South Sudan. 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 MODULE

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1 South Sudan MODULE 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

2 South Sudan MODULE 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

3 BACKGROUND INFORMATION USING THE MODULE This education module has been designed to integrate with the Lent module for 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. 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

4 BACKGROUND INFORMATION resources overview LENT POSTER LENT ACTION PLAN TEACHER BOOKLET SOUTH SUDAN MODULE PICTURE PACK LENT MODULE 26 VIDEOS PRAYER BOOKLET KOHA BOXES 14 THE WAY OF THE CROSS POWERPOINT POWER POINTS ACHEVEMENT STANDARD AS90822 MAIN MENU

5 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 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 Mayadit, 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: Area: Languages: Approx. 13 million 619,745 sq. km English and Arabic (both official), Juba Arabic, plus over 64 indigenous languages (including Dinka, Nuer, Bari and Zande, the most widely spoken) Major religions: Traditional religions and Christianity Currency: Capital City: Economy: South Sudanese Pound ($1NZD is worth around 90SSP) Juba 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 Source: CIA Factbook and World Bank Data

6 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 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 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,

7 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, 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 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.

8 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 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. VISION Based on the Gospel values and Catholic social teaching, CSS advocates for peace and reconciliation, tackling poverty and empowering people to live in dignity. Caritas South Sudan workers unload supplies from a truck. Photo: Caritas Internationalis 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

9 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. ELIMINATION Dry sandy ground helps in this game where players in the centre of the action try to dodge a thrown ball while filling up a bottle with sand. Players are eliminated if they are hit by the ball. If the sand manages to fill the bottle, then the players who are dodging win. SKIPPING Like in many parts of the world, a simple skipping rope can be used for many people at a time and bring hours of exercise and fun! Children often sing rhymes as they jump. If they fail to clear the rope, then they sit out until the next round. BALL TAG There are various forms of this game everywhere. In South Sudan a small bag is often filled with grain or seeds and thrown by players standing in a wide circle. People in the middle dodge to avoid being hit otherwise they join the circle as a thrower. FOOTBALL Children enjoy using the wideopen spaces to play football. The ground may be hard and dry but young South Sudanese don t mind playing in bare feet. Sometimes the ball may be falling apart or deflated, but the game goes on! ARE YOU READY? Perhaps the easiest game of all is tag. It does not require any equipment and involves everyone at once. In South Sudan, children play an adapted form of line tag where one tagger chases players around a grid. Players must stay within the lines and if they go out of bounds or are tagged, they then join the outer circle until the next round. DONGAALI During breaks at school, the young students in South Sudan like to play dongaali, which is a game of knucklebones using small pebbles. An added challenge to this version of the game is that the pebbles go in and out of a shallow hole in the middle of the group. MARBLES Players take turns to toss a marble towards the playing area, which is a small rectangle where marbles are placed side by side. If players hit a marble, they then win it to add to the marbles they can throw. CHASE Using hoops or tyres, friends race each other from one location to another. Sometimes they use sticks to propel their tyres forward. VOLLEYBALL In many school playgrounds, there is a volleyball net set up for students to enjoy this fun team game during breaks.

10 Fact Sheets S1 Welcome to South Sudan S2 Basic Facts about South Sudan S3 Geography and People S4 The History of South Sudan S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 Caritas in South Sudan Responding to the Famine Humanitarian Crisis Education in South Sudan Food in South Sudan Economy South Sudanese Culture Agriculture and Cattle Farming Animals Juba Yambio Drivers of War in South Sudan The Arms Trade and South Sudan Ongoing Challenges and Efforts Toward Peace What is Peace?

11 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 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 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: BBC: Students perform a play for their classmates. Photo: Crispin Anderlini 3 US State Department, 2016 population estimate, 4 Ibid

12 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) 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: United Nations: World Bank: Women collect water from a community pump outside Juba.

13 S3 FACT SHEET GEOGRAPHY AND PEOPLE South Sudan is a landlocked country of approximately 620,000km 2. 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. 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 over 60 major ethnic groups. Among the largest ethnic groups are the Dinka, Nuer and Shilluk. Women kneel during a Palm Sunday Mass in Abyei. Photo: Caritas Internationalis 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.

