sudan began producing oil in 1999. The availability of oil in the country tripled its per capita income within a decade19. Although most of the oilfields were in the south, much of the revenue stayed in the north perpetuating the conflict. The independence of South Sudan significantly affected Sudan’s economy because it lost 75% of its oil production fields to South Sudan. Since the split, Sudan and South Sudan’s oil production has declined because of continued domestic political instability and conflict between the two countries. The oil sector continues to play a vital role in the economies of both countries. As South Sudan is landlocked it is dependent on the pipelines through Sudan to export the oil. Sudan receives a negotiated revenue to enable the oil to flow though the country. Disruptions in oil production, disputes MODULE S: SOUTH SUDAN over oil revenue sharing, and lower oil prices have had a negative effect on both economies. In January 2012, South Sudan shut down virtually all of its oil production because of a dispute with Sudan over transit fees. The dispute was not resolved until April 2013 after protracted negotiations. Access to oil production was further reduced with the outbreak of tensions in December 2013 between South Sudanese government forces and rebel factions.

EXTERNAL INFLUENCES FROM NEIGHBOURING COUNTRIES The current civil war in South Sudan and the war for independence before it, has had varying levels of influence from neighbouring countries. These influences have been both positive and negative and need to be considered in the negotiations for ongoing peace in the country. Most of the interest by neighbouring countries, including Uganda, Ethiopia, and Kenya, relates to access to oil, water from the Nile and other economic interests as well as political interests. Uganda, in particular, is very supportive of maintaining Salva Kiir as the President of South Sudan. Apart from the humanitarian reasons for wanting to end the war, some countries such as Sudan are interested in getting the landlocked country’s oil flowing once more, which also explains the key role that President Omar al-Bashir has played in mediating the latest agreements. Key to the peace negotiations is the role of a regional power bloc, Intergovernmental Authority on Development (IGAD). The key focus of the organisation is on increasing trade in the region which is frustrated by ongoing conflict.

The local newspaper, the Juba Monitor, shares the news about the latest peace agreement in June 2018 (28/6/18).

19 IMF Country Report No. 16/324, July 25, 2016, www.imf.org/external/pubs/ft/scr/2016/cr16324.pdf

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S17a FACT SHEET

The Arms Trade and South Sudan

South Sudan’s population is almost 13 million people. Alarmingly, there were already 3.2 million small arms in the country in 2011. One can only guess how many small weapons have entered the country since then. According to Safer World20, two thirds of MODULE S: SOUTH SUDAN these weapons are thought to be in the hands of civilians. Since the beginning of conflict in 2013, small arms have proliferated in South Sudan. In the local market, small arms cost between US$150-250, or you can trade in cattle. Guns have been easy to acquire in South Sudan. Photo: Wikimedia Commons One source in the state of Jonglei told researchers, …if the gun is new you pay one heifer and an ox. If it’s old you may pay only a cow. Ammunition can be bought for around US$1 per cartridge at some local markets. Arms are coming into South Sudan from bordering countries such as Uganda, Kenya and Ethiopia. There is even evidence to suggest that the Government of Sudan in Khartoum is selling weapons to rebel groups trying to topple the South Sudanese Government. As well as these sources, civilians in South Sudan can sometimes buy guns from the military, police, prison wardens, or the fire brigade, who sell on surplus weapons for a personal profit. Among civilian communities there is a widespread belief that having a gun in your hand protects your life. Ironically the more this belief prevails, the more guns are bought, and the less safe everyone’s lives are. Saferworld reports, One only needs to read the newspaper on any given day to understand the problem that the proliferation of small arms has caused in South Sudan. For instance, armed robberies in urban centres, the hijacking of vehicles, aid vehicles being detained, hundreds killed in cattle raiding, hundreds more killed in revenge attacks – such incidents are devastatingly common throughout South Sudan.21 In their Message of Hope and Encouragement, the Catholic Bishops of South Sudan expressed grave concern about this situation… We wish to challenge the militaristic culture in South Sudan, where even civilians carry assault rifles. We condemn the arms trade which provides these weapons and we stress the need for peaceful disarmament of civilians. We abhor the fact that thousands of young men are carrying arms when we don’t have enough money to provide basic services to our own people; this is a misuse of our national resources.22

WHAT CAN BE DONE ABOUT THE ARMS TRADE IN SOUTH SUDAN? High level – Leaders International bodies such as the United Nations and the African Union, along with countries such as the United States, are recommending an arms embargo to prevent more arms being sold into South Sudan. However, this won’t be able to control the flow of illegal arms into the country.

20 Charlton Doki and Adam Mohamed Ahmad, The Niles (part of the Guardian Africa network), Khartoum, Oct 2, 2014 21 ibid, 22 Catholic Bishops of South Sudan, Message of Hope and Encouragement, June 16, 2016

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S17b

As part of the new peace agreement (June 27, 2018), South Sudan’s political leaders are working on a security agreement which would see some stability return to the country. This will involve the building of a professional and unified army and police force, the release of prisoners of war, the collection of weaponry from rebel groups, and the processing of rebel militias. Middle level – Institutions and faith groups Governments can also put sanctions on the financial transactions of South Sudanese Government officials who are making a personal profit from the conflict. In some regions in South Sudan, Muslim, Christian and community leaders are meeting to talk about their own commitment to peace. MODULE S: SOUTH SUDAN Village level – Communities There will be a need for local chiefs to provide peaceful leadership for their young people, particularly in encouraging dialogue to settle disputes, and an end to cattle-raiding. The collection of weapons from civilians by a legitimate police force would also be an important step towards peace.

Graffiti art encouraging peace can be seen around Juba.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S18a FACT SHEET

Ongoing Challenges and Efforts Toward Peace

ONGOING CHALLENGES In January 2018, the United Nations Secretary-General, Antonio Guterres, addressed a consultative meeting on South Sudan, saying, First of all, it is clear to me and, I’m sorry to say so, but I’ve never seen a political elite with so little interest in the well-being of its own people and MODULE S: SOUTH SUDAN this, I believe, is creating the need for a continued pressure on all of us in order to make sure that they assume their responsibilities as leaders of their own people instead of prolonging the conflict to the detriment of the enormous suffering [sic] South Sudanese people.23 Guterres is referring here to the five years of ongoing conflict in South Sudan, largely spear-headed by António Guterres addresses delegates at the United the South Sudanese president, Salva Kiir, and the Nations. Photo: Wikimedia Commons reinstated Vice President, Riek Machar.24 In April 2018, comments from a United Nations Panel of Experts on South Sudan had similar things to say, The President, Salva Kiir, continues to consolidate power around himself in the interest of self- preservation and securing political and economic interests, and is surrounded by a small core group of trusted hardliners at the apex of decision-making in the country.25 The panel recommended an arms embargo, and targeted sanctions against leading government officials, which led to the passing of a United Nations (UN) resolution on May 31, 2018, to the effect that, unless Kiir and Machar reached a peace agreement by the end of June, the UN would impose economic sanctions on six top government officials and also an arms embargo on the country at large. In August 2018, a peace agreement was reached between the leaders, with many hoping that this will result in lasting peace.

EFFORTS TOWARD PEACE High Level As the peace talks resumed between Machar and Kiir in Ethiopia, other groups asserted pressure on South Sudan’s political leaders to reach a peaceful settlement. The African Union joined its voice to that of the United Nations Security Council, calling on South Sudan’s neighbours to promote regional stability – staying out of the conflict, and using whatever influence they have to support the peace process. UNMISS – United Nations Mission in South Sudan UNMISS has been operating in South Sudan since 2011. It is led by New Zealander, David Shearer, in its role to protect civilians, create conditions conducive to aid delivery, and both monitor and investigate human rights abuses. Up to 17,000 peacekeeping forces are mandated to be deployed in the country. In

23 Antonio Guterres, Secretary-General’s remarks at the consultative meeting on South Sudan with the African Union, IGAD and the United Nations (as delivered), 27 Jan, 2018, www.un.org/sg/en/content/sg/statement/2018-01-27/secretary-generals-remarks-consultative-meeting-south-sudan-african 24 Although the South Sudanese conflict began as a clash between Kiir supporters and Machar supporters, it has escalated into a multi-faceted conflict, with up to 40 militia groups now engaging in violent outbursts around the country. 25 Jules Swinkels, South Sudan: The Peace Talks of 17-21 May 2018, Horn International Institute for Strategic Studies, https://horninstitute.org/a-prelude-to-the-south-sudanese-peace-talks-of-17-21-may-2018-in-addis-ababa-what-to-expect/

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S18b

August 2018, this included around 4,000 regional protection forces in areas such as Juba and Yambio, as well as more than 2,000 police personnel. Middle Level Leaders of South Sudan’s faith communities met in Yambio for a peace conference in November 2017. David Shearer, as the Secretary-General’s special representative in South Sudan and head of the UN Mission there, attended the conference. The Governor of Yambio, Daniel Badagbu, summed up the mood of the peace conference; The time has come where we are South Sudanese people, not tribal people. Our time has come. This is the time for us to embrace peace, to embrace MODULE S: SOUTH SUDAN reconciliation, to embrace development. Let us change from war to embrace peace. Guns cannot solve our problems. The only real weapon is dialogue. In his response, David Shearer said, I want to be able to go and talk to the (United Nations) Security Council and to the international community about this conference. I want to say there are opportunities here. There are people in South Sudan who want to take Governors urge people to rise up for peace at Yambio conference. those opportunities for peace and prosperity Photo: Flickr and we should support them. Ground Level (grass roots) peace movements Meanwhile a range of South Sudanese people, from musicians to radio announcers are using their skills and influence to advocate for peace. People like Kido Joseph, a Reconciliation Co-ordinator for the South Sudan Council of Churches, reminds everyone that peace is a process, not a project, and it takes time. He works with communities and helps them commit to conversation with the hope of forgiveness being found, which brings reconciliation, which is essential to achieving peace. Maria Gakmar is the Director for War Widows and she supports widows and orphans and promotes the belief that peace will not happen by itself. It will only come through the people. They must be ready to love and forgive. Linda Zakayo, a non-violence trainer in Lengi, says that the people have suffered unspeakable pain, but they must be prepared to raise their voices for peace. A peace wall in Juba encourages peace. For examples of musicians spreading the message of peace, check out Yaba Angelosi and WJ, De King on YouTube. You can also find ‘peace stories’ broadcasted on radio stations in various parts of South Sudan, (for example, Radio Eye in Juba, and Radio Tamazuj).

26 Francesca Mold, Governors urge South Sudanese to ‘rise up’ for peace at historic conference in Yambio, 29 November, 2017, https://unmiss.unmissions.org/governors-urge-south-sudanese-%E2%80%9Crise-%E2%80%9D-peace-historic-conference-yambio 27 Yaba Angelosi, Enough is enough, South Sudan Music, www.youtube.com/watch?v=vFRv3zaYvmI WJ De King, Peace, Foreign Correspondent, www.youtube.com/watch?v=MkErVUa3R4k For the full WJ story go to Get up, Stand up: South Sudan, ABC Foreign Correspondent, www.youtube.com/watch?v=MkErVUa3R4k

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S19 FACT SHEET

What is Peace?

“We believe that peace is a process, peace is not a project”

— KIDO JOSEPH, RECONCILIATION CO-ORDINATOR, SOUTH SUDAN COUNCIL OF CHURCHES

“Without forgiveness there cannot be reconciliation and if there is no reconciliation

MODULE S: SOUTH SUDAN there will be no peace.” — KIDO JOSEPH Crispin Anderlini

“In South Sudan, when there is peace, Crispin Anderlini there’s life; without peace, there’s no life.” BELDINER AKOI, THE COMMUNICATION OFFICER FOR CARITAS SOUTH — MARGARET NAKONG BEATON, RELIEF & REHABILITATION SUDAN EXPRESSES WHAT PEACE MEANS TO HER: COMMISSION SECRETARY, BUDI COUNTY, EASTERN EQUATORIA “Peace to me is when you go to a different region and no-one asks you what your ethnicity is. Peace is when there are no gun shots. Peace is when you can go to your farm, which is a very long distance away, and no-one attacks you from there. Peace is when you move freely without fear… Peace is when children are in school and there are Crispin Anderlini no gun shots scaring them to run home… Peace is when we are all happy and we accept the diversity of this country because we have very many languages spoken in this country. That is peace according to me.” Crispin Anderlini Crispin Anderlini Crispin Anderlini

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN Picture Pack Posters

POSTER 1 These four images highlight some of the challenges to life in Life in South Sudan South Sudan. The top left image shows a group of children eating sorghum porridge at the time of the famine in 2017. The top right image shows a family cooking their dinner using a pot over the fire outside. The shelter (bottom left) is a simple hut with a tarpaulin roof. This family is lucky to have a bed that they share. Large objects are commonly carried above the head

MODULE S: SOUTH SUDAN (including water, buckets, bags and wood).

POSTER 2 Children all over South Sudan love playing games. Football is Having Fun one of the most popular sports in the country. These children are playing outside where it is hot and dusty. Many are playing in jandals or bare feet. The ball has had lots of use and is coming apart. The goals are made from thin bamboo shoots. The inset photos show a racing game with hoops, a child using discarded batteries as toys, and a group playing with a skipping rope.

POSTER 3 For the majority of the population, water is accessed from Water is Life community pumps or bore holes in the ground. This can require a long walk for some families. It makes sense for multiple containers to be filled up at the pump to collect as much water as can be carried in the one go. Heads are perfect for balancing water containers, but it does take a bit of practice! This pump is located on the outskirts of a refugee camp where people have come for safety from conflict.

POSTER 4 Due to the ongoing conflict, many emergency camps have been A New Home set up in South Sudan providing safety and security for families who have been forced from their homes. The shelters in the picture are like tents - a combination of tarpaulins and bamboo poles. Some families are large, but each shelter is very small, so it can be a squeeze for everyone to fit. There is no power and so it is very dark inside the tents, so most activity happens outside. Clothes can be seen drying outside.

POSTER 5 These students are from St Theresa’s Primary School in Torit. For many in the country, the next generation are seen as the hope for Hope for Tomorrow the future – a future where there is peace and stability. Many of these students want to be doctors, nurses and teachers to help people when they are older. You can notice that there are multiple variations of their school uniform. Some have their ID cards hanging from a lanyard. In the background a volleyball court can be seen beside the tree on the left.

Parishioners from St Vincent de Paul Parish walk together on POSTER 6 a peace march. They carry the cross to remind us of Jesus’ Carrying the Cross sacrifice and his life as Prince of Peace. White is the chosen colour for their banners – symbolic of purity and light. Details that can be seen on the banners include: St Vincent de Paul Parish, Salesians of Don Bosco, Peace and Unity, and the month of the march (January). Walking in unity, this group is happy and hopeful for a positive change for South Sudan.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN story summaries

Story A Lina Juan Poni’s Story

Story B Peter Taban Alfred’s Story

Story C Nandoor’s Story

MODULE S: SOUTH SUDAN Story D Rabecca Mathew’s Story

Story E Kang John Bol’s Story

Story F Akol Kuol’s Story

Story G The Story of the Wunlit Peace Conference

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN A STORY SUMMARIES

Lina Juan Poni’s Story

Lina Juan Poni lives in Torit. She is 10 years old. She lives with her mother, Jacklin Poni (28), and her three brothers: Emmanuel Subut (16), Emmanuel Juma (6), and Noel Lino (1); and two sisters: Rebecca Wasuk (13) and Khemisa Doki (9). Her father works in Juba, which is MODULE S: SOUTH SUDAN over 130 kilometres away, so she doesn’t see him very often. Their family home is a large tukul, which has walls made from dried mud and a thatched roof that consists of dried Lina Juan Poni sits in front of her family’s tukul. Photo: Crispin Anderlini leaves. Lina Juan gets up at 7am in the morning and washes, cleans her teeth and gets ready for school. School is less than a 30-minute walk away and Lina Juan usually arrives there after 8am. Lina Juan is in Primary 4 class at St Theresa’s Primary School in Torit. The school week begins with an outside assembly led by the head boy. Students warm up, then the South Sudanese flag is raised, before the national anthem is sung by all. Classes begin after 9am. Students at Lina Juan’s school generally learn by writing notes from the blackboard. Some teachers use songs and rhyme. Her favourite teacher will often get them to stand and use actions to songs and to sing nursery rhymes together. Lina Juan’s favourite subjects are Maths, English, Science and Social Studies. Morning break happens at 11am and Lina Juan often enjoys talking with friends. Other students play games outside, like football, volleyball, marbles and a game of tag called ‘Are you ready?’. Students can get water from the school pump. Sometimes it can be quite a wait though as there is one pump for hundreds of children. At 1:15pm everyone breaks for lunch. Students line up and food is provided in set portions one at a time. Lina Juan’s friend, Emman Francis, often joins her as they sit and eat lunch together. Emman is the same age and in the same class as Lina Juan. Meals are often beans or ugali. Lina Juan’s school day finishes at 3:30pm and she walks home with others from her class. Like most students, Lina Juan generally wears jandals on her feet as the ground is hard and can get both muddy or dusty depending on the time of the year. Lina Juan helps her family after school by picking green vegetables, washing clothes, cooking and sweeping. Her favourite food is what she calls ‘greens’ – a leafy vegetable that she picks from the garden. Lina Juan enjoys playing with her friends, cooking, eating and washing her uniform. She would generally go to bed when it gets dark, which is around 8pm. When she grows up she would like to be a doctor.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN B STORY SUMMARIES