14 S4 FACT SHEET the history of south sudan CIVIL WAR BETWEEN NORTH AND SOUTH IN SUDAN ( ) In 1956 Sudan gained independence from Britain and Egypt, but the southern states were unhappy with their lack of autonomy. They accused their new leaders in Khartoum of backing out of promises to create a federal system, and of trying to impose an Islamic and Arabic identity. Fighting ensued between the Anya Nya guerrilla movement and the Sudanese government until 1972, when the south was promised a degree of self-government. However, in 1983, the Sudanese government cancelled the autonomy arrangements and the south, led by the Sudan People s Liberation Movement (SPLM) and its armed wing, the Sudan People s Liberation Army (SPLA), again rose in rebellion. At least 1.5 million people are thought to have lost their lives and more than four million were displaced in the ensuing 22 years of guerrilla warfare. Large numbers of South Sudanese fled the fighting, either to the north or to neighbouring countries, where many remain. The conflict finally ended with the 2005 Comprehensive Peace Agreement, under which the south was granted regional autonomy along with guaranteed representation in a national power-sharing government. The agreement also provided for an independence referendum in the south in 2011, in which 99% of southern Sudanese voted to split from Sudan. TROUBLE IN SOUTH SUDAN (2013 PRESENT DAY) Within two years of gaining independence from the north, South Sudan descended into Civil War. The conflict erupted when President Salva Kiir Mayardiit sacked the cabinet and accused Vice President Riek Machar of planning a failed coup. What initially began as a stand-off between Dinka people loyal to the President and Nuer people loyal to Machar has spiralled into a multi-faceted conflict, spreading into several regions of South Sudan. The players in the conflict have shifted, with a new armed rebel movement, the National Salvation Front, fighting against Machar s opposition forces in Central Equatoria state. Machar himself went into exile. The ongoing conflict is marked by very repressive counter-insurgency measures by the government, with the unlawful detention of people for perceived opposition and suppression of the media. According to Human Rights Watch, all armed groups have committed abuses that qualify as war crimes, including looting, indiscriminate attacks on civilians and the destruction of civilian property, arbitrary arrests and detention, beatings and torture, enforced disappearances, rape including gang rape, and extrajudicial executions. Some abuses may also constitute crimes against humanity The ongoing unrest in South Sudan contributed to the declaration of famine in some regions of the country in February The crisis was largely contained because of the swift action of aid agencies, however food shortages in South Sudan remain severe. Perhaps in response to this humanitarian crisis, and with pressure from international bodies particularly the Intergovernmental Authority on Development (IGAD), President Kiir launched a national dialogue for peace in May In August 2017, a new UN Regional Protection Force, mandated by the UN Security Council to protect Juba was deployed. This increased the number of peacekeeping troops of the ongoing United Nations Mission in South Sudan (UNMISS) which has been in operation since On May 31, 2018, the United Nations Security Council agreed to renew some sanctions on South Sudan until mid-july and to consider imposing travel bans and asset freezes on six South Sudanese leaders if the country s conflict does not stop by June 30. 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.

15 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: 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 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.