Peter Taban Alfred’s Story

Peter Taban Alfred is 18 years old living in Yei. He lives with his mother and father (who is a local pastor) and his three brothers and four sisters. Peter is the youngest in the family. The family live in several small tukuls that they own on their land. These are made from dried mud and have a thatched roof made from dried MODULE S: SOUTH SUDAN leaves. They have a sizeable garden, where they grow produce such as maize and tomatoes, and also own many animals including goats, pigeons, chickens, ducks, rabbits and guinea pigs. Peter Taban Alfred copies notes from the board in class. In the morning, Peter usually gets up at 6:30am. Photo: Crispin Anderlini Before going to school, he brushes his teeth, takes a shower, feeds his animals, and gets dressed in his school uniform. He also fetches water for the family from a community bore-hole that is about 500 metres away from where he sleeps. He has been at school for 12 years and currently attends St Joseph’s Secondary School in Yei. It takes Peter 20 minutes to walk to school, so he arrives just after 8am. The first lesson officially begins at 9am. The blackboard is commonly used for teaching and learning; and students write notes in their books. A common strategy for reading is to read out loud together from the same text. Peter’s favourite subjects are Chemistry and Maths. These are also his best subjects. At Peter’s school the students are lucky to have their own textbooks. Breakfast is provided for students at 10:30am during the first break. Sometimes this can be omelette. Peter enjoys talking with friends or playing football outside. At 1:15pm it is time for the lunch break and sometimes Peter helps by collecting food tickets, which students give in to redeem for food. The food for lunch is often beans and ugali (made from sorghum). Peter and his friends usually sit together and share from the same plate. They show great skill to eat the wet food with just their right hands. Peter’s school day finishes at 3:30pm. After walking home, he gets changed and then works on the garden. As well as working in the garden, Peter helps his family by getting water, showing them respect and obeying their words. He sells his produce (maize and tomatoes) and animals (rabbits and guinea pigs) at the local market. Some of the money that he earns goes towards paying for his school supplies (pens and books) and uniform. Peter will often complete his homework outside before it gets dark. He also enjoys playing football with friends too. He owns a ball, but it is a bit deflated. This doesn’t stop him having fun though. With the conflict in the area, he says that it can be hard to study with gunshots in the distance. He also says that school can be disrupted due to the violence. He often finds it hard at the market too as the political situation has led to out of control inflation and it can be difficult to even buy a pen! Bed time is just before 8:30pm after the family has eaten dinner. When he grows up Peter would like to be a doctor. He would love to help the people of South Sudan. If he reaches the level of scientist, he would like to discover something so that people will not die of diseases.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN C STORY SUMMARIES

Nandoor’s Story

Nandoor came to Mangateen Camp with her family after conflict forced them from their home at the beginning of 2018. She provides for her family by watching over a stall in the camp every day. Nandoor gives all the money received for selling the fish and the cooking oil to the MODULE S: SOUTH SUDAN owner. In return, she gets to take back to her family the leftover scales and fish dust that remain after cutting the fish. These fish scales are boiled to make a

soup for her family. This is the main food Nandoor protects her fish scales while she supervises a market stall. that they have. Her 10 other family members do other small jobs in the camp to make money or search for wild vegetables for food. Many from her village escaped together when the conflict erupted. Houses were burnt and many people were shot. It was not an easy journey to get to the safety of Mangateen camp. Nandoor and her family struggled for two months walking across the country without any help. They were lucky to find water in the jungle that they could drink. Their only source of food was wild berries. She continues to pray for her family. She hopes that her children and grandchildren will be given help. They are sick and need medication. If she could choose three things she would love to have food, water and tools for cooking.

Nandoor’s story is just one of the many countless sad stories of lives that have been turned upside down due to the ongoing conflict in South Sudan. As one of the most vulnerable and poorest in the country, Nandoor’s family is an example of those that Caritas agencies have helped over the last few years by simply providing basic needs so that they can get by from day to day.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN D STORY SUMMARIES

Rabecca Mathew’s Story 28

Rabecca Mathew grew up in a refugee camp in Uganda. She and her family moved there when she was just two years old, to escape the violence in South Sudan. She says: I didn’t get to know what peace meant. I didn’t get to live in my own country or have the normal development process

MODULE S: SOUTH SUDAN that a child should have where you don’t feel restricted. As I was growing up I was just thinking to myself: ‘This does not need to happen to another child.’ When she was just a teenager, Rabecca became a camp ambassador for a programme that supported adolescent girls and vulnerable women. She was soon recognised as a young leader in the camp. One day the female vice president of Uganda, Dr Kazibwe, visited the camp. Rabecca was selected to present a poem at the welcome ceremony. Seeing the potential in this young woman, Dr. Kazibwe offered then Rabecca Mathew was only 2 years old when she fled to and there to pay for her schooling until she turned 18. Uganda. Photo: Inclusive Security Rabecca reflects: She was not related to me, but she used her resources to support me. This was an opportunity for me to realise my dreams. Rabecca decided to pay it forward. Now, returned to her native country, she has made peace her central focus. As a peace activist, she brings together communities torn apart by years of conflict. She also works with local authorities to build their capacity to successfully deliver services to the people, in a way that doesn’t fuel existing tensions or create new conflict. Rabecca is also a member of the Taskforce on the Engagement of Women in Sudan and South Sudan. The Taskforce, which has been mobilising women for peace on both sides of the border since 2013, advocates to the government, opposition, and international mediators. They have recommended concrete actions all parties can take to support the peace process in South Sudan. For South Sudan to have a lasting peace, Rabecca believes that work must be done at the community- grassroots level. She is also a strong advocate for women to play a major role in peacebuilding. She says, I have no doubt that women are very important and have to be involved in decision-making… There is nothing that a woman cannot do.

28 Anna Tonelli, Inclusive Security, www.inclusivesecurity.org/2015/10/29/as-a-child-she-fled-war-in-south-sudan-now-rabecca-mathew-fights-for-peace/

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN E STORY SUMMARIES

Kang John Bol’s Story 29

Twenty-eight year old Rumbek University student, Kang John Bol, was one of a small number of Nuer students studying in the Dinka-inhabited Lakes state when the fighting began in Juba in 2013. Kang John Bol speaks about his experiences:

MODULE S: SOUTH SUDAN I knew that there was a big SPLM [Sudan People’s Liberation Movement] meeting taking place in Juba on 15th December 2013. We were all following the news and reading reports in the newspapers. I thought this was just politics as usual but we all started receiving calls from Juba the next day saying that fighting had started. I still thought that it was political and would stop after a short while. On the same day, after more calls and reports from the media, I realised that the situation had changed from political to tribal, as people were being killed

based on their ethnic group. Kang John Bol at the UNMISS base in Rumbek. Photo: Radio Tamazul I was very surprised. Kang explained to an aid worker that when he went back to class on Monday, there was a lot of animosity towards him and his fellow-Nuers. They decided it would be safer to move to the UNMISS (UN Mission in South Sudan) compound, and for a while they stopped going to classes at the university. However, he says that; Many of our Dinka friends from the university came to visit and they always had words of encouragement. When we decided to start attending classes again, the same friends came and escorted us to the university in case anything happened. The University Dean and Student Union also visited and encouraged us to keep up our hope and faith. I was very surprised by what happened. South Sudan has been at war for a while and I really thought that we had found peace. … …I just hope for peace and a return to normalcy so that I can finish school and continue with my life. I hope that one day we refer to ourselves as nationals, not tribes, because South Sudan is more than just tribes.

29 Story retold on Radio Tamazuj: https://radiotamazuj.org/en/news/article/stories-of-hope-and-survival-kang-john-bol

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN F STORY SUMMARIES

Akol Kuol’s Story 30

Akol Kuol, a Dinka cattle trader from Malakal, travelled regularly into the Nuer area of Jonglei state to do business. He says that his tribal background ‘had never been an issue’ before, until one terrifying day on 16 December in 2013. Akol tells his story: MODULE S: SOUTH SUDAN

I was not following the events in Juba and did Akol Kuol reads his collection of poems. Photo: Radio Tamazul not expect anything but normal business to be conducted on that day. This time, I had travelled with 25 cows and as is the practice, I paid some young Nuer men to take them out for grazing while I rested and talked to some of my old friends. I was relaxed and having a good time. Little did I know what was happening in the fields to my cattle! The first person to hear about the raids was my [Nuer] friend, Ruei. He told us that while the young men were in the field with my 25 cows, they were confronted by a group of Nuer men asking where I was. They already knew that the cattle belonged to me. The young men said they did not know. The group then forcibly rounded up all the cows and left… Ruei then said that if they had raided my cattle and asked about me, they would soon return. He ran with me to the edge of the forest and told me to wait there for him while he went and collected my bags. I waited, not sure if he would come back, but he did. He gave me my bags and wished me well and I begun what I assumed would be a very long journey. I have Dinka traditional marks on my face. I was afraid that someone would spot them and see me as a target, so I wore a hat to cover them. My main aim was to get back [home] and see if my wife and child were safe, as the fighting was going to reach them eventually. This journey normally takes seven days with cattle. This time, it took three days and two nights. I was walking as fast as I could and did not sleep. I reached Malakal and found my family. After knowing they were safe, I finally allowed myself to rest. I have lost all my investments and almost lost my life. Akol says he was surprised and disappointed that his country had descended into violence again after two years of peace and stability. We had time to experience peace. We had grown to know each other and were bonding on many different levels. We had accepted each other, embraced our differences and made friends with people from different corners of South Sudan. It was very good for the people of South Sudan and also very good for business. We were just getting used to living in peace. Akol is now a journalist, author and poet promoting peace in South Sudan even while he lives in exile. He worked for the BBC as Sudan and South Sudan analyst. He wrote Save the Last Train, which inspired many artists in Juba to paint murals on walls across the capital to preach peace.

Dinka man with cattle in Juba. Photo: Wikimedia Commons

30 Story retold on Radio Tamazuj: https://radiotamazuj.org/en/news/article/stories-of-hope-and-survival-akol-kuol

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN G STORY SUMMARIES

The Story of the Wunlit Peace Conference

The Wunlit Peace Conference was held in 1999, with the purpose of settling an ongoing conflict between Dinka and Nuer pastoralists in South Sudan. Between 1991-1999, following a split within the leadership of the Sudanese People’s Liberation Movement (SPLM), inter-tribal violence between Dinka and Nuer escalated. The violence took the form of cattle raiding, looting, abductions of children and women, and targeted killing of civilians. The New Sudan Council of Churches (NSCC) played a vital role in organising and facilitating the Wunlit

MODULE S: SOUTH SUDAN Peace Conference. The council had failed in their efforts to mediate between the SPLM leaders, Garang and Machar, and decided to concentrate their efforts at the grassroots level instead. In the two years that led up to the conference, they brought together key tribal leaders to discuss the need for peace. John Ashworth, a member of the NSCC, described the ‘people to people’ peace process that preceded the conference. So, in 1998, we brought together a group of Dinka and Nuer chiefs from the West Bank of the Nile. We brought them to Lokichogio, which was a safe place, and that was a key meeting that set the scene for the rest of the people-to-people process. They agreed, ‘We can’t keep on killing each other; we’re going to finish each other.’ After that meeting, they went back to start mobilising the people and start spreading that message amongst their own people. 31 John Ashworth, and many others felt that the real work of building peace took place in the years before the conference. He said, People-to-people peace is not about conferences … People-to-people requires months and indeed years of mobilisation and awareness raising, working with chiefs, elders, and women.32 The peace conference itself was attended by 360 delegates, 30% of whom were women and youth. Many observers felt that the inclusion of women and youth in the conference was also a key to its success. The conference structure incorporated traditional reconciliation processes, outlined in order below: 1. The sacrifice of Mabior – the white bull The conference opened with the ceremonial sacrifice of a white bull. This was a sign of commitment to peace and communal reconciliation, as it represented the cleansing of evil acts that had been committed between the tribes. 2. Truth-telling The second day of the conference was dedicated time for both Nuer and Dinka representatives to ‘vomit out’ their bitterness and anger about atrocities committed against them. Each tribe was The white bull to be sacrificed at Wunlit. Photo: Wikimedia Commons given an equal amount of time to air their grievances.

31 University of Edinburgh, We have lived too long to be deceived, Juba University Lectures, 2014, published by the Rift Valley Institute, Nairobi, 2015, p 22. 32 Ibid

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN G

3. Communities taking responsibility for ending hostilities There was a mutual acknowledgement from the chiefs that they must take responsibility for their own actions. One of the chiefs said, We cannot just keep on blaming other people. We have to take responsibility for making peace.33 4. Declaration of Peace and Reparations. The official declaration of peace that came out of the conference included a commitment by both tribes to make reparations for past offences. These were things like returning stolen cattle, paying compensation for those who had been killed, and resolving the issue of abducted women and children.

MODULE S: SOUTH SUDAN The peace achieved by the Wunlit Peace Conference lasted for eleven years. Sadly, fighting began again between Dinka and Nuer in 2010, driven again by a factional split in the government. Again, young people from both tribes were co-opted into fighting by their leaders. But, many South Sudanese today, who remember the conference, look back to the lessons learned in 1999, and believe that if the same principles are followed now, as were followed then, there is a hope for peace. Julia Duany, whose late husband was one of the facilitators of Wunlit, says, The achievement of Wunlit was its community, grassroots focus. The communities realised they were killing themselves, so they disengaged with the government – the SPLA. They said, “Enough is enough.” 34 At Wunlit, the elders of the tribes were not afraid to tell government leaders that they would discourage their young people from joining the militias of the political elites. She believes that the same thing needs to happen today. The lessons we learned were the importance of traditional peace process and respect for the institution of elders, for the chiefs, and for the young people. When the young people are guided well by the elders, peace can come. Communities took control of their life. Our communities at that time said, ‘No more fighting. Even if Dr Riek or Dr Garang come, we resolved to fight no more.’ This broke that fear which was there; the elders spoke up, and the youth listened.35

33 Ibid, p 25. 34 Ibid, p 31. 35 Ibid. p 32.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN MODULE S: SOUTH SUDAN

Students celebrate the start of lunch at St Joseph’s Primary School in Juba. Photo: Crispin Anderlini

video summaries

NEW VIDEOS FLASHBACK VIDEOS

S1 Greetings in South Sudan S13 South Sudan Famine

S2 Life in Torit: Lina Juan Poni S14 South Sudan Crisis

S3 Life in Yei: Peter Taban Alfred S15 South Sudan Food Crisis

S4 Time for School S16 Mary’s Message of Thanks

S5 Let’s Play S17 South Sudan: One Year On

S6 Mark’s Reflections S18 Prayers for Sudan

S7 Working Together S19 National Anthem

S8 Samuel for Jonglei S20 Mangateen Camp in Juba

S9 Nandoor’s Fish S21 Cholera Outbreak

S10 Peace S22 Camps in Tombura-Yambio

S11 Inside the Camp S23 Celebrating Independence

S12 WJ and Peace through Reggae S24 Water Crisis

S25 Healthcare Crisis

S26 Backing Peace and Education

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S1 VIDEOS

Greetings in South Sudan

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 4m15

Click here to view video MODULE S: SOUTH SUDAN

• Four students from Christ the King Primary School in Yei share basic greetings in South Sudanese Arabic and English. • The students in the video are Elizabeth Kiden (10), David Dazuwa (9), Josephine Fefa (9) and Lues Obama (10). • Eight different phrases or ordsw are spoken: 1. Good morning Saba-al Khair 2. How are you? Keff 3. I am fine Ana Kweiz 4. Please Maalesh 5. Thank you Shukran 6. My name is… Isim fi Taai… 7. I come from… Ana ja min… 8. Goodbye Bye-bye • Elizabeth and David initially share the eight phrases above for students to listen to. • Students are then invited to join Josephine as she repeats the words and phrases. • Finally, Lues speaks the same greetings and phrases in South Sudanese Arabic only and students are asked to identify what he is saying.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S2 VIDEOS

Life in Torit: Lina Juan Poni

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 6m45 Click here to view video MODULE S: SOUTH SUDAN

• Lina Juan Poni lives in Torit. She is 10 years old. • Her mother is Jacklin Poni (28) and she has three brothers: Emmanuel Subut (16), Emmanuel Juma (6), and Noel Lino (1); and two sisters: Rebecca Wasuk (13) and Khemisa Doki (9). • Her father works in Juba, which is over 130 kilometres away. • Lina Juan gets up at 7am in the morning and washes, cleans her teeth and gets ready for school. • Their family home is a tukul, which has walls made from dried mud and a thatched roof that consists of dried leaves. • School is less than a 30-minute walk away and Lina Juan usually arrives there after 8am. • Lina Juan is in Primary 4 class at St Theresa’s Primary School in Torit. • The week begins with an outside assembly led by the head boy. • After warm ups, the South Sudanese flag is aised,r followed by the national anthem. • Classes begin after 9am and Lina Juan is shown writing on the blackboard during maths. • Her favourite subjects are Maths, English, Science and Social Studies. • A morning break happens at 11am and Lina Juan enjoys talking with friends. Other students play games outside, like football. • Students can get water from the school pump. Sometimes it can be quite a wait! • At 1:15pm everyone breaks for lunch. Food is provided, and students line up to receive their portion one at a time. • Lina Juan eats her lunch with her friend, Emman Francis, who is the same age and in the same class. • The two share a plate and eat a bean mix using just their hands. • Students learn by writing notes from the blackboard. Some teachers use songs and rhyme. • School is over at 3:30pm and students walk home together. • Lina Juan helps her family after school by picking green vegetables, washing clothes, cooking and sweeping. • Her favourite food is what she calls ‘greens’ – a leafy vegetable that she picks from the garden. • She says that she enjoys playing with her friends, cooking, eating and washing her uniform. • When she grows up she would like to be a doctor.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S3 VIDEOS

Life in Yei: Peter Taban Alfred

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 6m12 Click here to view video MODULE S: SOUTH SUDAN