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

17 Western Bahr el Ghazal Legend Lakes Upper Nile Food Security 51 CRS/D.Rumbek?? CRS/? 57 CTP/C.Wau 57 CTP/HARD 57 CORDAID/STEWARD 48,53 C. South Sudan/C. Rumbek Unity State 59 C. Aus/HOPE 72,76,77 CORDAID 71,72 CORDAID/UNIDO Warrap 1,5 CORDAID 7 CRS Manyo Preparedness and Resilience Protection Health Early Warning Systems Advocacy State CTP/IDO/C. Rumbek State CRS Northern Bahr el Ghazal 5,6,7 CORDAID/SSUD 5,7 CORDAID WASH NFI Distribution Livelihoods 52 CTP/C. Rumbek 51 CTP/ADA 57 CORDAID/C. Wau/ WDG/HARD 57 CRS/Jesuit Sch. 57 C.Wau 1 Peacebuilding Fashoda Ma lak 6 Panyikang al Northern Bahr el Ghazal 63Aweil South Aweil 59 Centre Western Bahr el Ghazal Wau CTP/C. Yei 36 CRS/C.Juba 36 CTP/C.Juba Lakes 48 Rumbek South 45 Yambio 26,27 C. Switzerland/C. Torit 29,31 C.Luxembourg/C.Torit 29,31 C.Luxembourg/C.Torit 31 CRS 26,29,30 CORDAID/Global Aim/SARRA/RAAH?? Unicef/C. Torit 29 Misereor/C.Torit 24,25,27,28,30,31 CORDAID State CRS State CTP/BBCMA/UNESCO/Menset/ Maiwut Nasir Jonglei Twic 18 East Yirol East Akobo Pochalla?? CORDAID/STEWARD 22 Yirol West South Bor 51 Pibor 23 Awerial Mvolo Western Equatoria Luakpiny/ Ulang Uror Nzara Ezo 31 CRS 9 10 Duk ,30 C.South Sudan/C.Torit 24-27,29,31 C.Luxembourg/C.Torit 16 Ayod Wulu 43 CRS/Solidarity Central Equatoria State Rumbek Centre Eastern Equatoria Maban Longochuk Canal/Pigi Upper Nile Rumbek North Panyijar 54 Nagero Tambura 7 13 Fangak 71 Cueibet 8 4 Baliet Nyirol 73 Tonj 66 East Guit Koch Tonj 67 North Tonj South Jur River 76 Unity 68 Warrap Westerm Equatoria State 41,43,47 C. Australia/CTP 43 C. Austria/Solidarity 43 C. Austria/CDTY 43 CTP/CDTY 41,433 C.Belgium/CDTY Abie 74 Mayom Leer 58 Raja Twic 69 Pariang Rubkona Aweil East 60 Aweil West mn State CRS?? CORDAID/STEWARD 3 Mayendit 62 Aweil 61 North 75hom 15,17-23 CRS/SCF 17, 22 CRS/RUWASSA 16 CRS 23 CRS/Nile Hope Melut 5 78 Abeyei Region* Jonglei 2 Renk 64 CTP/TOCH Gogri el W est Go grie le ast S6b Ibba 41 Maridi C. South Sudan/C.Juba 36 CTP/SVDP 35 C. Belgium/C,Yei State CTP/AIM State CTP/JPCN State CTP/IDO State CTP/SSCC?? CORDAID/STEWARD Mundri West Terekeka 38 Juba 35 Lainya Morobo Kapoeta North Eastern Equatoria JUBA Torit 31 Magwi 26 Kapoeta East 27 Kapoeta Kajo Keji Lafon Central Equatoria 39 Yei Mundri East 28 South 29 Budi Ikotos Caritas Presence in South Sudan (March 2017) The Caritas presence in South Sudan in March 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. FACT SHEETS Gasma Njith and others receive items after fleeing from Wau. Photo: Cordaid Food and other items are distributed to people who have been displaced. Photo: Caritas Internationalis MAIN MENU

18 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 four million people since conflict between government forces and rebel groups reignited in It has become the world s third largest refugee crisis, after Syria and Afghanistan PLANNED RESPONSE 3,135,000 US$ 1.5B REFUGEE POPULATION 74 REQUIREMENTS SUDAN PARTNERS INVOLVED 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. A further 2.4 million South Sudanese have fled to neighbouring countries, such as Uganda, Sudan, Ethiopia, and the Democratic Republic of Congo. 485,000 JUBA The vast majority of the refugees are women and children, with many children fleeing alone after losing their families. The majority of the South Sudanese refugee population (63%) are children (under 18 years of age). ETHIOPIA SOUTH SUDAN CENTRAL AFRICAN 3,000 REPUBLIC 140,000 Refugee 120,000 Refugee camp Refugee crossing Refugee locations KENYA UGANDA DEMOCRATIC REPUBLIC OF THE CONGO Lake Turkana 1,380,000 Lake Albert Refugee Population Trends Requirements in millions US$ 3.5 M CAR 2.6 DRC 2.8 M 54.8 Ethiopia 2.2 M KAMPALA Lake Victoria Kenya INFORMATION FROM UNITED NATIONS FOOD AND AGRICULTURE ORGANISATION (UNFAO) REPORT6 Sudan 1.6 M Uganda South Sudan is facing unprecedented levels of food insecurity, as nearly 7 million people more than 50% of the country s population are severely food insecure 1.0 M Oct Oct Oct Dec Regional 2.8 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 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 FACT SHEETS MAIN MENU From April 2018 From

19 S8a FACT SHEET education in south sudan Because of two prolonged periods of civil war in and , 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. A primary class meets under a tree at St Daniel Comboni School in Agok. Photo: Caritas Internationalis Learning continues in a refugee camp. Class sizes can be very large during outdoor lessons. Photo: Caritas 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. Photo: Caritas Internationalis Girls take time to laugh at St Daniel Comboni School in 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,

20 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 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 the different roles of men and women in South Sudanese society. Walking is the most common way of getting to school. Photo: Caritas Internationalis 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 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 and mutual respect should be promoted. Student teachers at the teacher training college in Yambio. Photo: Adrian Watson 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.