• Peter Taban Alfred is 18 years old and lives in Yei. • His father, Alfred Lobaju Yakobo, is a pastor in the local church. • Peter is the youngest of eight children. He has three brothers and four sisters. • The family owns many animals including goats, pigeons, chickens, ducks, rabbits and guinea pigs. • In the morning, Peter usually gets up at 6:30am. • Before going to school, he brushes his teeth, fetches the water, takes a shower, feeds his animals, and gets dressed in his school uniform. • Peter sleeps in his own tukul, which is located beside others on his family land. • He has been at school for 12 years and currently attends St Joseph’s Secondary School in Yei. • It takes Peter 20 minutes to walk to school, so he arrives just after 8am. • Students share benches and desks in class and finish off orkw before the teachers arrive. • The first lesson officially begins ta 9am. • The blackboard is commonly used for teaching and learning; and students write notes in their books. • A common strategy for reading is to read out loud together from the same text. • Peter’s favourite subjects are Chemistry and Maths. These are also his best subjects. • At Peter’s school the students are lucky to have their own textbooks. • Breakfast is provided for students at 10:30am during the first break. • Senior students and mothers work together to make an omelette type meal out of many eggs! • Students enjoy farming lessons with various gardening tools such as hoes and rakes. • Students learn how to prepare soil and plant seeds successfully. • At 1:15pm it is time for the lunch break and Peter helps by collecting food tickets. • Students are given food tickets that they can redeem for food during the week. • The menu for today includes beans and ugali – made from sorghum. • It is common for students to sit together and share from the same plate. • Peter and his friends show great skill to eat the wet food with just their right hands. • Water containers are available for students to clean hands after lunch. • The bell rings at the end of lunch and makes a very loud noise! • Rain arrives again after lunch, but lessons continue despite the noise. • At 3:30pm it is time to walk home. • Later that afternoon, Peter works in the garden where he is growing maize and tomatoes. • Peter says that he helps his family by getting water, digging in the garden, staying with them, showing them respect and obeying their words. • He sells his produce (maize and tomatoes) and animals (rabbits and guinea pigs) at the local market. • Some of the money that he earns goes towards paying for his school supplies (pens and books) and uniform. • Later that afternoon, Peter sits outside and completes some of his homework – mainly English and science. • Before dinner he plays football outside with his friend. Their ball is quite flat but still works alright. • Peter says that he normally goes to bed before 8:30pm. • He would like to be a doctor when he is older so that he can help the people of South Sudan. • He also says that if he reaches the level of scientist, he would like to discover something so that people will not die of diseases.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S4 VIDEOS

time for school

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 4m56 Click here to view video MODULE S: SOUTH SUDAN

• Students from St Joseph’s Primary School in Juba share about what school is like for them and identify some of the challenges that they face. • Emmanuel Sworo Scopas, the 14-year old head boy, states that the school has 1,320 students. In his class there are 89 students. • He provides a normal order for the school day: 7am – Leave home; 8:30am – Assembly; 9am – Classes begin; 10:30am – Breakfast; 12pm – Short break; 1:30pm – Primary 1 to 6 students go home; 3pm – Primary 7 & 8 students go home. • Nyagun Jal Deng, a 17-year old student, mentions that some primary students can be up to 20 years old. • John Wani Aliseo, the head teacher, says that due to the war, some students start school at 11 or 12 years old. • He mentions that 200,000 children in South Sudan are not at school and missing out on education. • Emmanuel says that he enjoys school when the teacher comes to class. He says it feels good when they gain more knowledge and they don’t waste their time just talking to friends when a teacher is not present. • Nyagun talks about coming to school early in the morning and when the teacher is not in the class she still uses her time wisely and focuses on her books and study. • Emmanuel says that they have a water tank, and solar energy is used to absorb the water from the ground. • Students are shown sharing the taps to wash their hands, drink the water and fill up their bottles. • The head teacher mentions some of the major challenges at the school including the country’s current situation and the lack of food for students. • He says that some students have nothing. They often come to school hungry. • Peter Taban Alfred, from St Joseph’s Secondary School in Yei, highlights some of the effects of the conflict: there are gunshots and people are dying; students cannot study well; sometimes school is cancelled; and the cost of even basic items like pens is increasing. • The school does not have many text books. John mentions that every student is supposed to have the 6 core books but quite often schools will only have one copy for the teacher alone. • Nyagun re-iterates that there are not enough books. She would love each student to have their own book to read freely. • Diana Poni Anthony, a 14-year old student, talks about the difficulty getting to and from school. She says that she lives so far away that there is not always transport available. This means that she is late for school. She gets up at 6am but occasionally will not get to school until 8:50am. • Nancy Poni Ben, a 16-year old student, says that volleyball is the only game that is played and taught. She loves netball and would love to have basketball and football also at school. • Emmanuel mentions the need for renovating and painting the classrooms. • The head teacher points out that the students are very bright and that the nation will have a great future if it is God fearing and hard working.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S5 VIDEOS

let’s play

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 3m40 Click here to view video MODULE S: SOUTH SUDAN

• Watch various games and activities that South Sudanese children enjoy. • Many of the games are the same as millions of others enjoy around the world. • Jumping with a skipping rope is common at school and is great exercise. • Volleyball is another common school sport that is taught and played. • This is a game that works well regardless of the weather. It can be really dry and dusty or wet, but the game can continue. • One of the most popular games is football. • During school breaks and at home with friends, children can spend hours of fun kicking a ball around and chasing after one another. • Regardless of the hard ground and lack of footwear, players give their all to win the ball. • In many camps around the country you can always see a soccer ball bouncing around. • Some children are very skilful after all the practice and can even rival Lionel Messi and Christiano Ronaldo. A boy is shown doing a bicycle kick. • There are other common games that are played a bit differently in South Sudan. • Marbles can be played like petanque, where students lob their marbles at a target line. • If marbles are hit by players, they are then won to be kept for later rounds. • A game like knucklebones is called ‘Dongaali’ in South Sudan. • Players sit in a circle and exchange their small pebbles. • Then they take turns at tossing a larger stone up in the air while moving their pebbles in and out of a small hole in the ground. • A unique game to South Sudan is ‘Elimination’. • Players must avoid being hit by the other team by dodging a small ball which is thrown at them. • While they dodge the ball, they try to fill up a small container in the middle of the playing area with sand. • If they survive without being hit and manage to fill the container to the top, their team wins the round. • A fun game of tag, similar to line tag, is shown being played by Lina Juan’s school friends at St Theresa’s Primary School. • This game is called ‘Are you ready?’ and players must evade the tagger but must stay within set lines. These lines form a cross within a circle. • When players are tagged they join the outer circle. • The winner is the survivor. • It is great to see so much fun and laughter!

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S6 VIDEOS

mark’s reflections

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 4m40 Click here to view video MODULE S: SOUTH SUDAN

• Mark Mitchell, the Senior Humanitarian Co-ordinator at Caritas Aotearoa New Zealand shares some reflections about his time in South Sudan, the current situation in the country, and what it is like to work as a humanitarian co-ordinator. • Travel is a big part of his role and he spends a lot of time in airports. • He says that a key part of his job is working with different cultures and the different Caritas teams around the world, which he loves. • He believes that we are made in God’s image and all these different cultures reflect who God is. • Mark reflects on his first visit to southern Sudan in 1996 (it was part of Sudan then). He was within a war zone with the southern states fighting the north. • He returned in 2015 after South Sudan had ainedg independence as a new country. Once more, the fighting was happening all again. • He was in the country to help Caritas South Sudan as they met the additional needs of the people due to the violence. • Mark has now been back four times (between 2016 and 2018) and each time it is different. • Speaking in June 2018, he talks about the peace talks that have been happening between the political leaders. • Mark talks about the impact of tension and conflict, and how plans can change quickly. • He mentions the importance of security for both the local people and humanitarian workers. • Over seven million people have been affected by the conflict. • After returning home, Mark reflects on seeing people in need and why he continues doing what he does. • He talks about bringing God’s love in practical ways through his experience and the situations he finds himself in. • In Juba, Mark highlights the green environment after the rain and provides a parallel to the hope that he and many have for peace and new beginnings to occur in South Sudan.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S7 VIDEOS

working together

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini Duration: 4m30 Click here to view video MODULE S: SOUTH SUDAN

• Staff members at Caritas South Sudan share how they work together to help those in need throughout the country. They mention the way other international non-government organisations have supported their work and ask New Zealanders to continue helping. • Joseph Pasquale, the Humanitarian Co-ordinator at Caritas South Sudan, identifies that Caritas, as the developmental wing of the church, cares for the poorest people in need. • Angelo Duik, the Emergency Co-ordinator at Caritas Yei, talks briefly about the conflict within the country and that the main impact has been displacement of people from their homes. • He says that displacement has made people poorer than what they would have been otherwise as they have been forced to flee for safety and leave everything behind. • Joseph points out that around seven million people in South Sudan are in need of assistance. • Angelo says that to provide help for those in need, they must first find them and then support them. • This support includes food and other non-food items to ensure they can live dignified lives. • Diana Iman, the Procurement Officer ta Caritas South Sudan, lists some of the food items that are provided to the seven dioceses, including maize, flour, beans and posho (or ugali). • Joseph talks about Caritas South Sudan being a member of the Caritas international network. • Following from this he recalls how international non-governmental organisations have complemented their work in assisting the people of South Sudan. • Angelo points out that the Caritas agencies do not work alone. Often, they plan and work together. As they did for the emergency appeal. • Beldiner Akoi, the Communication Office for Caritas South Sudan, calls out to the youth of New Zealand to put themselves in the shoes of the many South Sudanese children who need help. • She reminds us that there is a need for fundraising to provide the food, seeds and peace workshops. • Angelo says that we are all human beings sharing the same globe, and like all the Caritas organisations working together, if we all work together we can solve many of the problems in the country.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S8 VIDEOS

samuel from jonglei

Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Duration: 2m35 Click here to view video MODULE S: SOUTH SUDAN

• Samuel Acawgop, formerly from Jonglei State, tells his story from Mangateen camp outside Juba. • Fighting in Jonglei forced them to leave and walk all the way to Juba. • People were killing animals and taking everything. • His village members ran for safety and are still suffering in the camp. • They had some support previously in the camp but now there is no help. • Samuel explains that the leaders are looking for fighting but the majority of the population do not want fighting. • He says that the whole world watched when South Sudan became independent and they were happy. • But he believes that Riek Machar (former vice president) managed to destroy the country. • Samuel is shown talking with Beldiner from Caritas South Sudan. • He says that he would like his family to eat well, to ensure a good education for his children, and no more fighting.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S9 VIDEOS

nandoor’s fish

Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Duration: 2m38 Click here to view video MODULE S: SOUTH SUDAN

• Just outside a camp on the outskirts of Juba, a woman called Nandoor helps supervise a market stall to provide for her family. • She is surviving in Mangateen camp with 10 other family members. • Three of these are her children who are now grown up with kids of their own. • She says that Mangateen is the only safe place she knows because conflict is everywhere else. • People come to buy oil and fish from her stall. • She doesn’t get to keep any of the money but gets to keep the fish scraps and scales that she is keeping safe on her lap. • This is the food that she takes home to feed her family each day. She has just enough to make a soup once she boils the fish dust. • Other family members are doing other jobs nearby and those without jobs are looking for wild vegetables. • They arrived a few months ago after conflict in her village forced her whole community to flee. • It took two months to walk to Mangateen to find safety. • There was no help on the way and people were forced to find water and eat wild fruit in the jungle. • She says that now they are safe she would love food, water and cooking materials. • They are sick and need medication. • She is praying for only good to come to her family. • In recent years, Caritas agencies have been supporting thousands of families like Nandoor’s, helping them to access their most basic needs such as food, water, healthcare, shelter and peace.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S10 VIDEOS

peace

Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 7m16 Click here to view video

• Many local South Sudanese voices are heard reflecting on what peace means, how it can

MODULE S: SOUTH SUDAN be achieved, and what they are doing to see it realised in the country. • A range of people share including: –– John Ashworth, Sudan/South Sudan Advisor for the South Sudan Council of Churches and the South Sudan Catholic Bishops –– Kido Joseph, Reconciliation Co-ordinator for the South Sudan Council of Churches –– David Shearer, Special Representative of the Secretary-General for South Sudan, United Nations –– Isaac Kungur Kenyi, Co-ordinator for the Church Parliamentary Office for the South Sudan Catholic Bishops Secretariat in Juba –– Fr Alfred Loguti, Parish Priest for St Joseph the Klosser Parish in the Diocese of Torit –– Margaret Nakong Beato, the Relief and Rehabilitation Commission Secretary in Budi County, Eastern Equatoria –– John William, Advocacy Officer for the JPC National Office for the South Sudan Council of Churches in Juba –– Helena Terso Aninyesi, Treasurer for Lengi National Women’s Self-Help Organisation –– Dudu Sebit Abdulla, Chairperson for Lengi National Women’s Self-Help Organisation –– Linda Simon Zakayo, Non-violence Trainer for the Organisation for Nonviolence and Development (Lengi branch member) –– Maria Gideon Gakmar, Director for War Widows for the South Sudan National Commission for War Disabled, Widows and Orphans –– Beldiner Akoi, Communication Officer for Caritas South Sudan • Many of the messages and themes include: –– People of South Sudan have suffered and without peace, there’s no life. –– Beldiner Akoi provides great images of what peace looks like to her. –– Peace is a process and it takes time. –– An action plan for peace has been created and followed. This has three pillars: (1) advocacy; (2) neutral forum (or dialogue); and (3) reconciliation. –– The voices of the people must be heard because they are the people who have really experienced the pain of this war. –– Relationships need to be restored for the future to be better in South Sudan. –– Neutral spaces are required to bring people together where they can build trust and work through obstacles and disagreements. –– Conversation is essential before reconciliation can occur. –– Forgiveness is important if permanent peace is to happen. People must forgive and accept their enemies. –– Conversation can lead to healing as people can forgive each other. Without forgiveness there cannot be reconciliation and when there is no reconciliation there can be no peace. –– Teams from the United Nations are running workshops to bring tribal groups together to reconcile and find peace. –– The churches are doing a lot in terms of peacebuilding. –– The Catholic church covers the whole nation and the huge number of followers and the charity work of the church has been able to provide services to people in terms of health and livelihoods. –– Christ is the prince of peace and the church needs to continue that mandate, adding their voice. –– There is always hope. –– Permanent peace is the goal – not just temporary peace. –– Peace will come through the lives of the women in South Sudan. –– If peace can be restored, then everyone will be able to make use of the resources and the talents that they have and lead a better life.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S11 VIDEOS

inside the camp

Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Duration: 3m46 Click here to view video MODULE S: SOUTH SUDAN

• Joseph Pasquale, the Humanitarian Co-ordinator for Caritas South Sudan, shares about the challenges to life in an Internally Displaced Persons (IDP) camp in Juba. • A large number of people wait to be fed by agencies helping in the camp. • A quick pan of the camp shows the types of shelters where families are living. These are all very small and resemble tents. • Lots of children are living in the camp. • At Don Bosco Gumbo camp where Joseph is, there are around 500 households seeking refuge. • Food and water are the two biggest needs. • For many South Sudanese living in camps, it can be a struggle to provide food for every family member. • Some, like Nandoor, help in nearby markets to get food or a small amount of money to share with their family. • Others find jobs in the camp as Samuel from Jonglei explains. • Two men are providing a service to wash and iron clothes for people in order to get money to help them find food to eat. • With so many people living in such a small area, space is limited. • More than half of the people living in camps are children. • They enjoy playing together including common games that we all know like football, marbles and knucklebones (or dongaali). • Some even have school lessons in the camp. • With more and more people arriving all the time, new shelters need to be constructed. • Photos of a man constructing his own shelter from bamboo and plastic are shown. • Inside the tents, there is no light or much room to move, so most of the time is spent outside. • Join Caritas as they work for a world free of poverty and injustice. • Be in solidarity with the thousands of families who live in camps throughout South Sudan.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S12 VIDEOS

WJ and peace through reggae

Source: Journeyman.tv Reporter: Sally Sara Duration: 28m19 Click here to view video MODULE S: SOUTH SUDAN

• Find out more about an up and coming musician from South Sudan who uses his music to call for peace. • WJ de King says that we really need peace. • WJ has a crew who drive around promoting his concerts from a truck with a megaphone. • Daniel Mwaka is the manager of House of Talent and WJ. • Young people make up 70% of the population. • More than two million people lost their lives across two decades. • Daniel talks about being frustrated by the conflict. • WJ begins an open-air concert in front of thousands of young people who listen as he gives the message that peace is needed. • Daniel emphasises that it is important to focus on the positives. • He wants the rest of the world to hear WJ’s messages and music – rather than just the media’s message of the conflict. • Examples of his music are shown with the translated lyrics. • WJ grew up in Torit and this is where he learnt music. • Inside his family church there are bullet holes. It is here where he says his music came from. • WJ remembers all his lyrics from memory as he cannot read. • When he was young he fled violence and was separated from his family. • He grew up in the bush and did not go to school. • Around 75% of the population are illiterate. • Augustine, WJ’s father, went to a concert not knowing that his son was performing as they were separated for more than 20 years! • His sister lost her leg when she was shot at the age of seven. • His aunty lost her sight as she could not access medical care. • WJ’s mission is to get his music to the people. This can be hard, so the radio is the medium where his message can be heard. • Eye Radio is a radio station that broadcasts to the people, including WJ’s music. • Violence can be cyclical and so youth need to break the cycle of fighting. • The Dinkas and Nuer have a history of violence against one another. • With fertile land and the River Nile, South Sudan should be one of the richest nations in Africa. • However, less than 2% of the land is cultivated and more than 2.8 million people go hungry. • James Wani Igga was involved in conflict but now is a politician calling for peace. • WJ sings to a crowd and his fans say that he is inspiring and can bring change. • He says, ‘The day that there is peace in South Sudan, the whole world will be happy.’

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S13 VIDEOS

South Sudan Famine

Source: Trocaire (Caritas agency in Ireland) Date: March 21, 2017 Duration: 1m00 Click here to view video MODULE S: SOUTH SUDAN • In the early part of 2017 a famine was declared in South Sudan. • Back then 100,000 people didn’t have enough food to get through the day. • Things were expected to get worse. • An estimated 5 million people would need emergency food over the months that followed. • People were eating berries and leaves to survive. • Caritas supported people with food and emergency aid. • Sean Farrell, from Trocaire, speaks from South Sudan and explains that water, food, seeds, tools and improved sanitation were provided. • People were also given an opportunity to talk and build peace. • Sean emphasises the fact that the country is still plagued by violence everywhere and that the ongoing emergency work was crucial. • For people to survive they need help right now.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S14 VIDEOS

South Sudan Crisis

Source: CAFOD (Caritas agency in England and Wales) Date: September 5, 2014 Duration: 2m12 Click here to view video MODULE S: SOUTH SUDAN

• Back in 2014, South Sudan was facing a catastrophic food crisis. • Fighting had forced more than 1.5 million people from their homes. • Thousands had been killed. • Around four million people – a third of the population – were in urgent need of aid. • A woman from Kaka village tells that it was destroyed during recent fighting. • Arriving in an empty canoe, they were forced to start again from scratch. • Another man says that the war destroyed their source of income and things were worse now. • Yet another woman tells about her village being attacked in the morning and how children were lost, forcing them to hide in the bush before getting to safety. • CAFOD worked with Church partners to provide food, shelter, healthcare, seeds, tools, clean water and emergency supplies to those in need. • Planes are shown arriving at the local airports. • Aerial shots show the landscape from the sky. • A woman smiles, telling of how her family received seeds, blankets, cooking utensils and mosquito nets. • Workers are shown unloading supplies from the plane. • A man gives thanks to all the agencies especially Caritas for all the support they gave. • He goes on to say that the needs continued to be medicine and clean water. • He gives final words of thanks.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S15 VIDEOS

South Sudan Food Crisis

Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Date: 2017 Duration: 2m03 Click here to view video MODULE S: SOUTH SUDAN • Food shortages in South Sudan have reached crisis point. • Conflict and drought have led to millions of families being displaced, leaving people without basic necessities they need to survive. • Mark Mitchell, the Humanitarian Co-ordinator for Caritas Aotearoa New Zealand, outlines the situation as of 2017 in South Sudan mentioning the conflict and the drought. • Some people were without rain for nearly two years. • He saw people eating four or five days a week with a diet of only berries and weeds, which is not enough to provide the nutrition they need. • Caritas responded through the provision of food, seeds and tools, and shelter and household items. • Financial support is called for at www.caritas.org.nz • Plus, the need for advocates is discussed – people can write to their local Members of Parliament and those in power who can make a difference.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S16 VIDEOS

Mary’s Message of Thanks

Source: CAFOD (Caritas agency in England and Wales) Date: April 6, 2017 Duration: 1m28 Click here to view video MODULE S: SOUTH SUDAN • Back in 2017, there was ongoing conflict and drought in South Sudan that resulted in 4.9 million people urgently needing food and nutrition. • A woman named Mary was forced to flee her home in Unity State with her husband and children. • She survived by eating wild edible leaves and mangoes. • Mary explains that ‘There is war. So, I had to leave my village.’ • Mary is shown sitting and talking with her family. • She is shown registering at the camp by pressing her fingerprint on to a page. • In Yirol, South Sudan, Mary received the food she urgently needed for her family. • Along with 290 other displaced families, Mary’s family received 50 kilograms of beans and 50 kilograms of sorghum. • Heavy sacks are shown being placed on family members’ heads. They are then shown to walk back to their shelter. • Oil and salt were the next items the family were to receive. • Mary says that, ‘Now that we have food, my heart is happy. To the people who brought this food, I send you blessings.’ • ‘My children have survived!’ • Mary is shown again at the end of the video. • All donations to the East Africa Crisis Appeal were used for emergency lifesaving aid in South Sudan, Somalia, Ethiopia and northern Kenya. • Donations provided emergency food, clean water, healthcare and sanitation.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S17 VIDEOS

South Sudan: One Year On

Source: CAFOD (Caritas agency in England and Wales) Date: July 4, 2012 Duration: 2m41 Click here to view video MODULE S: SOUTH SUDAN • This video looks back on the many challenges faced by South Sudan one year after it became independent. • Setting the scene, the introduction explains that conflict raged for more than 21 years between the north and the south of Sudan leaving two million dead and four million homeless. • The 9th of July is Independence Day and in 2012 this was the first anniversary. • But South Sudan remained one of the poorest countries in the world. • Slow progress was being made on its infrastructure (such as roads and telecommunications). • Back then, there were only 19 registered midwives in the country. • Education and healthcare were struggling to cater for the influx of returnees. • Tens of thousands of South Sudanese had returned to their villages to rebuild their lives from scratch. • Almost 4.7 million people, more than half the population, were affected by a food and water crisis. • Many families were only able to eat one meal a day. • CAFOD provided food aid and installed 13 water pumps in Yei over the last year since independence. • Charity Idiya, a young student, talks about a new local water hole making life easier as now she doesn’t need to walk a long distance to collect water which used to result in her missing the start of school. • Also, economically their community is better off because they do not need to buy water from a shop anymore. • The daily challenges of food, water and medical care existed back in 2012 but the population still had hope for the future for improved conditions, stability and peace. • A final message to pray for the people of Sudan and South Sudan is part of the conclusion.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S18 VIDEOS

Prayers for Sudan

Source: CAFOD (Caritas agency in England and Wales) Date: July 8, 2011 Duration: 1m42 Click here to view video MODULE S: SOUTH SUDAN • This video is taken the day before South Sudan became independent. • A prayer is spoken for both South Sudan and Sudan: ‘God of Mercies, We thank you for your great love for us. We ask you to guide all our leaders in the process of nation building. Guard them with your wisdom, compassion and fortitude. Loving God, Give us courage to reject resentment as well as internal conflicts. Through the intercession of St Bakhita, help us to overcome hurt, hostility and bitterness in our hearts so that we become reconciled citizens in one nation. Renew us the will for honest hard work and bring us closer to you in the service of unity and lasting peace. Loving God, We pray for our youth, our mothers, and all innocent people who died during the last years of war. We pray in thanksgiving for all those who stood with us in solidarity to bring about peace. Unite us from every tribe, town and people. Send your Holy Spirit upon us and may your will be done in us. God bless our new nation. Bless the Republic of South Sudan. Bless also the Republic of Sudan. In Jesus’ name, Amen.’

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S19 VIDEOS

National Anthem

Source: CAFOD (Caritas agency in England and Wales) Date: July 8, 2011 Duration: 1m34 Click here to view video MODULE S: SOUTH SUDAN • Students sing the national anthem of South Sudan on the day before the country marks its independence. • The words are as follows: ‘Oh God! We praise and glorify you. for your grace on South Sudan. Land of great abundance uphold us united in peace and harmony. Oh motherland! We rise raising flag with the guiding star and sing songs of freedom with joy. For justice, liberty and prosperity shall forevermore reign. Oh great patriots! Let us stand up in silence and respect saluting our martyrs whose blood cemented our national foundation. We vow to protect our nation. Oh God, bless South Sudan!’

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S20 VIDEOS

Mangateen Camp in Juba

Source: Caritas Internationalis Date: October 3, 2017 Duration: 3m32 Click here to view video MODULE S: SOUTH SUDAN • At Mangateen camp in Juba, where Caritas South Sudan reached 8,000 people with water and food, exhausted women tell of the violence that drove them to walk hundreds of miles to seek safety. • A family sit inside a tent and explain that they all escaped together (including her mother and kids). • She says that life back in Duk was good where they had homes and farms. They had cattle and caught fish. • They ate well and drank milk and had wells with fresh water. Life was extremely good. • After the fighting, no one lives there anymore. • Their cattle have been stolen and their homes have been burnt down. • She says that back home she was healthy and fat. • She continues to say that in Jonglei many people have died (including her husband). • They were sick and exhausted, but they walked all the way to Juba thanks to the will of God. • Many families are shown inside the camp. • She explains that robbers surrounded the area and started killing people, so she ran with her children to escape and save their lives. • She sadly states that Jonglei state is devastated. • A mother is shown with her young baby. She says that it is difficult to have hope for the future. • Another mother talks about suffering after losing their land and home and being forced to live in a tent. • She says, ‘Without a house, life is not good.’ • When they were at home they could farm and eat what they grew. But in the camp where they cannot farm, they are hungry. • They survived because of the beans that were given to them. • The mother prepares food for her family that includes the beans that she has received. • She says, ‘If you keep on providing for us, we will survive.’

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S21 VIDEOS

Cholera Outbreak

Source: Caritas Internationalis Date: October 3, 2017 Duration: 3m18 Click here to view video MODULE S: SOUTH SUDAN • Jerry Farrell, a Catholic Relief Services (CRS) worker in South Sudan, explains that in February 2017 an outbreak of cholera was found in Awerial, which was very unusual as it was dry season. • Several hundred people died in only a few months. • Many people were moved in both Awerial and Duk, which ultimately saved many lives. • Elisabeth Amor, the WASH (water, sanitation and hygiene) programme promoter for CRS, recalls how many people were affected and became sick from cholera. • She and her team trained people how to protect themselves from cholera by: purifying water; keeping food safe; and keeping the environment clean. • Mabinra James, from Awerial province, talks about the training and how it helped her family and their homestead. • Mugove Chakurira, the Caritas representative for CAFOD and Trocaire, points out that their training helped households minimise the spread of cholera and reduce the risk by enhancing hygiene practices. • Wilson Wuol, the team leader in the CRS Awerial office, is shown demonstrating washing his hands to the community. He says that they teach the people so that they will learn and help themselves. • Got Kechdit Koro, from Aker-rol cattle camp, speaks positively about the cholera prevention and water treatment training. She says they also received equipment, soap, and water treatment pills that will help. • Another team leader in the CRS Awerial office, Gong Achiek Kur, says that the cholera is all but gone. • Mabior Jol James, another member from the CRS Awerial office, talks about being very proud that the people have clean water now.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S22 VIDEOS

Camps in Tombura-Yambio

Source: Caritas Internationalis Date: October 3, 2017 Duration: 3m20 Click here to view video MODULE S: SOUTH SUDAN • Trucks are shown arriving at a camp in Riimenze in the Catholic diocese of Tombura-Yambio. • Victor Nyoko, the Humanitarian Response Manager in the diocese, says that after people’s homes were burnt down the only place of refuge was the church. The priest opened the door and welcomed them in. • Some have lost family members who were killed in the conflict. • As a result, there are orphans and widows living in the IDP camp in Riimenze. • The most vulnerable members are identified (including malnourished children, the elderly, and people with disabilities). • Dominic Batikayo, the Acting Director for the Development and Peace office in the diocese, points out that they do not want displaced people to be spoon-fed and lukewarm. Instead the people need to be equipped to be stronger and self-reliant. • People are given tools and seeds and love to do planting for themselves. They like being independent. They don’t like staying in camps. They like having the freedom of doing things themselves and feeding themselves. • Once people have stability and security, they go a short distance and cultivate for themselves. • At the time of the video the land was being prepared for the second planting season, so the distribution of tools and seeds was timely giving them the opportunity to plant immediately. • A man shows the tools and seeds that he has been given and shares that his family will be able to survive through the year now as they can grow a good crop. • Many people have already planted and there is life coming back to Riimenze. • Soon they will be able to return to their homesteads and reconstruct their homes. • Victor hopes that the number staying in the church will reduce. • He says that he feels great saving lives and giving assistance to those in need. He enjoys the appreciation he receives for the work that they do. • People are shown smiling as they receive sacks of seeds and tools for planting. • He says that the displaced people know that the church is not only concerned about their pastoral or spiritual needs but also their wellbeing.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S23 VIDEOS

Celebrating Independence

Source: Catholic Relief Services (CRS) Date: July 13, 2011 Duration: 1m57 Click here to view video MODULE S: SOUTH SUDAN • Great cheering and flag raising is seen as people celebrate South Sudan gaining independence. • On July 9th South Sudan became the world’s newest nation. • In this video, citizens share their hopes for the future of their country. • Eric Odegi, from the Catholic University of Sudan, says that they have high hopes for the country. With so many resources, much is expected, as long as there is no corruption. • Sr. Christine Kiden, an Evangelizing Sister of Mary, hopes that all South Sudanese will live in an era of true freedom, where there is justice and human rights are respected. • Wadah Abraham, a celebrant, hopes that the nation will be built peacefully and that there will be no problem with tribalism. • Various dances and performances are shown along with the national anthem sung in the background. • Lilian Ayot, from the Catholic University of Sudan, prays that people will live in harmony and peace, without any conflict. • Sr. Maria Amira, another Evangelizing Sister of Mary, talks about living together without pain. • Jacob Adut Mabor, from the Catholic University of Sudan, finishes by stating that he hopes South Sudan will be a great nation, like other great nations in the world.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S24 VIDEOS

Water Crisis

Source: Catholic Relief Services (CRS) Date: June 30, 2011 Duration: 2m39 Click here to view video MODULE S: SOUTH SUDAN • Back in 2011, nearly half of South Sudan’s population did not have access to safe water. • Jimmy Moro Samuel, a water sanitation and hygiene programme assistant, says that there are no other options than accessing water from open wells, swamps, and puddles on the road. • Almost 40% of South Sudan’s population must walk for more than 30 minutes to fetch water. • The water they fetch is generally unsafe to drink and can lead to serious health problems – even death. • When people get sick it destabilises the community’s economy. • This is because money will go towards health treatment rather than on development needs of the family. • CRS dug boreholes to provide safe water to people in remote communities. • Each borehole provides enough safe drinking water for 2,500 people for 50 years. • From 1998-2011, CRS built more than 2,000 boreholes throughout the country. • Footage is shown of the hole being dug and then the building of the pump foundation above the ground. • CRS trained people in every village in pump maintenance and repairs. • Select villagers were trained to promote hand washing and proper food preparation. • The pump is tested, and water flows freely. • Gabriel Bero Lado, the Kudeso village headman, explains that the water provided by the drill and the pump will improve their community’s health. • He says that the river water brings disease making them urinate blood. • A 30-minute time lapse recording shows the community using a CRS sponsored well. • Jimmy is heard saying that as a humanitarian service worker he feels like they have actually saved people’s lives. • Gabriel finishes by saying thanks to God for all those that have come all the way to help them in his community.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S25 VIDEOS

Healthcare Crisis

Source: Catholic Relief Services (CRS) Date: June 30, 2011 Duration: 1m56 Click here to view video MODULE S: SOUTH SUDAN • This video was released at the time of independence, so the starting fact states that on July 9, 2011, the Republic of South Sudan became the world’s newest nation. • Margaret Adong, the Deputy Finance Manager, explains that a nation such as South Sudan that has sickness cannot engage in any meaningful or productive activities, so health is important. • Back in 2011, the population was just over 8 million people and there were only 719 health facilities. • There was one doctor for every 10 facilities. • Diseases such as malaria and HIV should not be killing as many people, but because health services are lacking, people are dying. • Maternal health is a concern, where 2,037 women out of every 100,000 die while giving birth. • Only 5% of births are attended by skilled health care practitioners. • Margaret talks about this being a critical time and that support is needed from everybody.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S26 VIDEOS

Backing Peace and Education

Source: Caritas Internationalis Date: October 3, 2017 Duration: 2m41 Click here to view video MODULE S: SOUTH SUDAN • Fr. David Tombe Leonardo, the education co-ordinator in the Diocese of Juba, points out that behind him are the graves of people who were shot last year during conflict. Many are found in mass graves. • Patricia Viviane, a student at Ss Peter and Paul Primary School in Gurei, says that the people of South Sudan are suffering because they walk over those who have lost their lives on their way to school, while the leaders of the country do not see them and continue to fight. • She advises her leaders to stop what they are doing because they are destroying the unity. • Moses M. Korsuk, the headteacher at Ss Peter and Paul Primary School in Gurei, says that he still has hope that tomorrow will see a return to normal. • He asks his government to look especially at education in South Sudan because it is the key to development. • When the children miss out on education in the long term the country will fail. • Roseline Jino John, a student at Sacred Heart Primary School in Kworwik Lori, wants to become a doctor because she wants to help her own people who are suffering from many types of diseases. • She knows that there are not enough doctors, so she wants to fill that gap. • Moses talks about having a mission and vision of how they can help to ensure their children have a good future. • Fr. David emphasises the fact that education is South Sudan’s hope for the future. • He says that the message to the young generation is to forget the past and forgive one another. • Forgiveness is important he goes on to say. If they continue to linger on the negative memories, then they will not go far. • He explains that the attitude of fighting must stop. • He finishes with two great quotes: • ‘If we do not stick to education, we have no exit.’ • ‘No gun has ever developed a nation, but education has done that.’ • As the video ends, students sing, ‘We are happy to see our teacher today. Welcome. Welcome. Welcome.’

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN South Sudan Y1-2

LESSONS AND WORKSHEETS Y1-2 Lesson 1 Worksheet S1 Thanks Y1-2 Lesson 2 Worksheet S2 Top 3 Y1-2 Lesson 3 Worksheet S3 My House Y1-2 Lesson 4 Worksheet S4 Loving Hands

Children in Rajaf take a break from their game. LESSONS Y1-2 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Understand that South Sudan is a country far away from New Zealand • Use simple greetings in South Sudanese Arabic

SETTING THE SCENE ACTIVITY

MODULE S: SOUTH SUDAN Remind students that the country that will be Have a quick vote to see which game looked the focused on for the next few weeks is South most fun. Ask students to share which is their Sudan. Show students how far away the country favourite game in New Zealand. is from New Zealand (on a map or a globe) and talk about how people would get there and how DISCUSSION long it might take. Talk about how games allow us to have fun together and create shared experiences that we ACTIVITY can remember. As well as games, there are many Show Poster 1: Life in South Sudan if you other aspects to our life that we can be thankful haven’t already and get students to describe for. Give a few examples to your students (e.g. what is happening in each of the images. school, home, friends, food etc…)

VIEW ACTIVITY Now show Poster 2: Having Fun to the class Give out Worksheet S1: and see if students can identify the games that Thanks to each student the South Sudanese children are playing in each and model how the image. Ask the questions on the poster to get bubbles can be filled in by students engaged. writing words or drawing pictures to show all the things that people are thankful for in their lives.