21 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. 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. A family sits outside in the shade preparing food for their meal. 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 typically boiled or stewed, which 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.

22 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 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: 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 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.

23 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. over 60 languages community dancing grains football music crop farming christian (60%) fishing national pride muslim (6%) volleyball cattle farming conflict tribal identity FACT SHEETS MAIN MENU

24 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 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 on rainfed crop production and erratic rainfall has resulted in poor A woman prepares her land for planting. Peter Taban Alfred manages his maize crops. Photo: Crispin Anderlini 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 Achueng. Photo: Caritas Internationalis Pap Malek collects okra in a community garden. Photo: Caritas Internationalis Students learn to plant seeds at St 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 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

25 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 compete with the firepower of the army, militias and rebels, or with the substantial poaching by displaced or destitute civilians. South Sudan s elephant population plummeted from 80,000 in 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. Elephants are endangered throughout Africa. Photo: Wikimedia Commons Deer come in all sorts of colours and varieties. Photo: Adrian Watson There is almost one goat for every person in South Sudan. Photo: Adrian Watson Cattle have felt the impact of food insecurity like the general population. 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 livestock are not being managed sustainably 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. Rabbits and guinea pigs can be pets and market food. Photo: Crispin Anderlini Some families keep small numbers of household animals such as guinea pigs and rabbits (like 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. Some lizards get very big in South Sudan. Photo: Adrian Watson A host of insects thrive in the hot temperatures. Photo: Crispin Anderlini Like many other tropical countries around the world, South Sudan has an assortment of creepy crawlies. These include snakes, lizards, mosquitoes, millipedes and termites.

26 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 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 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 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. Juba is the capital of South Sudan. Image: Google Maps Juba from the sky. Photo: Adrian Watson 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.

27 S15 FACT SHEET Yambio 13 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 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 runway. Photo: Adrian Watson The airport terminal at Yambio is small but well used. 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 no ATMs or EFTPOS machines to be seen. There is a lot of daily activity at the local market in Yambio. Photo: Adrian Watson 13 Details about Yambio are taken from a newsletter written by Br. Adrian Watson in September In July 2018, the exchange rate was 130SSP to 1USD.

28 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 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 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 President Salva Kiir Mayardit. Photo: Wikimedia Commons 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 private bank accounts or in luxury properties in 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, 16 Council of Foreign Relations,

29 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 Saferworld 18, there were already 3.2 million small arms in South Sudan when it gained independence in Two thirds of these were 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 control of power and resource. The result of tribal conflict homes were burnt to the ground 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

30 S16c FACT SHEET CONTROL OF OIL REVENUES Sudan began producing oil in The availability of oil in the country tripled its per capita income within a decade 19. 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 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,

31 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 One can only guess how many small weapons have entered the country since then. According to Safer World 20, two thirds of 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$ , or you can trade in cattle. 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, Guns have been easy to acquire in South Sudan. Photo: Wikimedia Commons 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, ibid, 22 Catholic Bishops of South Sudan, Message of Hope and Encouragement, June 16, 2016

32 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. 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.

33 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 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 the South Sudanese president, Salva Kiir, and the reinstated Vice President, Riek Machar. 24 António Guterres addresses delegates at the United Nations. Photo: Wikimedia Commons 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 selfpreservation 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 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, 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 May 2018, Horn International Institute for Strategic Studies,

34 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 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 reconciliation, to embrace development. Let us change from war to embrace peace. Guns cannot solve our problems. The only real weapon is dialogue. Governors urge people to rise up for peace at Yambio conference. Photo: Flickr 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 those opportunities for peace and prosperity 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, 27 Yaba Angelosi, Enough is enough, South Sudan Music, WJ De King, Peace, Foreign Correspondent, For the full WJ story go to Get up, Stand up: South Sudan, ABC Foreign Correspondent,

35 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 Crispin Anderlini Crispin Anderlini Without forgiveness there cannot be reconciliation and if there is no reconciliation there will be no peace. KIDO JOSEPH In South Sudan, when there is peace, there s life; without peace, there s no life. BELDINER AKOI, THE COMMUNICATION OFFICER FOR CARITAS SOUTH SUDAN EXPRESSES WHAT PEACE MEANS TO HER: MARGARET NAKONG BEATON, RELIEF & REHABILITATION 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. Crispin Anderlini 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 no gun shots scaring them to run home Crispin Anderlini 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 MAIN MENU Crispin Anderlini FACT SHEETS

36 Picture Pack Posters POSTER 1 Life in South Sudan POSTER 2 Having Fun POSTER 3 Water is Life POSTER 4 A New Home POSTER 5 Hope for Tomorrow POSTER 6 Carrying the Cross These four images highlight some of the challenges to life in South Sudan. The top left image shows a group of children eating sorghum porridge at the time of the famine in 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 (including water, buckets, bags and wood). Children all over South Sudan love playing games. Football is 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. For the majority of the population, water is accessed from 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. Due to the ongoing conflict, many emergency camps have been 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. 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 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 a peace march. They carry the cross to remind us of Jesus 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.

37 story summaries Story A Lina Juan Poni s Story Story B Peter Taban Alfred s Story Story C Nandoor s Story Story D Rabecca Mathew s Story Story E Story F Story G Kang John Bol s Story Akol Kuol s Story The Story of the Wunlit Peace Conference

38 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 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 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. Lina Juan Poni sits in front of her family s tukul. Photo: Crispin Anderlini

39 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 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. In the morning, Peter usually gets up at 6:30am. 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. Peter Taban Alfred copies notes from the board in class. Photo: Crispin Anderlini 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.

40 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 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 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 that they have. Nandoor protects her fish scales while she supervises a market stall. 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.

41 D STORY SUMMARIES Rabecca Mathew s Story 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 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 and there to pay for her schooling until she turned 18. 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 communitygrassroots level. She is also a strong advocate for women to play a major role in peacebuilding. She says, 28 Rabecca Mathew was only 2 years old when she fled to Uganda. Photo: Inclusive Security 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,

42 E STORY SUMMARIES Kang John Bol s Story 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 Kang John Bol speaks about his experiences: I knew that there was a big SPLM [Sudan People s Liberation Movement] meeting taking place in Juba on 15th December 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. 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; 29 Kang John Bol at the UNMISS base in Rumbek. Photo: Radio Tamazul 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:

43 F STORY SUMMARIES Akol Kuol s Story 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 Akol tells his story: 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. 30 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:

44 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 , 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 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 given an equal amount of time to air their grievances. The white bull to be sacrificed at Wunlit. Photo: Wikimedia Commons 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 Ibid

45 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 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. 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 Ibid, p Ibid, p Ibid. p 32.

46 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

47 S1 VIDEOS Greetings in South Sudan Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 4m15 Click here to view video 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 words 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.

48 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 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 raised, 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.

49 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 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 work before the teachers arrive. 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. 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.

50 S4 VIDEOS time for school Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 4m56 Click here to view video 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.

51 S5 VIDEOS let s play Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 3m40 Click here to view video 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!

52 S6 VIDEOS mark s reflections Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini and Mark Mitchell Duration: 4m40 Click here to view video 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 gained 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.

53 S7 VIDEOS working together Source: Caritas Aotearoa New Zealand Videography: Crispin Anderlini Duration: 4m30 Click here to view video 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 at 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.

54 S8 VIDEOS samuel from jonglei Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Duration: 2m35 Click here to view video 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.

55 S9 VIDEOS nandoor s fish Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Duration: 2m38 Click here to view video 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.

56 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 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.

57 S11 VIDEOS inside the camp Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Duration: 3m46 Click here to view video 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.

58 S12 VIDEOS WJ and peace through reggae Source: Journeyman.tv Reporter: Sally Sara Duration: 28m19 Click here to view video 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.

59 S13 VIDEOS South Sudan Famine Source: Trocaire (Caritas agency in Ireland) Date: March 21, 2017 Duration: 1m00 Click here to view video 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.

60 S14 VIDEOS South Sudan Crisis Source: CAFOD (Caritas agency in England and Wales) Date: September 5, 2014 Duration: 2m12 Click here to view video 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.