PRAYER Explain that in the lessons to come we are going to see that life in South Sudan can be very hard. We can remember to be thankful for all that we have and also pray for people who are less fortunate than ourselves. As a class, pray together using Prayer S1: Thanks from the 2019 Prayer Booklet. VIEW ACTION Watch Video S5: Let’s Play to see more children Watch Video S1: Greetings in South Sudan and in action in South Sudan as they play various follow the guidance of the four students as they games. Some of these are common and students help us to learn basic greetings and phrases in will easily identify them. Others will be new, and South Sudanese Arabic. Choose at least two students may wish to try playing them in the words/phrases for your students to use in class future. this term while you learn more about life in South Sudan.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y1-2 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Understand that life is different for people in South Sudan • Identify that getting food and water in South Sudan can be hard

RECAP DISCUSSION

MODULE S: SOUTH SUDAN Ask students to recall the greetings they learnt Talk with students about what they liked about in the previous lesson and watch Video S1: the video. What was different to their own day? Greetings in South Sudan again to learn two What was the same? Mention that Lina Juan gets more words/phrases to use in class and at home. her water from a bore-hole under the ground that is shared by their community (to link back VIEW to previous discussion). You may choose to talk Show Poster 3: Water is Life and ask the about the different sources of water (including following questions: How are people getting their from rain, springs, bore-hole, river etc…) water? What do you notice about the ground and homes in the background? Compare how you get ACTIVITY and carry your water. Complete Worksheet S2: Top 3 asking student to draw their three favourite things to do. Listen again to what Lina Juan said she enjoyed at the end of her video and ask students if their top three are the same as Lina Juan’s?

PRAYER Help students to come up with a few short prayer points for Lina Juan and her family and write them on the board. These could be used as a prayer focus for the rest of the week. The class could also pray together using Prayer S2: Water from the 2019 Prayer Booklet. VIEW ACTION Watch PowerPoint S3: Water to see more images Continue using the greetings that have been of people in South Sudan getting their water. learnt so far and choose one of the worksheets completed so far to display on the wall. These DISCUSSION could be placed beside the posters from the Ask students how they feel after seeing the poster picture poster pack. and the PowerPoint. Get students to think about how they get their own water here in New Zealand.

VIEW Watch Video S2: Life in Torit: Lina Juan Poni to see what the life of a 10-year old girl is like in the town of Torit. Follow her as she goes to school and shares what she does in the afternoon.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y1-2 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Explain that homes in South Sudan are different from their own • Understand that some people overseas live in camps

RECAP VIEW

MODULE S: SOUTH SUDAN Begin this lesson by referring back to the prayer Watch PowerPoint S4: Life in a Refugee Camp points for Lina Juan from the last lesson and and ask students to think about how they feel as review the greetings that students have been they see the images and hear the words that are learning and using. read out.

SETTING THE SCENE DISCUSSION Ask students if they remember seeing any Let students ask questions and share their pictures of people living in tents (in either South feelings after seeing the previous PowerPoints. Sudan or other parts of the world). Explain to Explain to the class why there is a need for camps students that there has been a lot of fighting in and how disasters – both natural and man-made South Sudan for many years and as a result many – leave many people in need for shelter and people have had to leave their homes and find safety. safety by staying in a camp with others. ACTIVITY VIEW Complete Worksheet Show Poster 4: A New Home to the class and ask S3: My House and get and discuss the questions: What are the homes students to paint their in this camp made from? How much space does house and label some each family get? What stands out in this poster? of the important parts. How does your home and street compare? Once students finish their paintings, get them to share their artwork and ask them if homes in South Sudan look the same as theirs.

PRAYER Use Prayer S3: Shelter from the Prayer Booklet as a way of helping the students to respond to the challenging images of this lesson. Print out this prayer and leave it on display for students to see and remember through the term.

VIEW ACTION Share PowerPoint S1: Homes in South Sudan Remind students about the Caritas koha boxes with the class and list down any responses that and that any small donation that goes in here students have after seeing the images of different will directly help the families that are living in shelters. the camps in South Sudan and around the world. Remind students that even a gold coin can make a huge difference (providing food or water etc…).

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y1-2 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Understand that Caritas is helping in South Sudan • Explain how they can support Caritas to help in South Sudan

SETTING THE SCENE VIEW

MODULE S: SOUTH SUDAN Caritas Aotearoa New Zealand is part of a Watch PowerPoint S5: Caritas Lends a Hand worldwide network of 165 other Caritas agencies and see how Caritas has been helping in the that are supporting the poorest and most country to meet the needs of the people. vulnerable people around the world. By working together, challenging situations like the one DISCUSSION experienced in South Sudan can be made better Dedicate a small part of the board and label this when families are supported and have their basic ‘How we can help Caritas help others’. Talk about needs met. ways that schools can partner with Caritas to bring love and life to people in South Sudan. List DISCUSSION any great ideas on the board and remind students Explain to students that the word Caritas means that they can be a part of the difference – a way love in Latin. Ask students what they think Caritas to bring hope for the future in South Sudan. This might be doing in South Sudan after seeing some may include prayer, fundraising or using the koha of the challenges in previous lessons. box etc…

VIEW ACTIVITY Introduce Poster 5: Hope for Tomorrow to Give out Worksheet S4: students by talking about the hope that many Loving Hands and help people have in South Sudan for a better future. students to write a few One where people don’t fight. Young people, such words inside their hand as those in the poster, carry this hope. as a short prayer for the people of South Sudan. They can then colour in their hand before cutting it out carefully. Make a class display to go on the wall with everyone’s hands together.

PRAYER Lead your class in prayer using Prayer S4: Hope from the 2019 Prayer Booklet.

ACTION DISCUSSION Remind students that they can go to the loving Ask the questions from the poster: Can you guess hands on display and say their own short prayers what these students want to be when they are for the people of South Sudan. older? What do you notice about the uniform? What can you see in the background? How is your school playground different?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S1 WORKSHEETS Y1-2 Thanks Complete the bubbles below by writing words or drawing pictures to show all the things you are thankful for in your life. MODULE S: SOUTH SUDAN

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S2 WORKSHEETS Y1-2 Top 3 Draw your three favourite things to do. Are these similar to Lina Juan?

Lina Juan and her family. Photo: Crispin Anderlini

MODULE S: SOUTH SUDAN 1

2

3

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S3 WORKSHEETS Y1-2 My House Paint your house below and label some of the parts. Do houses in South Sudan look the same as yours?

Ayek Mayan sweeps around her home built by MODULE S: SOUTH SUDAN Caritas in Abyei. Photo: Caritas Internationalis

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S4 WORKSHEETS Y1-2 loving hands Write a few words inside the hand as a short prayer for the people of South Sudan. Colour in your hand before cutting it out carefully. Make a class display to go on the wall with everyone’s hands together. MODULE S: SOUTH SUDAN

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN South Sudan Y3-4

LESSONS AND WORKSHEETS Y3-4 Lesson 1 Worksheet S5 Africa in View Y3-4 Lesson 2 Worksheet S6 My Food Diary Y3-4 Lesson 3 Worksheet S7 Camp Creation Y3-4 Lesson 4 Worksheet S8 National Anthems

Children have fun skipping in the afternoon. LESSONS Y3-4 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Understand that school life is very different for students in South Sudan • Use simple greetings in South Sudanese Arabic

SETTING THE SCENE DISCUSSION

MODULE S: SOUTH SUDAN Remind students that the focus country for this After seeing the previous images, ask students to unit is South Sudan. Ask students if they can predict what some of the challenges might be for name the continent where it is found. See if students in South Sudan. You may choose to list anyone is brave enough to point it out using a these down to refer back to later in the lesson. map. You may also share two statistics (from Fact Sheet S8: Education in South Sudan): class sizes ACTIVITY at primary level average 50 students; and the Get students to complete Worksheet S5: Africa majority of primary students are over-age (79%). in View by using a world map to fill in the map of Africa, colouring in where South Sudan is located.

VIEW Look at Poster 5: Hope for Tomorrow and get students to answer the questions: Can you guess what these students want to be when they are older? What do you notice about the uniform? What can you see in the background? How is your school playground different? Classes can be very large at St Theresa’s Primary School in Torit.

VIEW Watch Video S4: Time for School and ask students to add to the list that was created previously to capture the challenges for students at school in South Sudan.

PRAYER As a class, join together in prayer for the thousands of students around South Sudan, using Prayer S5: Students from the 2019 Prayer DISCUSSION Booklet. Explain to students that life in South Sudan is quite challenging. Over the next four lessons, ACTION some of these challenges will be highlighted. Watch Video S1: Greetings in South Sudan and follow the guidance of the four students as they VIEW help us to learn basic greetings and phrases in Look at PowerPoint S6: At School in South South Sudanese Arabic. Choose at least four Sudan and show students the images to help words/phrases for your students to use in class them get a better understanding of what school this term while you learn more about life in South might be like in South Sudan. Sudan.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y3-4 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Understand that life in South Sudan is different to a New Zealand experience • Compare the access and intake of food and water between South Sudan and New Zealand

BACKGROUND INFORMATION VIEW

MODULE S: SOUTH SUDAN Food insecurity and access to water are two Watch Video S2: Life in Torit: Lina Juan Poni ongoing challenges in South Sudan. Around and see how life in South Sudan is different from 38% of the population face a return walk of over what is experienced in New Zealand. Ask students an hour to collect their drinking water. Close to to take special note of the food and drink Lina seven million South Sudanese are in need of food Juan regularly has as part of her diet, as students aid from organisations like Caritas. will need to compare this with their diary to complete Worksheet S6. ACTIVITY Get students to begin filling out Worksheet S6: DISCUSSION My Food Diary so they can keep a simple record Ask students to answer this question from the of what they eat over the period of a week. They worksheet: What surprises you? can also write down whenever they feel hungry. It is important to note that Lina Juan gets her Note: This task may require some adapting water at home from a community bore-hole that depending on its suitability for the class. is within walking distance. This is not seen in the video. VIEW Show Poster 1: Life in South Sudan and reflect How do students feel after watching the video on the questions: What are the children eating? and seeing the PowerPoint and poster images? How do you cook your food at home? What do you notice about this family’s home? Have you ever tried carrying things on your head?

After carrying containers to a pump, these children prepare to fill them with water. Photo: Caritas Internationalis

PRAYER Help students to come up with a few short prayer points for the millions of South Sudanese who are hungry and must walk long distances to get their own water. VIEW The class could also pray together using Prayer Look at PowerPoint S2: People are Hungry and S2: Water from the 2019 Prayer Booklet. PowerPoint S3: Water to see how many South Sudanese get their food and water and what they ACTION generally eat and drink. At the end of the week, once all diary entries are completed, students can answer the last question DISCUSSION on the worksheet: Would you want to change any How is our life different in terms of how we get of your entries in your food diary at all? Why? our food and water? Why is that?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y3-4 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Understand that homes and shelter in South Sudan are varied and quite different to homes in New Zealand • Describe what life is like for people in South Sudan who are living in camps

RECAP ACTIVITY MODULE S: SOUTH SUDAN Get students to practise their greetings in South Get students to look at Worksheet S7: Camp Sudanese Arabic and watch Video S1: Greetings Creation after seeing what life is like in a refugee in South Sudan again if students are keen to learn camp in South Sudan, so they can discuss how more greetings to use in their daily interactions. they can create their own small model of a camp, complete with homes, trees and people. SETTING THE SCENE There are more than 2 million refugees in South VIEW Sudan – that is people who have been forced to Share PowerPoint S5: Caritas Lends a Hand to leave their homes. Many of these are in camps understand how Caritas Aotearoa New Zealand within South Sudan and in neighbouring countries. is partnering with Caritas South Sudan to meet the needs of the people who are most in need Share Poster 4: A New Home to the class and throughout the country. look at the questions: What are the homes in this camp made from? How much space does each DISCUSSION family get? What stands out in this poster? How Dedicate a small part of the board and label this does your home and street compare? ‘How we can help Caritas help those in camps’. Talk about ways that schools can partner with Caritas to bring love and life to people in South Sudan living as refugees. List any great ideas on the board and remind students that they can be a part of the difference – a way to bring positive change in South Sudan. This may include prayer, fundraising or using the koha box etc…

PRAYER Use Prayer S3: Shelter from the Prayer Booklet as a way of helping the students to respond to the VIEW challenging images and content of this lesson. Look at PowerPoint S1: Homes in South Sudan ACTION and get students to count the different number Remind students that all the small donations that of shelters that are shown in the images. If you go into the Caritas koha boxes will go directly to have time, get them to rank the shelters in terms helping Caritas support families who are living in of comfort. camps throughout South Sudan. VIEW Watch Video S11: Inside the Camp and ask students to share their feelings after seeing the many examples of poverty within the camp. What stood out most to the students? Get them to share with each other. Even though the day draws to a close, there is still work to be done.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y3-4 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Understand how faith and the church are helping people work for peace in South Sudan • Reflect on the words to the national anthems of New Zealand and South Sudan

SETTING THE SCENE VIEW

MODULE S: SOUTH SUDAN Despite the ongoing conflict in the country, Show Poster 6: Carrying the Cross and explain people in South Sudan are very proud of their to students that the majority (60%) of the culture and country. This is reflected in the population are Christian, so church and their faith words to their national anthem. South Sudanese are very important to them. faith and hope in God is also abundantly clear throughout their national anthem.

ACTIVITY Get students to look at Worksheet S8: National Anthems where the two national anthems of New Zealand and South Sudan are compared followed by questions and an activity.

ACTIVITY As a class, sing the national anthem of New Zealand together paying close attention to the words and what they mean. You can find a good recording (with lyrics) to follow at www.youtube. VIEW com/watch?v=RYdfQvZrakM. Following on from last lesson’s message about Caritas helping out across the country, talk with DISCUSSION students about the way in which faith and the Talk about the messages of our anthem. Explain church are helping in South Sudan. Watch the to students that there are actually five verses Caritas Challenge 2019 promotional video at that make up our national anthem. Research this www.caritas.org.nz/caritas-challenge to hear together to find out what the other verses say. how the church is providing support for people Display the words somewhere as these will be throughout the country. required for a future task. ACTION VIEW Get students to highlight words such as freedom, Watch Video S19: National Anthem to hear a justice, peace and praise on the two national group of students sing the national anthem of anthems. Talk about how these are all positive South Sudan on the day before the country gained terms and inspire hope. independence (July 8, 2011). Watch the video Create large posters with these words displayed again and ask students to join in the anthem using in vibrant colours to display somewhere in your the words listed on their worksheet. class as a reminder of what we enjoy in New Zealand and what the people of South Sudan DISCUSSION long for every day. This could also be the focus of Continue answering the questions on the the prayer for this lesson. worksheet: Looking at the words in the national anthem of South Sudan, what do South Sudanese believe about God? How do they show their faith? Talk about this together.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S5 WORKSHEETS Y3-4 africa in view With the help of a world map, complete parts of the map below of Africa and colour in where South Sudan can be found. MODULE S: SOUTH SUDAN

After watchingVideo S4: Time for School, take some time to draw or write on the back of this worksheet to show how school life is different in South Sudan compared with your school experience.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S6 WORKSHEETS Y3-4 my food diary

Keep a simple record of what you eat this week. Write down whenever you were hungry.

Hungry Day Date Food I ate (Breakfast/lunch/snacks/dinner) Liquid I drank moments?

1 MODULE S: SOUTH SUDAN

2

3

4

5

6

7

Watch Video S2: Life in Torit: Lina Juan Poni and compare the food and drink she regularly has as part of her diet with yours shown in your diary above. What surprises you?

Would you want to change any of your entries in your food diary at all? Why?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S7 WORKSHEETS Y3-4 camp creation

After seeing what life is like in a refugee camp in South Sudan, create your own small model of a camp complete with homes, trees and people. MODULE S: SOUTH SUDAN

You might want to use LEGO blocks or playdough. You may even choose to be extra creative and use cardboard and plastic that you can cut out and paint. If you have access you could create a digital version using Minecraft.

Remember to include: • where water can be found • a place where people can buy or sell items • a place for people to go to the toilet • an area where school lessons can happen • safe spaces for children A woman stands by her drying clothes in the Don Bosco IDP camp at Gumbo near Juba.

Many IDP camps have populations in the thousands with so many families staying in a small space. Photos: Caritas Internationalis

EXTRA CHALLENGE If you have time and space, create a model of your home and compare this with the refugee camp. How is life different for you in New Zealand as compared to children living in refugee camps in South Sudan?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S8 WORKSHEETS Y3-4 national anthems

Sing New Zealand’s national anthem together following the words below:

God of Nations at Thy feet, E Ihowa Atua, In the bonds of love we meet, O ngā iwi mātou rā, CHALLENGE: Hear our voices, we entreat, Āta whakarongona, The Te Reo words we sing for God defend our free land. Me aroha noa. our anthem are not a direct Guard Pacific’s triple star Kia hua ko te pai translation. See if you can

MODULE S: SOUTH SUDAN From the shafts of strife and war, Kia tau tō atawhai, Make her praises heard afar, Manaakitia mai, find out what they mean? God defend New Zealand. Aotearoa.

Did you know there are five verses of our national anthem? See if you can find out what the other verses say.

Watch children in South Sudan sing their national anthem here.