61 S15 VIDEOS South Sudan Food Crisis Source: Caritas Aotearoa New Zealand Videography: Mark Mitchell Date: 2017 Duration: 2m03 Click here to view video 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 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.

62 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 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.

63 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 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.

64 S18 VIDEOS Prayers for Sudan Source: CAFOD (Caritas agency in England and Wales) Date: July 8, 2011 Duration: 1m42 Click here to view video 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.

65 S19 VIDEOS National Anthem Source: CAFOD (Caritas agency in England and Wales) Date: July 8, 2011 Duration: 1m34 Click here to view video 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!

66 S20 VIDEOS Mangateen Camp in Juba Source: Caritas Internationalis Date: October 3, 2017 Duration: 3m32 Click here to view video 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.

67 S21 VIDEOS Cholera Outbreak Source: Caritas Internationalis Date: October 3, 2017 Duration: 3m18 Click here to view video 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.

68 S22 VIDEOS Camps in Tombura-Yambio Source: Caritas Internationalis Date: October 3, 2017 Duration: 3m20 Click here to view video 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.

69 S23 VIDEOS Celebrating Independence Source: Catholic Relief Services (CRS) Date: July 13, 2011 Duration: 1m57 Click here to view video 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.

70 S24 VIDEOS Water Crisis Source: Catholic Relief Services (CRS) Date: June 30, 2011 Duration: 2m39 Click here to view video 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 , 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.

71 S25 VIDEOS Healthcare Crisis Source: Catholic Relief Services (CRS) Date: June 30, 2011 Duration: 1m56 Click here to view video 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.

72 S26 VIDEOS Backing Peace and Education Source: Caritas Internationalis Date: October 3, 2017 Duration: 2m41 Click here to view video 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.

73 South Sudan Y1-2 LESSONS AND WORKSHEETS Y1-2 Lesson 1 Y1-2 Lesson 2 Y1-2 Lesson 3 Y1-2 Lesson 4 Worksheet S1 Thanks Worksheet S2 Top 3 Worksheet S3 My House Worksheet S4 Loving Hands Children in Rajaf take a break from their game.

74 LESSONS 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 Remind students that the country that will be focused on for the next few weeks is South Sudan. Show students how far away the country is from New Zealand (on a map or a globe) and talk about how people would get there and how long it might take. ACTIVITY Show Poster 1: Life in South Sudan if you haven t already and get students to describe what is happening in each of the images. Y1-2 ACTIVITY Have a quick vote to see which game looked the most fun. Ask students to share which is their favourite game in New Zealand. DISCUSSION Talk about how games allow us to have fun together and create shared experiences that we can remember. As well as games, there are many other aspects to our life that we can be thankful for. Give a few examples to your students (e.g. school, home, friends, food etc ) VIEW Now show Poster 2: Having Fun to the class and see if students can identify the games that the South Sudanese children are playing in each image. Ask the questions on the poster to get students engaged. VIEW Watch Video S5: Let s Play to see more children in action in South Sudan as they play various games. Some of these are common and students will easily identify them. Others will be new, and students may wish to try playing them in the future. ACTIVITY Give out Worksheet S1: Thanks to each student and model how the bubbles can be filled in by 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. ACTION Watch Video S1: Greetings in South Sudan and follow the guidance of the four students as they help us to learn basic greetings and phrases in South Sudanese Arabic. Choose at least two words/phrases for your students to use in class this term while you learn more about life in South Sudan.

75 LESSONS 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 Ask students to recall the greetings they learnt in the previous lesson and watch Video S1: Greetings in South Sudan again to learn two more words/phrases to use in class and at home. VIEW Show Poster 3: Water is Life and ask the following questions: How are people getting their water? What do you notice about the ground and homes in the background? Compare how you get and carry your water. Y1-2 DISCUSSION Talk with students about what they liked about the video. What was different to their own day? What was the same? Mention that Lina Juan gets her water from a bore-hole under the ground that is shared by their community (to link back to previous discussion). You may choose to talk about the different sources of water (including from rain, springs, bore-hole, river etc ) ACTIVITY 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? VIEW Watch PowerPoint S3: Water to see more images of people in South Sudan getting their water. DISCUSSION Ask students how they feel after seeing the poster and the PowerPoint. Get students to think about how they get their own water here in New Zealand. 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. ACTION Continue using the greetings that have been learnt so far and choose one of the worksheets completed so far to display on the wall. These could be placed beside the posters from the picture poster pack. 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.

76 LESSONS 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 Begin this lesson by referring back to the prayer points for Lina Juan from the last lesson and review the greetings that students have been learning and using. Y1-2 VIEW Watch PowerPoint S4: Life in a Refugee Camp and ask students to think about how they feel as they see the images and hear the words that are read out. SETTING THE SCENE Ask students if they remember seeing any pictures of people living in tents (in either South Sudan or other parts of the world). Explain to students that there has been a lot of fighting in South Sudan for many years and as a result many people have had to leave their homes and find safety by staying in a camp with others. VIEW Show Poster 4: A New Home to the class and ask and discuss the questions: What are the homes in this camp made from? How much space does each family get? What stands out in this poster? How does your home and street compare? DISCUSSION Let students ask questions and share their feelings after seeing the previous PowerPoints. Explain to the class why there is a need for camps and how disasters both natural and man-made leave many people in need for shelter and safety. ACTIVITY Complete Worksheet S3: My House and get students to paint their house and label some of the important parts. 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 Share PowerPoint S1: Homes in South Sudan with the class and list down any responses that students have after seeing the images of different shelters. ACTION Remind students about the Caritas koha boxes and that any small donation that goes in here will directly help the families that are living in 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 ).

77 LESSONS 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 Caritas Aotearoa New Zealand is part of a worldwide network of 165 other Caritas agencies that are supporting the poorest and most vulnerable people around the world. By working together, challenging situations like the one experienced in South Sudan can be made better when families are supported and have their basic needs met. DISCUSSION Explain to students that the word Caritas means love in Latin. Ask students what they think Caritas might be doing in South Sudan after seeing some of the challenges in previous lessons. VIEW Watch PowerPoint S5: Caritas Lends a Hand and see how Caritas has been helping in the country to meet the needs of the people. Y1-2 DISCUSSION Dedicate a small part of the board and label this How we can help Caritas help others. Talk about ways that schools can partner with Caritas to bring love and life to people in South Sudan. List any great ideas on the board and remind students that they can be a part of the difference a way to bring hope for the future in South Sudan. This may include prayer, fundraising or using the koha box etc VIEW Introduce Poster 5: Hope for Tomorrow to students by talking about the hope that many people have in South Sudan for a better future. One where people don t fight. Young people, such as those in the poster, carry this hope. ACTIVITY Give out Worksheet S4: Loving Hands and help students to write a few words inside their hand 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. DISCUSSION Ask the questions from the poster: 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? ACTION Remind students that they can go to the loving hands on display and say their own short prayers for the people of South Sudan.

78 S1 WORKSHEETS Thanks Complete the bubbles below by writing words or drawing pictures to show all the things you are thankful for in your life. Y1-2

79 S2 WORKSHEETS Top 3 Draw your three favourite things to do. Are these similar to Lina Juan? Lina Juan and her family. Photo: Crispin Anderlini Y

80 S3 WORKSHEETS 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 Caritas in Abyei. Photo: Caritas Internationalis Y1-2

81 S4 WORKSHEETS 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. Y1-2

82 South Sudan Y3-4 LESSONS AND WORKSHEETS Y3-4 Lesson 1 Y3-4 Lesson 2 Y3-4 Lesson 3 Y3-4 Lesson 4 Worksheet S5 Africa in View Worksheet S6 My Food Diary Worksheet S7 Camp Creation Worksheet S8 National Anthems Children have fun skipping in the afternoon.

83 LESSONS 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 Remind students that the focus country for this unit is South Sudan. Ask students if they can name the continent where it is found. See if anyone is brave enough to point it out using a map. ACTIVITY Get students to complete Worksheet S5: Africa in View by using a world map to fill in the map of Africa, colouring in where South Sudan is located. Y3-4 DISCUSSION After seeing the previous images, ask students to predict what some of the challenges might be for students in South Sudan. You may choose to list these down to refer back to later in the lesson. You may also share two statistics (from Fact Sheet S8: Education in South Sudan): class sizes at primary level average 50 students; and the majority of primary students are over-age (79%). 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. DISCUSSION Explain to students that life in South Sudan is quite challenging. Over the next four lessons, some of these challenges will be highlighted. VIEW Look at PowerPoint S6: At School in South Sudan and show students the images to help them get a better understanding of what school might be like 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 Booklet. ACTION Watch Video S1: Greetings in South Sudan and follow the guidance of the four students as they help us to learn basic greetings and phrases in South Sudanese Arabic. Choose at least four words/phrases for your students to use in class this term while you learn more about life in South Sudan.