Here are the words to the national anthem of South Sudan:

Oh God! We praise and glorify you CHALLENGE: For your grace on South Sudan Learn the national anthem Land of great abundance of South Sudan and teach Uphold us united in peace and harmony your families too. Oh motherland! We rise raising flag with the guiding star THE SAME… And sing songs of freedom with joy What words do the two For justice, liberty and prosperity anthems share? Shall forevermore reign

Oh great patriots! Let us stand up in silence and respect Saluting our martyrs whose blood Cemented our national foundation We vow to protect our nation Oh God, bless South Sudan!

Looking at the words in the national anthem of South Sudan, what do South Sudanese believe about God? How do they show their faith?

Freedom, justice, peace and praise are all themes found in both national anthems. Create large posters with these words displayed in vibrant colours to display somewhere in your class to remind us all of what we enjoy in New Zealand and what the people of South Sudan long for every day.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN South Sudan Y5-6

LESSONS AND WORKSHEETS Y5-6 Lesson 1 Worksheet S9 School is Cool Y5-6 Lesson 2 Worksheet S10 Stop It Y5-6 Lesson 3 Worksheet S11 Camp Life Y5-6 Lesson 4 Worksheet S12 Dear Rabecca

Displaced by war, a boy does a handstand in Agok. Photo: Caritas Internationalis LESSONS Y5-6 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Explain that life, and the school experience (in particular), in South Sudan is very different to New Zealand • Recall the key events on South Sudan’s history

SETTING THE SCENE DISCUSSION

MODULE S: SOUTH SUDAN Remind students that the focus of this unit Get students to make their own list of the top ten is the country of South Sudan. Get students differences in terms of school experience in South to locate the continent of Africa on a map Sudan. See if they can rank the differences from before identifying South Sudan and its closest largest to smallest. Get students to compare their neighbours. Ask students to share what they lists and take up the challenge to work out a top already know about South Sudan. Have they ten list for the class overall. heard anything in the news in recent years? ACTIVITY VIEW Use Worksheet S9: School is Cool after seeing Look at PowerPoint S8: A Short History what the school experience is like for Peter and of South Sudan to understand some of the other students, and plan and create presentations key events in recent years that have led to to highlight the main differences between school widespread poverty throughout the country. Get experiences in South Sudan and New Zealand. students to choose what they think are the five Students are encouraged to be creative. They may most important events and write them down choose to take photos or make a short video. They somewhere so they can recall these events at a might even design a poster online or one that later date. could be displayed in class.

VIEW PRAYER Watch Video S4: Time for School to hear from Use Prayer S5: Students from the Prayer Booklet students and the head teacher at St Joseph’s to inspire your class to pray for students in South Primary School in Juba as they explain some of Sudan. the key challenges to school life in South Sudan. ACTION DISCUSSION Watch Video S1: Greetings in South Sudan and Get students to share their feelings with each follow the guidance of the four students as they other after seeing the video. What were the help us to learn basic greetings and phrases in biggest surprises? What were the saddest South Sudanese Arabic. Over the course of this messages? Was there anything that inspired or unit, get students to practise their greetings at angered you? school, in both the classroom and the playground.

VIEW Watch Video S3: Life in Yei: Peter Taban Alfred and look at PowerPoint S6: At School in South Sudan to see more examples of what school is like in South Sudan. Ask students to take notes on the many differences to school life here in New Zealand.

Elizabeth and David from Christ the King Primary School in Yei. Photo: Crispin Anderlini

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y5-6 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Recognise that millions of people in South Sudan struggle to have enough food and are hungry • Explain how Caritas is helping in South Sudan

RECAP VIEW

MODULE S: SOUTH SUDAN Students can share their presentations from last Look at PowerPoint S5: Caritas Lends a Hand lesson and recall the many differences between and watch Video S16: Mary’s Message of Thanks the school experience here in New Zealand and to see how Caritas has been responding to the South Sudan. See if students can remember the needs of the most vulnerable throughout South key events they wrote down and their top ten list Sudan. too. PRAYER DISCUSSION Take time to pray as a class for all those who are One of the issues that John Wani Aliseo, the head hungry in South Sudan. In the Prayer Booklet, teacher at St Joseph’s Primary School, identified Prayer S7: Hungry is a suggested prayer that in the last lesson was the fact that some children could be used for this lesson. have nothing and come to school without having any food. Ask students why they think this VIEW happens. It is estimated that 7 million people Watch the Caritas Challenge 2019 promotional (more than half the population) do not have video at www.caritas.org.nz/caritas-challenge enough food to meet their needs. to inspire your students to take part in the nationwide event this year. See again how Caritas VIEW is partnering with the church to provide support to Show PowerPoint S2: People are Hungry to families in need. understand why so many South Sudanese are finding it hard to access the food they need for ACTIVITY their families. Perhaps choose one of these images Give students Worksheet S10: Stop It and use it and display it on the board or the class wall as a as a response activity. See if students are willing reminder after this lesson. to give something up for a short period of time in order to raise some money to help Caritas support VIEW families in South Sudan who are hungry. Help the Watch Video S2: Life in Torit: Lina Juan Poni and students by registering for your school or class. see how a young 10-year old lives. Get students to watch particularly for the food she eats at school and the food she prepares at home for dinner. Ask students to share how they feel after watching Lina Juan. Remind them that she is much more privileged than many others as she has regular food, a home in a safe part of the country, and is able to attend school.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y5-6 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Understand that millions of people throughout South Sudan have been displaced from their homes and struggle for shelter, security and adequate health • Express what it is like to live in a camp as a refugee

MODULE S: SOUTH SUDAN BACKGROUND INFORMATION video when conflict forced them to flee their home The South Sudan emergency is now Africa’s largest and village. Let them sit and close their eyes for a humanitarian crisis, displacing over 4 million few minutes and imagine how it must have felt. people since conflict between government forces ACTIVITY and rebel groups re-ignited in 2016. It has become the world’s third largest refugee crisis, after Syria Let students look at Worksheet S11: Camp Life and Afghanistan. after watchingVideo S11: Inside the Camp, so they can now imagine themselves living in a SETTING THE SCENE similar setting. Their task is to write a story or draw Explain to students that more than 2 million a cartoon of what life would be like in a refugee people from South Sudan have been forced out of camp. There are helpful focus questions to help the country as refugees, while another 2 million students brainstorm before they start. people have been relocated inside the country – ACTIVITY many now living in camps. Share your finished stories and cartoons and VIEW watch Video S11 again to remember the faces of When people leave their own homes and have very those in South Sudan. little, their health is always under threat. Watch PRAYER Video S25: Healthcare Crisis to see what the situation was like in South Sudan when it became Use Prayer S3: Shelter from the Prayer Booklet an independent nation way back in 2011. Ask as a way of helping the students to respond after students if they think much has changed? focusing on the experience of being a refugee with limited shelter. ACTIVITY ACTION Challenge students to research the most up to date statistics for: (a) the number of people in South Continue using the greetings that have been learnt Sudan who have been displaced; (b) the number so far and keep planning the Stop It challenge. of healthcare facilities in the country; and (c) the number of doctors in the country.

VIEW Watch Video S11: Inside the Camp and ask students to imagine what it would be like to live in a camp every day.

DISCUSSION Get students to talk about their family’s emergency plan if a disaster struck their street/home. Where would they meet? Where would they go? Do they have any emergency supplies that can be easily accessed? Ask students to imagine what it would A family wait with others while shelters are constructed in have been like for the people they just saw in the an IDP camp.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y5-6 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Understand the influence one person can have to bring peace and reconciliation • Follow the correct layout for writing a letter

SETTING THE SCENE VIEW

MODULE S: SOUTH SUDAN Peace has eluded the country of South Sudan A country’s national anthem is one way that for many years. Despite several peace talks and people stay connected to their country and agreements, conflict has continued throughout the culture. Watch Video S19: National Anthem to country resulting in tens of thousands of deaths hear a group of students sing the national anthem and millions of people being displaced. of South Sudan on the day before the country gained independence (July 8, 2011). This will VIEW help students complete a question later in the Share Fact Sheet S19: What is Peace? to let worksheet. students see various perspectives on peace and how it can be achieved. DISCUSSION Talk with students about what stands out about DISCUSSION the national anthem of South Sudan. What Ask students to define the two key terms: peace messages, words and themes are similar to New and reconciliation. What example can be given in Zealand’s national anthem? You can hear and read daily life as to what peace and reconciliation look the lyrics to our anthem here: www.youtube.com/ like? Students may even choose to dramatise their watch?v=RYdfQvZrakM explanations. ACTIVITY VIEW Complete Worksheet S12: Dear Rabecca and Read Story D: Rabecca Mathew’s Story and hear allow students to write their responses to the how Rabecca grew up in a camp when she was questions. younger, but was given a great opportunity to build peace in communities that had experienced PRAYER conflict and hear also how she continues to do so Listen and pray along with Video S18: Prayers for now she is an adult. Sudan (and highlight that this prayer was spoken in 2011 just before independence). DISCUSSION Rabecca’s story is a great example of how young ACTION people can bring positive change. It is also an Continue working through Worksheet S12 and excellent example of how a person feels closely get students to write their own letters to Rabecca connected to their own country and people. encouraging her to continue her great work in Rabecca didn’t have to return to help but she did. South Sudan. This may require some specific Ask students if they would have done the same in teaching on letter layout and a possible brainstorm her position. Get them to justify their response. of ideas before students sit down to write their own letters.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S9 WORKSHEETS Y5-6 school is cool

After watchingVideo S3: Life in Yei: Peter Taban Alfred and Video S4: Time for School and seeing what the school experience is like for Peter and other students, create a presentation to highlight the main differences between their experience and your school life. Be creative! Take photos. Make a short video. You might even design a poster online or to display on your wall.

Getting to school Classrooms Learning styles MODULE S: SOUTH SUDAN

Fun during breaks Uniform Subjects taken

Resources available Technology Footwear

Food and water Lunch breaks Class size

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S10 WORKSHEETS Y5-6 stop it MODULE S: SOUTH SUDAN

WHAT WOULD YOU BE WILLING TO GIVE UP FOR JUST ONE DAY? Come up with some great ideas as a group and join with your teacher in registering for this year’s Caritas Challenge to raise awareness about the challenges faced by people in South Sudan.

MY IDEAS…

Set a goal to raise some money to support the Caritas work in South Sudan to help the most vulnerable in that country.

MY GOAL…

Register today for the Caritas Challenge at www.caritas.org.nz/caritas-challenge/caritas- challenge-registration

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S11 WORKSHEETS Y5-6 Camp Life

After watching Video S11: Inside the Camp, imagine yourself living in a similar setting. Write a story or draw a cartoon of what your life would be like in a refugee camp.

Complete the boxes below to write down your initial ideas before you start your story or cartoon.

What is it like living in my

MODULE S: SOUTH SUDAN tent shelter?

How much space would we have?

Where would we get water and wash?

How would we get our food?

How could I help my family?

What would be the hardest challenges?

Where would the toilets be?

Would I get to continue learning?

More than 31,000 people are living in the IDP camp in Wau. A woman carries wood to make a fire for her family’s dinner. Photo: Cordaid

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S12 WORKSHEETS Y5-6 dear rabecca

After reading Story D: Rabecca’s Story, answer the following questions. Imagine you are Rabecca Mathew growing up in a camp in a different country. How would you feel afterb eing forced into becoming a refugee?

MODULE S: SOUTH SUDAN What would inspire you to go back and help your people?

Find the words to the national anthem of South Sudan. Which of these words would inspire you?

How is Rabecca making life better for people in South Sudan?

What can you learn from Rabecca’s example?

Write a letter to Rabecca encouraging her to continue her great work in South Sudan.

Send your letter to: Rabecca Mathew c/o Michael Stewart Caritas Level 1 Catholic Centre PO Box 12193 Thorndon Wellington 6144 Rabecca Mathew. Photo: Inclusive Security.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN South Sudan Y7-8

LESSONS AND WORKSHEETS Y7-8 Lesson 1 Worksheet S13 Impact of Conflict Y7-8 Lesson 2 Worksheet S14 Make a Difference Y7-8 Lesson 3 Worksheet S15 Operation Sustainability Y7-8 Lesson 4 Worksheet S16 Akol’s Voice

A girl carries a chair on her head as she walks to school in Agok. Photo: Caritas Internationalis LESSONS Y7-8 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Discover the impact of conflict on South Sudan and other parts of Africa • Reflect on the recent history of South Sudan

SETTING THE SCENE ACTIVITY

MODULE S: SOUTH SUDAN Find the country of South Sudan on a map and Give out Worksheet S13: Impact of Conflict and remind students that this is the focus country ask students to answer the first question about the during this unit. Explain to students that South impact of conflict on children and their education. Sudan is the youngest nation on our planet, but Students are then challenged to create their own despite its short history, it has had a difficult time, version of street art (like the one found in Juba) to with ongoing conflict causing many issues for most show the impact of conflict. of the population. The worksheet provides a template for students to brainstorm their ideas in terms of message, VIEW impacts and possible visual elements. Look at PowerPoint S8: A Short History of South Sudan to understand some of the key events in PRAYER recent years that have led to ongoing conflict Sharing Prayer S6: Peace from the Prayer Booklet within the country. with the class, inspire students to continue praying for peace in places like South Sudan where conflict DISCUSSION exists. Compare our own experience in New Zealand with conflict. Ask students how it makes them feel? ACTION Take up the challenge to learn basic greetings and VIEW phrases in South Sudanese Arabic. Watch Video Watch Video S8: Samuel from Jonglei and Video S1: Greetings in South Sudan and follow the to hear how people S14: South Sudan Crisis guidance of the four students as they help us to escaped from conflict that came to their villages. learn some simple words. Encourage students to Now these families are displaced, what are some use these through the term. of the struggles they mention?

VIEW Get students to read Story E: Kang John Bol’s Story to discover how fighting affected Kang John Bol’s study. What surprised the students in this story? How do the tribal differences seem to be linked to the conflict? Do we have anything like this in New Zealand?

ACTIVITY Give students a chance to research other examples of conflict within Africa. Ask them to find out which countries have experienced conflict in the past. Which countries are still feeling the effects of ongoing conflict? See if they can find out some of the impacts on families and communities as a result of conflict. Students can share their findings.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y7-8 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Recognise the impact of a drought and a famine on families and communities • Describe what happened in South Sudan during the famine in 2017

RECAP DISCUSSION

MODULE S: SOUTH SUDAN Ask students to share with their peers about what Discuss the ways in which New Zealanders can still they learnt in the last lesson. Perhaps write down help, even though we are almost 15,000 kilometres some of the impacts that students recall on the away. Remind students that every donation to board to refer to again later. Explain that the focus Caritas goes directly to Caritas South Sudan to will shift to the famine that was declared in both support families who are in the most need. This Somalia and South Sudan in 2017. includes even a gold coin that is placed in the koha box. DISCUSSION Get students to create a definition for drought PRAYER and famine and see if they can identify the link Take time to pray as a class for all those who are between these two terms. If needed, get students still hungry in South Sudan. In the Prayer Booklet, to conduct some research online to find out. What Prayer S7: Hungry is a suggested prayer that are the similarities? How many famines have been could be used for this lesson. declared in the last decade? Point out to the class that even though a famine is no longer in place VIEW in South Sudan, the number of people who are Watch the Caritas Challenge 2019 promotional affected by severe food insecurity in the country video at www.caritas.org.nz/caritas-challenge to has increased. inspire your students to take part in the nationwide event this year. See again how Caritas is partnering VIEW with the church to provide support to families who Watch Video S13: South Sudan Famine and Video have been affected by conflict, drought and food S15: South Sudan Food Crisis to understand the insecurity. situation in 2017 when a famine was declared in South Sudan. Look also at PowerPoint S11: ACTIVITY Surviving the Famine to see the same content in a Give students Worksheet S14: Make a Difference different format. and get students to reflect on the challenges of drought and food insecurity faced by so many in DISCUSSION South Sudan. Ask them to write down words to After looking at conflict in the previous lesson, capture how they feel. Then support your class to discuss the connection between the conflict and hold a Stop It event as part of the Caritas Challenge the famine, and the situation of poverty for many 2019. Register online to get connected and receive in South Sudan. Which of these factors can be an enrolment pack at www.caritas.org.nz/caritas- influenced by human decisions? challenge/caritas-challenge-registration

VIEW Watch Video S9: Nandoor’s Fish to see the impact of both the conflict and the famine on Nandoor and her family. Allow an open sharing time where students can talk about how they feel.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y7-8 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Evaluate the importance of being empowered and having a sustainable income • Understand what daily life is like in South Sudan

BACKGROUND INFORMATION VIEW

MODULE S: SOUTH SUDAN Since the start of the conflict, almost two Look at PowerPoint S10: Riimenze Farm to see million people have been internally displaced, how a sustainable agricultural project run by and another two million have sought refuge Solidarity with South Sudan provides training to in neighbouring countries, with one million in help students and farmers gain skills that will help Uganda alone. them manage successful farms in the future. How does this project link in with empowerment and SETTING THE SCENE sustainability? After leaving their homes, thousands of families have found themselves in refugee camps as ACTIVITY these have provided a place of safety and shelter. Complete Worksheet S15: Operation This lesson will compare the lives of those living Sustainability after viewingVideo S22 and in towns with those who are in camps. The PowerPoint S10. Students can reflect on what importance of empowerment and sustainability they have seen in the video and PowerPoint by are highlighted. answering questions. Then they are encouraged to design a model of their own farm by showing what DISCUSSION crops they hope to produce and where they will be Get students to explain what empowerment and located. They could build an actual model of their sustainability mean. Two simple words that could farm or draw a diagram to show the details. be used to help their understanding could be Students may even choose to enter a song in this ‘control’ and ‘continuing’. Ask if they could provide year’s SINGout4JUSTICE song writing competition a real-world example to illustrate each. that focuses on people searching for a place to call home. Get more information at www.caritas.org. VIEW nz/singout4justice Watch Video S3: Life in Yei: Peter Taban Alfred to see what a normal day looks like for an 18-year old PRAYER going to secondary school just outside a southern Challenge students to offer sentence prayers based city in South Sudan. In what ways does Peter and on the last lessons for the people of South Sudan. his family experience empowerment? How do they These could be written down and displayed to maintain a sustainable income? help provide a focus for prayer time in the coming weeks. VIEW Watch Video S11: Inside the Camp and Video ACTION S22: Camps in Tombura-Yambio to see what life Use the prayers that have been written, as the is like living in a camp for many people in South basis for a quiet reflection time focusing on the Sudan. What are some of the biggest challenges? people of South Sudan – many of whom still desire How are people in the IDP camp in Riimenze empowerment, sustainable incomes and access to supported by agencies such as Caritas? Why do food, and lasting peace. people want to leave the camp? How does this link in with empowerment and sustainability?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y7-8 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Describe how Caritas is helping in South Sudan and how students in New Zealand can be part of the difference • Consider how individual stories, like that of Akol’s, can help lead to peace and positive change

MODULE S: SOUTH SUDAN SETTING THE SCENE DISCUSSION Caritas Aotearoa New Zealand is partnering with How must Akol and his family have felt? Did they Caritas South Sudan and other Caritas agencies do anything wrong? How was Akol able to make to provide support to those affected by food a positive influence on his situation and that of insecurity and conflict in South Sudan. This his country too? Name other people in history support ranges from distributing emergency who have helped bring change through peaceful supplies (such as food, seeds and tools) to means. Why does a message brought through non- conducting peace workshops. violent means always seem to be more effective than a message delivered through violence? DISCUSSION Based on prior knowledge, what countries have ACTIVITY you known Caritas to support? How have they Use Worksheet S16: Akol’s Voice as a response been able to support the people in most need? after reading Akol’s story. Students are challenged Go to www.caritas.org.nz/where-we-work to see to imagine they are Akol Kuol and assume a which countries Caritas Aotearoa New Zealand scenario where peace has been restored to South currently supports and how they are helping. How Sudan. They are asked to reflect on how they will is the support in South Sudan unique? respond if they return and what message would they like to deliver to their fellow South Sudanese. VIEW Their task is to write a poem or a song to deliver Watch Video S7: Working Together to see how their message. These could then be shared or Caritas South Sudan and other Caritas agencies presented. are working together to solve problems in the country. PRAYER Choose a prayer from the Prayer Booklet to lead DISCUSSION the class in prayer. You may choose to use Prayer Look at PowerPoint S5: Caritas Lends a Hand S4: Hope. and PowerPoint S12: The Caritas Network in South Sudan to understand some of the specific ACTION details around the Caritas response in South Continue planning your Caritas Challenge event Sudan. One important aspect to note is that the and think of creative ways you can support Caritas Caritas international network is made up of more Aotearoa New Zealand, the work of Caritas South than 165 agencies that cover the globe. Discuss Sudan and the local church, to bring peace in how you think this partnership ensures efficiency South Sudan and provide for the needs of the most and effectiveness in places like South Sudan. vulnerable people.

VIEW Read Story F: Akol Kuol’s Story to hear about a Dinka cattle trader from Malakal, who lost all of his investments and was forced to flee the country.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S13 WORKSHEETS Y7-8 impact of conflict

What is the impact of conflict on children and their education in South Sudan? What long-term consequences might lack of adequate education have?

Be inspired by the following street art in Juba and create MODULE S: SOUTH SUDAN your own artwork to show the impact of conflict. You may choose to design something similar that shows two extremes – the good (what is being encouraged) and the bad (the negative impacts).

Graffiti art encouraging peace and challenging conflict can be seen around Juba

Plan your ideas here… Key message I want to deliver:

Impacts I want to show:

How I will show it visually:

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S14 WORKSHEETS Y7-8 make a difference

Watch the Caritas Challenge promo video for 2019 at www.caritas.org.nz/caritas-challenge After reflecting on the challenges of food insecurity and famine faced by so many in South Sudan, write down words to capture how you feel?

MODULE S: SOUTH SUDAN Get together with other members of your class to organise a Stop It event for your school or year level to raise the awareness of the challenges that millions of people in South Sudan face every day.

What will you give up?

How long will you go without it?

What could you do to raise funds to help people in South Sudan?

Where will you hold your event?

When would be the best time to hold your Caritas Challenge Stop It event?

Other ideas:

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S15 WORKSHEETS Y7-8 operation sustainability

After watching Video S22: Camps in Tombura-Yambio, answer the following questions.

What are some of the important messages from the people helping in the Tombura-Yambio camps? MODULE S: SOUTH SUDAN Why do people want to keep working?

After viewingPowerPoint S10: Riimenze Farm, write down what you think the purpose of Riimenze Farm is.

Imagine that you were living in South Sudan. Your family has just moved out of the camp and built a new home and started life again outside Yambio. You start preparing your land because it is almost planting time. TASK: Design a model of your own farm showing what crops you will produce and where they are located. You may build an actual model of your farm or you may just draw a diagram to show the details. What will your main crops be?

How will you organise the crops on your land?

Jok Bol harvests tomatoes in Bananas and pineapple grow well in Pap Malek collects okra in a Mading Achueng. Photo: Caritas the tropical climate. Photo: Caritas community garden Photo: Caritas Internationalis Internationalis Internationalis

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S16 WORKSHEETS Y7-8 akol’s voice

Read Story F: Akol Kuol’s Story before completing this worksheet. Imagine you are Akol Kuol. Assume a scenario where peace has been restored to South Sudan and you are free to return to trading cattle in Nuer territory. What will you tell people about your experience in 2013? How will you contribute to a peaceful future for South Sudan? Akol Kuol. Photo: Radio Tamazul MODULE S: SOUTH SUDAN TASK: Write a poem or a song to deliver Akol’s message.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN South Sudan Y9-11

LESSONS AND WORKSHEETS Y9-11 Lesson 1 Worksheet S17 Putting the Pieces Together Y9-11 Lesson 2 Worksheet S18 Camp Life is Hard Y9-11 Lesson 3 Worksheet S19 Creating Peace Y9-11 Lesson 4 Worksheet S20 Building Peace at the Grassroots

A family wait with others while shelters are constructed in an IDP camp. LESSONS Y9-11 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Explore the link between freedom and responsibility • Identify and understand the different drivers of conflict in South Sudan

SETTING THE SCENE ACTIVITY

MODULE S: SOUTH SUDAN Watch Video S23: Celebrating Independence and Students complete Worksheet S17: Putting the hear from a range of South Sudanese about their Pieces Together as they listen to each group hopes for their nation. This video dates back to presenting. independence in 2011. DISCUSSION DISCUSSION After identifying some of the key factors behind What are the hopes and dreams expressed by the conflict and crisis in South Sudan, talk about those who are interviewed in this video? What how freedom and responsibility are connected. words would you use to summarise the views Consider the approach of the leaders and the given? general population.

VIEW PRAYER Watch Video S17: South Sudan: One Year On and Use Prayer S8: Freedom to lead the class in Video S14: South Sudan Crisis to gain an insight prayer. into what happened in South Sudan in the next few years (2012-2014). ACTION Watch the Caritas Challenge promotional video DISCUSSION at www.caritas.org.nz/caritas-challenge and Compare these videos to the first one. How do start planning an event for your class or your you think the situation in South Sudan was able school to raise awareness for those in South to deteriorate so quickly? What were the factors Sudan. Consider the best ways you can fundraise that led to the crisis depicted in the second video? to support those facing daily challenges in the Brainstorm and list these. country.

ACTIVITY Carry out a jigsaw reading task with the class. Divide students into four groups. Give each group a different fact sheet. The fact sheets you will need for this task are: S10: Economy, S16: Drivers of War in South Sudan, S17: The Arms Trade and South Sudan, and S18: Ongoing Challenges and Efforts toward Peace. Each group can have 20 minutes to read and summarise their fact sheet. They can decide on an interesting way to present the information to the rest of the class. They may choose to do a drama, an interview with a significant figure, or a news report.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y9-11 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Identify the difficulties faced by people displaced in South Sudan because of the conflict • Consider the impact of humanitarian assistance

SETTING THE SCENE ACTIVITY

MODULE S: SOUTH SUDAN The South Sudan emergency is now Africa’s largest Challenge students to do some research. Some humanitarian crisis, displacing over 4 million of these videos were made in 2017 and the people. It has become the world’s third largest situation may have changed. How many South refugee crisis, after Syria and Afghanistan. Sudanese are currently displaced outside South Sudan? The UNHCR provides helpful information VIEW at https://data2.unhcr.org/en/situations/ Watch Video S20: Mangateen Camp in Juba and southsudan. Another good source of information Video S11: Inside the Camp to see what life is like is www.reliefweb.int providing figures relating to for thousands of people in South Sudan living in internally displaced people (IDPs). camps around the country. PRAYER VIEW After today’s focus on displaced people in South Watch Video S8: Samuel from Jonglei and Video Sudan, use Prayer S9: Displaced from the Prayer S9: Nandoor’s Fish to hear two personal accounts Booklet to pray for those who have been forced of people forced to leave their homes and how out of their homes. they are faring in a camp. ACTION DISCUSSION Continuing planning a class fundraising activity What are some of the difficulties of life in the to help Caritas support displaced people in South camps? What kinds of humanitarian assistance do Sudan and in neighbouring countries. people require?

VIEW Watch Video S16: Mary’s Message of Thanks to see how Caritas has supported Mary and her family in their time of need.

DISCUSSION What are your feelings after seeing the video? How did the support given to Mary change her situation?

ACTIVITY Give students Worksheet S18: Camp Life is Hard and get them to complete the comments based on what they have seen so far in the videos. In what ways was life back home better than life in the camp? What are the difficulties people are facing in the camps? What are people grateful for?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y9-11 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Understand the deep human desire for peace and wholeness • Identify principles and values that can help build peace

SETTING THE SCENE ACTIVITY

MODULE S: SOUTH SUDAN WJ is one of several young musicians in South Give out Worksheet S19: Creating Peace. Many Sudan who are spreading the message of peace peace scholars say that peacebuilding is a creative through their music. The video in this lesson process. In this worksheet students will learn is a shortened version of the ABC (Australian about Pope Francis’ key principles for ‘creating’ Broadcasting Corporation) documentary called peace, and reflect on their own experiences of The South Sudanese Reggae Star Singing for Peace peacebuilding. – www.youtube.com/watch?v=JzTvgk-Ikso Get students to complete the initial questions relating to WJ’s future picture of the country. Then, VIEW focus on four principles related to peace that Watch Video S3: Life in Yei: Peter Taban Alfred Pope Francis outlines in his encyclical, Evangelii and to see what life Video S4: Time for School Gaudium. Ask students to match the principles is like for young people in South Sudan. See with the definitions. what school is like and hear their views on the challenges they have faced in education. Four different scenarios are then given. Students need to choose which principle would provide an VIEW effective solution. Watch Video S26: Backing Peace and Education The second side of the worksheet allows to hear views from students and teachers as to why students to consider their own experience with education is so important in the search for peace. disagreements and coming to a peaceful solution.

VIEW PRAYER Watch Video S12: WJ and Peace through Reggae Pray for lasting peace in South Sudan. You may to see how one young musician is using his talents choose to use Prayer S10: Longing for Peace from to bring a message of peace and change. the Prayer Booklet.

DISCUSSION ACTION Why do you think young people in South Sudan Take one of Pope Francis’ key principles for peace are sick of the conflict? Who do they blame for it? and apply it in your own life. How are they expressing their desire for peace?

VIEW Watch Video S10: Peace and hear from various people longing for peace in the country. Many of them are involved in bringing peace at a local level and reflect on some of the key ways that peace can be achieved.

DISCUSSION How do you feel after seeing the video? What was the quote that you want to remember most? Write it down.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y9-11 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Understand expressions of forgiveness and reconciliation in South Sudan • Consider the values of South Sudanese tribal groups, reflected in their reconciliation rituals

RECAP ACTIVITY

MODULE S: SOUTH SUDAN Reflect on the three pillars to peacebuilding that Get students to complete Worksheet S20: were mentioned in the video from last lesson. How Building peace at the Grassroots. Students will do these pillars link to the four principles that were compare cultural symbols used at the Wunlit covered in the worksheet from the last lesson? Peace Conference with symbols used in the Catholic church to also represent forgiveness and SETTING THE SCENE reconciliation. The Wunlit Peace Conference was a ‘successful’ The next part of the worksheet asks students gathering convened by the New Sudan Council of to consider the role of a mediator in settling a Churches in 1999. It managed to bring together dispute. They will find out about Cool Schools and representatives of two major tribal groups who other school-based peer mediation programmes. had been stealing cattle from each other for years. PRAYER ACTIVITY Use Prayer S11: Your Way from the Prayer Read Story G: The Story of the Wunlit Peace Booklet to lead the class in prayer asking Jesus and find out the reasons for the Conference and the Holy Spirit to help us in our own lives to be conference’s success. avenues for peace. DISCUSS ACTION What surprised you about the conference? Make a point of practising ‘active listening’ in at What impressed you? Why do you think it was least one conversation per day for the next week successful? with the same person. Report back on the effect this type of listening is having on your relationship with that person.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S17 WORKSHEETS Y9-11 putting the pieces together

Fill in each of the pieces below by identifying unique factors that are influencing the ongoing conflict in South Sudan. Factors Influencing Conflict in South Sudan MODULE S: SOUTH SUDAN

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S18 WORKSHEETS Y9-11 camp life is hard

Complete the thoughts of those below who are talking about what life in the refugee camp is like.

Life before the conflict was much easier because... MODULE S: SOUTH SUDAN

In the camps, life is hard because...

We are grateful for the things that humanitarian agencies have done for us, such as...

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S19 WORKSHEETS Y9-11 creating peace

According to peace scholar, John Paul Lederach, peacebuilding is about… …harnessing the gifts of artists, poets and visionaries, who, in every culture, are able to see past the day-to-day patterns of destruction, and to reimagine a different future.

WJ sings for peace. Photo: Journeyman.TV MODULE S: SOUTH SUDAN What does WJ’s future ‘picture’ of South Sudan look like?

How does he envisage it coming about?

In his encyclical, Evangelii Gaudium, Pope Francis suggests that building a lasting peace depends on four principles. Draw lines to match the principles (in boxes) with their definitions (in circles).

Realities are more important than ideas

Unity prevails over conflict

Building a lasting People have peace takes time. It is important to a deep-seated Generations of people work for the greater desire for peace, who have lived through or ‘common good’ which is stronger than decades of conflict will need rather than to prioritise their desire for conflict. to slowly build confidence the interests of one There is no one and trust in their former particular group. political ideology enemies. which will bring about the ‘perfect’ society. Real life is messy and involves diversity of The whole is greater than the part beliefs.

Time is greater than space

Consider the four scenarios below. Discuss which principle/s could be applied in each case. 1. An environmental activist group is protesting against a multi-national company whom they say is making a lot of money from copper mining in PNG, and polluting rivers and streams with the oil used to run their extraction machinery. A peaceful resolution must take into account the principle that.... 2. The Zender tribe and the Piyanda tribe have been raiding cattle from each other for centuries. Now the conflict has escalated due to the availability of semi-automatic weapons. Mothers of young men who have been petitioning their tribal leaders to demand an end to the violence. 3. The new president of an eastern European nation is promoting a return to strict Communism. She believes that if everyone in the nation re-embraces the theories of Karl Marx and lives according to strict Communist regulations, the country will become prosperous again and everyone will be happy. 4. A peace agreement has been signed by Kiir and Machar (the South Sudanese political leaders) but fighting continues in various parts of the nation where a range of tribal militias remain mistrustful of each other’s intentions.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN REFLECTING ON MY OWN EFFORTS AT PEACEBUILDING Think of a relationship that you have tried to rebuild after a conflict or disagreement. It could be with another family member, a friend, or perhaps people from an opposing sports team. What was the cause of the disagreement?

What damage was done to the relationship because of the conflict? MODULE S: SOUTH SUDAN

What steps did you or others take to rebuild the relationship?

What challenges did you/they face?

Was peace restored or is it an ongoing process?

Is the relationship the same as it was before the conflict occurred?

Could you apply any of Pope Francis’ four principles to your personal conflict experience?

How might this principle help to guide you in ‘creating peace’?

Beldiner Akoi reads messages for peace

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S20 WORKSHEETS Y9-11 building peace at the grassroots

Read Story G: The Wunlit Peace Conference What cultural symbols and expressions of forgiveness and reconciliation were present at the Peace Conference? MODULE S: SOUTH SUDAN

Why were these expressions important?

What similarities can you see between South Sudanese symbols of forgiveness and reconciliation, and symbols used in the Catholic Church?

Children pray during a Palm Sunday Mass at the Catholic Church in Abyei. Photo: Caritas Internationalis

Was the conference successful? Give a reason for your answer.

What lessons could be learned from Wunlit to help solve the current conflict in South Sudan?

John Ashworth, a mediator and convenor of the Wunlit Peace Conference said, … People-to-people peace is not about conferences … People-to-people requires months and indeed years of mobilisation and awareness raising, working with chiefs, elders, and women.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN HAVE YOU EVER THOUGHT OF BEING A MEDIATOR? Have you ever heard of peer mediation in schools? Or Cool Schools? This video shows Cool Schools operating in a primary school, but it also operates in secondary schools: www.youtube.com/ watch?v=epqhqg1bt44 How might peer mediation look different in a secondary school? MODULE S: SOUTH SUDAN

Do a Google search and find some positive examples of peer mediation programmes operating in New Zealand secondary schools. What do you think of the three types of listening demonstrated in this video: busy listening, ‘me too’ listening and active listening? Have you experienced these three types of listening in your own life?

Create a role play showing these three types of listening in action. Why is active listening so important in terms of building peace?

Parishioners march around the ruins of their war-ravaged church during a Palm Sunday Mass in Abyei. Photo: Caritas Internationalis

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN South Sudan Y12-13

LESSONS AND WORKSHEETS Y12-13 Lesson 1 Worksheet S21 South Sudan and CST Y12-13 Lesson 2 Worksheet S22 Eliminate the Arms Trade Y12-13 Lesson 3 Worksheet S23 Connectors and Dividers Y12-13 Lesson 4 Worksheet S24 Caritas Responding in South Sudan

A girl sits in the doorway of her home in an IDP camp in Agok. Photo: Caritas Internationalis LESSONS Y12-13 Lesson 1

LEARNING OUTCOMES: Students are learning to… • Identify ways in which Catholic social teaching principles can be applied to support peacebuilding • Explain the impact one person can make through their music

SETTING THE SCENE ACTIVITY

MODULE S: SOUTH SUDAN Catholic social teaching (CST) principles are Students can complete Worksheet S21: South derived from the teachings of the Church on social Sudan and CST. This includes a matching activity issues. They include human dignity, the common which shows the connection between different good, preferential option for the poor and CST principles and the messages promoted by WJ vulnerable, solidarity, stewardship, subsidiarity and the radio station, Radio Eye. and participation. PRAYER RECAP Students were asked at the end of the worksheet It may be worthwhile recalling the conflict in South to find a song that has a message about laying Sudan. Look at PowerPoint S8: A Short History down weapons and working for peace. One of of South Sudan to remember recent events in the these may be suitable to play as part of a prayer country. time.

ACTIVITY ACTION Read Fact Sheet S16: Drivers of War in South Lead your school or class in a Caritas Challenge Sudan to gain a better insight into why the conflict event to raise funds that will support many of has happened. the most vulnerable in South Sudan. Watch the promotional video at www.caritas.org.nz/ DISCUSSION caritas-challenge. You may choose to run a Live In what ways have the CST principles been ignored It challenge and understand what it is like to or overlooked in the course of this conflict? live in a temporary shelter like the thousands of South Sudanese families living in camps. You may VIEW choose to complete a Stop It challenge and give up If you need to recap the meanings of the CST luxuries to get an insight into the daily struggle of principles, go to our Caritas videos online: those living below the poverty line. www.caritas.org.nz/catholic-social-teaching

VIEW Watch Video S12: WJ and Peace through Reggae to see how one young South Sudanese musician is using his music to carry a message of peace and change to the country. This video is an edited version of the ABC Journeyman production you can find at www.youtube.com/watch?v=ZnzAZ3A_ A1A. You may want to watch this 28-minute version with your class.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y12-13 Lesson 2

LEARNING OUTCOMES: Students are learning to… • Understand the influence of the international arms trade on the South Sudanese conflict • Reflect on the fact that our decisions and actions here in New Zealand could impact upon the global arms industry

MODULE S: SOUTH SUDAN SETTING THE SCENE ACTIVITY You will recall from the previous lesson in Fact Give out Worksheet S22: Eliminate the Arms Sheet S16: Drivers of War in South Sudan that Trade and encourage students to carry out there were an estimated 3.2 million small weapons research to find out which ten countries make the in South Sudan in 2011, and that two thirds of majority of the world’s weapons. Then they can these were owned by civilians. find out about the International Arms Trade Treaty that New Zealand signed in 2013. Finally, they may VIEW choose to do some research into ethical savings Get students to read Fact Sheet S17: The schemes that make a deliberate decision NOT to Arms Trade and South Sudan and take note invest in companies that manufacture weapons. of the problems and possible solutions that are highlighted with the arms industry and its impact PRAYER within South Sudan. Pray for the elimination of the arms trade.

VIEW ACTION Watch the Pope’s prayer intention for June 2017 Find out more about your KiwiSaver scheme on YouTube at www.youtube.com/watch?time_ and change to one which has divested from the continue=74&v=hUtxTvdSF_4 weapons manufacturing industry. Share with others what you have found out and encourage DISCUSSION them to do the same. What is the tone of the video? What is the Pope’s key message? Do you think the international arms trade is having a significant impact on the conflict in South Sudan? Do you think it is possible that some people are becoming rich because of this war? How much do you think the legal international arms trade is worth per year? Do you know which countries produce most of the world’s weapons? The activity that follows will encourage research to find answers to these questions.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y12-13 Lesson 3

LEARNING OUTCOMES: Students are learning to… • Understand efforts towards peace that are being made in South Sudan and the challenges that still remain • Identify connectors and dividers in conflicts

MODULE S: SOUTH SUDAN SETTING THE SCENE DISCUSSION One of the key factors that has made peace Talk about who has the most inspiring quote to difficult to achieve in South Sudan has been that remember? Reflect on the three pillars in the of weak central governance. Many South Sudanese action plan for peace. Which of these is the most politicians have a military background and are important? Why? used to solving conflicts through fighting, rather than through dialogue. International observers ACTIVITY have commented that on some occasions political Complete Worksheet S23: Connectors and leaders have been unwilling to engage in the peace Dividers. Students are challenged to consider process. people involved in the conflict and their roles as either connectors or dividers. Then the factors that VIEW divide people and factors that connect people are Read Fact Sheet S18: Ongoing Challenges and the focus of the last part of the activity. Students Efforts Toward Peace. could complete this within small groups for discussion before sharing their ideas. DISCUSSION What are the three levels in which peacebuilding PRAYER efforts are being focused? Which level is the most Pray for the work of peacebuilders and connectors important one? Discuss answers to this question. in South Sudan.

VIEW ACTION Watch Video S26: Backing Peace and Education Asks students to reflect on if there are areas in their to hear students and teachers reflect on the own lives where they could be more of a connector importance of education, the impact of conflict, and less of a divider? What would need to happen and the need for peace. for them to make this change?

DISCUSSION What do the students and teachers at the school have to say about the conflict? What is their attitude towards it?

VIEW Watch Video S10: Peace and hear from various people longing for peace in the country. Many of them are involved in bringing peace at a local level and reflect on some of the key ways that peace can be achieved.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN LESSONS Y12-13 Lesson 4

LEARNING OUTCOMES: Students are learning to… • Understand the work of Caritas agencies in South Sudan in response to the humanitarian crisis • Explain how the work of Caritas in South Sudan reflects Catholic social teaching principles

SETTING THE SCENE DISCUSSION

MODULE S: SOUTH SUDAN Caritas Aotearoa New Zealand specifically partners List some of the biggest challenges for displaced with Caritas South Sudan (founded in 2011) in families in South Sudan. How are these challenges the seven dioceses that cover the country. Caritas being met by the Caritas response? How is this agencies continue to provide ongoing support response underpinned by CST principles? The aimed at helping more than 480,000 people following activity will suggest a worksheet to help nationwide. This support includes: (1) distributing record these answers. emergency food supplies; (2) providing shelter and household items such as jerry cans, buckets, and ACTIVITY other essentials; (3) giving seeds and tools; and (4) Use Worksheet S24: Caritas Responding in promoting peacebuilding. South Sudan to help answer the discussion questions above. Reflect on the challenges faced, VIEW the response from Caritas and how CST principles Watch Video S7: Working Together to hear how are connected to this response. Caritas South Sudan members work together to provide support to those affected by conflict and PRAYER displacement. Use Prayer S9: Displaced from the Prayer Booklet to lead the class to pray for the families who are DISCUSSION currently displaced in South Sudan. In what ways do the workers at Caritas South Sudan work together? What sort of help is ACTION being provided for those in need? Discuss the Continue to plan a Caritas Challenge event to be importance of the partnership for Caritas South a part of making a difference in South Sudan. Try Sudan with other Caritas agencies (such as Caritas to promote your event far and wide to help raise Aotearoa New Zealand). What CST principles were awareness of what is happening in South Sudan highlighted in this video? and how we can all join the Caritas response through our actions here in New Zealand – even VIEW though we may be almost 15,000 kilometres away! Watch from the following selection of videos to see the many challenges for displaced South Sudanese families living in camps and how Caritas is helping: Video S11: Inside the Camp; Video S16: Mary’s Message of Thanks; Video S20: Mangateen Camp in Juba; Video S21: Cholera Outbreak; and Video S22: Camps in Tombura-Yambio.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S21 WORKSHEETS Y12-13 south sudan and cst

According to WJ and the radio journalists, who or what is continuing to fuel the conflict in South Sudan?

Consider how each CST principle listed below has been disregarded during the conflict. The first one has been completed for you. MODULE S: SOUTH SUDAN How this principle has been CST Principle violated or overlooked

Human Dignity Over 50,000 people have died, 4 million displaced

Preferential Option for the Poor and Vulnerable

Solidarity

Stewardship

Common Good

What CST principles is WJ appealing to in his music? Give specific examples.

What CST principles are the Radio Eye journalists promoting? Give specific examples.

Do a search on YouTube and find a song that promotes peace. There are several South Sudanese musicians currently singing for peace. Or you may find a song from another country.

Title of Song:

URL link:

CST principles promoted in this song:

You may want to transcribe the words of your chosen song and Communities in Lobonok displaced by conflict have been supported with food by Caritas Juba play it during class time or prayer time.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S22 WORKSHEETS Y12-13 eliminate the arms trade

Watch the Pope’s prayer intention for June 2017 on YouTube at www.youtube.com/watch?time_ continue=74&v=hUtxTvdSF_4 Pope Francis says, …it’s an absurd contradiction to speak of peace, to negotiate peace, and at the same time promote or permit the arms trade. MODULE S: SOUTH SUDAN Is this war or that war really a war to solve problems, or is it a commercial war for selling weapons in illegal trade, and so that the merchants of death get rich? Let us put an end to this situation. Let us pray all together that national leaders may firmly commit themselves to ending the arms trade which victimises so many innocent people. Small arms surveys estimate that there are over 1 billion small weapons circling the planet. Some of the weapons currently in the hands of South Sudanese civilians might well have started life as arms manufactured by the United States or Russia during 36 Pope Francis personifies love and peace through his daily the Cold War (which officially ended in 1991). actions and words. Photo: Wikimedia Commons

DO SOME RESEARCH: • Find out the top ten weapons manufacturing countries in the world at www.aljazeera.com/indepth/ interactive/2017/02/10-countries-export-major-weapons-170220170539801.html • Find out about the International Arms Trade Treaty that New Zealand signed in 2013 and also ratified. What actions does this treaty commit signatory states to? http://unoda-web.s3.amazonaws.com/wp-content/uploads/2013/06/ATT_Fact_Sheet.pdf

• Which countries have still to sign this treaty? www.amnesty.org/en/latest/news/2014/09/global-arms- trade-treaty-beginners-guide-th-ratification-update/

• Find out where your bank or KiwiSaver scheme invests your funds. Try to find out if your bank or savings scheme invests in companies that are involved in weapons manufacturing.

36 www.smallarmssurvey.org/weapons-and-markets/stockpiles/civilian-inventories.html

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN TAKE ACTION: Raise awareness among students at your school about the trading of weapons and investment in weapons manufacturing. Here are some ideas about how you can do this:

• Create some infographics about the number of weapons in the world and how much money is spent on violence or defence against violence. (See the example shown) MODULE S: SOUTH SUDAN

• Create a Prezi presentation about the trade of firearms in New Zealand. You may want to cover the following questions: What are the laws and controls around weapons trading in New Zealand? How many violent gun deaths occur in New Zealand every year?

• Create a poster about the ten biggest weapons manufacturing companies in the world. How much do these companies make from selling weapons? Consider what this money could be spent on instead. www.aljazeera.com/news/2017/10/world- biggest-arms-companies-171007084157108.html

• Provide an informative pamphlet or flyer to students in your school about the most ethical KiwiSaver investment schemes, or bank investment schemes. (Try to find funds that DO NOT include investments in companies that manufacture weapons.) This URL is a good starting point for your research. https://fundfinder.sorted.org.nz/check-your- current-fund/

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S23 WORKSHEETS Y12-13 connectors and dividers

A useful exercise used by peace practitioners when faced with difficult conflicts, is to identify the CONNECTORS and DIVIDERS. Who are the people who are supporting the peace process? And who are not? Once Connectors and Dividers are identified, peace negotiators can support the work of the connectors so that they can be even more effective in building peace. At the same time, they can work to limit the MODULE S: SOUTH SUDAN David Shearer. Photo: Wikimedia Commons damage that dividers are doing.

Identify the people and groups listed below as either President Salva Kiir Mayardit. Photo: Wikimedia Commons dividers or connectors.

David Shearer, UN Secretary-General’s special representative in South Sudan There are people in South Sudan who want to take those opportunities for peace and prosperity and we should support them.

Salva Kiir, President of South Sudan The President, Salva Kiir, continues to consolidate power around himself in the interest of self-preservation and securing political and economic interests. – United Nations Panel of Experts on South Sudan.

Riek Machar, Vice President of South Sudan In 2013, Machar retreated into the bush and led rebel fighters against government troops. He later continued to lead opposition forces from exile in South Africa.

Daniel Badagbu, Governor of Yambio The time has come where we are South Sudanese people, not tribal people. Our time has come. This is the time for us to embrace peace, to embrace reconciliation, to embrace development.

Moussa Faki Mahamat, African Union (AU) chairperson Thousands of South Sudanese have been killed and hundreds of thousands more have been displaced from their homes. All eyes are focused on your will to make the dream of peace in South Sudan possible.

Illegal Arms traders One only needs to read the newspaper on any given day to understand the problem that the proliferation of small arms has caused in South Sudan. For instance, armed robberies in urban centres, the hijacking of vehicles, aid vehicles being detained, hundreds killed in cattle raiding, hundreds more killed in revenge attacks – such incidents are devastatingly common throughout South Sudan. – Safer World

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN CONNECTORS AND DIVIDERS CHART We can also think of connectors and dividers as ‘factors’ that tend to connect or divide people. These factors can be things such as attitudes, values, interests and common systems or institutions.

Analysing Connectors and Dividers

Nature Dividers (Sources of tension) Connectors (Capacities for Peace)

Systems & Institutions Tribes Schools MODULE S: SOUTH SUDAN

Attitudes & Actions

Values & Interests

Experiences

Symbols Warrior scars of young men

Your task is to look at the lists below and decide which factors should go in the Dividers column, and which should go in the Connectors column. Some are done for you. Row One: Systems and Institutions Tribes, Political parties, Police, Army, Schools, Churches, Mosques, United Nations, African Union, Humanitarian agencies Row Two: Attitudes and Actions Tribalism, Political leaders recruiting teenage fighters, Mediation by third parties, Cattle raiding, Sale of small weapons to civilians, Convening peace conferences, Economic sanctions on individuals, Arms embargo

Row Three: Values and Interests – Which values and interests are shared by people of all tribes? Which are different? Care of children, Care of elderly, Valuing education, Valuing fighting skills, Valuing peace, Valuing winning, Music, Prayer, Sport, Particular tribal interests, Political interests

Row Four: Experiences – Which experiences are shared by people of all tribes? Which are different? Hunger, Displacement, Loss of loved ones, Poor health, Food scarcity, Independence celebrations in 2011, 50 years of war with the north, Living in camps for displaced people, Separation from loved ones

Row Five: Symbols – Which symbols do you think might be divisive, and which might foster connection and unity? National anthem, National flag, Warrior scars on young men, Cross, Crescent, Red Cross signs, Caritas signs Can you think of any additional factors to add to this chart?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN After ompletingc the chart, answer the following questions in small groups. • What factors in this situation divide people or create social fragmentation?

• What factors in this situation connect people or support social cohesion? MODULE S: SOUTH SUDAN

• What factors bring people together in this situation?

• What identities do people use to separate themselves into small groups?

• What identities do people use which bring them together in large groups?

• If you were a community leader, what factors would you focus on in order to build peace?

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN S24 WORKSHEETS Y12-13 caritas responding IN south sudan

List the challenges that displaced families are facing in South Sudan.

Food and other items are distributed to people who

MODULE S: SOUTH SUDAN have been displaced. Photo: Caritas Internationalis

Which Catholic social teaching principles appear to be guiding the work of Caritas in South Sudan? Circle the principles that you see operating…

Common Good Preferential Option for the Poor and Vulnerable Human Dignity

Subsidiarity Stewardship Solidarity Participation

Explain how the work of Caritas in South Sudan reflects each principle that you circled.

In your opinion does the way that Caritas is working in South Sudan effectively reflect its values and principles?

Is there something they could be doing differently or better?

Caritas South Sudan workers unload supplies from a truck. Photo: Caritas Internationalis

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN Relevant Websites

Government of South Sudan www.goss-online.org/ Caritas Aotearoa New Zealand www.caritas.org.nz Caritas Internationalis www.caritas.org/where-caritas-work/africa/south-sudan/ Caritas South Sudan

MODULE S: SOUTH SUDAN http://caritassouthsudan.org/ The Catholic Church in Aotearoa New Zealand www.catholic.org.nz CIA factbook www.cia.gov/library/publications/the-world-factbook/geos/od.html If it were my home www.ifitweremyhome.com/compare/NZ/SS United Nations Data http://data.un.org/en/iso/ss.html World Bank Data www.worldbank.org/en/country/southsudan/overview World Health Organisation www.who.int/countries/ssd/en/

Acknowledgements

Writing – Michael Stewart, Gemma Sinnott, Mark Mitchell, Crispin Anderlini, Teresa Shanks and Adrian Watson Editing – Graeme Siddle Humanitarian Co-ordinator – Mark Mitchell Caritas Kaihāpai Māori – Tāneora Ryall Design – Rose Miller (Kraftwork) Photography/Videography – Crispin Anderlini, Mark Mitchell, Adrian Watson and Caritas Internationalis Video editing – Michael Stewart, Crispin Anderlini and Jo-Angelique Araiza Narrator – Nyabana Atem Riak Liturgy sketches – Johannes Sijbrant

A woman waits at a market stall in Torit with her rooster.

CARITAS AOTEAROA NEW ZEALAND PEACE, LOVE AND LIFE: HOPE AND CHALLENGES IN SOUTH SUDAN