84 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 Food insecurity and access to water are two ongoing challenges in South Sudan. Around 38% of the population face a return walk of over an hour to collect their drinking water. Close to seven million South Sudanese are in need of food aid from organisations like Caritas. ACTIVITY Get students to begin filling out Worksheet S6: My Food Diary so they can keep a simple record of what they eat over the period of a week. They can also write down whenever they feel hungry. Note: This task may require some adapting depending on its suitability for the class. VIEW Show Poster 1: Life in South Sudan and reflect on the questions: What are the children eating? 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? VIEW Watch Video S2: Life in Torit: Lina Juan Poni and see how life in South Sudan is different from what is experienced in New Zealand. Ask students to take special note of the food and drink Lina Juan regularly has as part of her diet, as students will need to compare this with their diary to complete Worksheet S6. DISCUSSION Ask students to answer this question from the worksheet: What surprises you? It is important to note that Lina Juan gets her water at home from a community bore-hole that is within walking distance. This is not seen in the video. How do students feel after watching the video and seeing the PowerPoint and poster images? After carrying containers to a pump, these children prepare to fill them with water. Photo: Caritas Internationalis VIEW Look at PowerPoint S2: People are Hungry and PowerPoint S3: Water to see how many South Sudanese get their food and water and what they generally eat and drink. DISCUSSION How is our life different in terms of how we get our food and water? Why is that? 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. The class could also pray together using Prayer S2: Water from the 2019 Prayer Booklet. ACTION At the end of the week, once all diary entries are completed, students can answer the last question on the worksheet: Would you want to change any of your entries in your food diary at all? Why?

85 LESSONS 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 Get students to practise their greetings in South Sudanese Arabic and watch Video S1: Greetings in South Sudan again if students are keen to learn more greetings to use in their daily interactions. SETTING THE SCENE There are more than 2 million refugees in South Sudan that is people who have been forced to leave their homes. Many of these are in camps within South Sudan and in neighbouring countries. Share Poster 4: A New Home to the class and look at the questions: What are the homes in this camp made from? How much space does each family get? What stands out in this poster? How does your home and street compare? Y3-4 ACTIVITY Get students to look at Worksheet S7: Camp Creation after seeing what life is like in a refugee camp in South Sudan, so they can discuss how they can create their own small model of a camp, complete with homes, trees and people. VIEW Share PowerPoint S5: Caritas Lends a Hand to understand how Caritas Aotearoa New Zealand is partnering with Caritas South Sudan to meet the needs of the people who are most in need throughout the country. DISCUSSION Dedicate a small part of the board and label this 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 VIEW Look at PowerPoint S1: Homes in South Sudan and get students to count the different number of shelters that are shown in the images. If you have time, get them to rank the shelters in terms of comfort. 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. PRAYER Use Prayer S3: Shelter from the Prayer Booklet as a way of helping the students to respond to the challenging images and content of this lesson. ACTION Remind students that all the small donations that go into the Caritas koha boxes will go directly to helping Caritas support families who are living in camps throughout South Sudan. Even though the day draws to a close, there is still work to be done.

86 LESSONS 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 Despite the ongoing conflict in the country, people in South Sudan are very proud of their culture and country. This is reflected in the words to their national anthem. South Sudanese faith and hope in God is also abundantly clear throughout their national anthem. Y3-4 VIEW Show Poster 6: Carrying the Cross and explain to students that the majority (60%) of the population are Christian, so church and their faith are very important to them. 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 com/watch?v=rydfqvzrakm. DISCUSSION Talk about the messages of our anthem. Explain to students that there are actually five verses that make up our national anthem. Research this together to find out what the other verses say. Display the words somewhere as these will be required for a future task. VIEW Watch Video S19: National Anthem to hear a group of students sing the national anthem of South Sudan on the day before the country gained independence (July 8, 2011). Watch the video again and ask students to join in the anthem using the words listed on their worksheet. DISCUSSION Continue answering the questions on the 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. VIEW Following on from last lesson s message about Caritas helping out across the country, talk with students about the way in which faith and the church are helping in South Sudan. Watch the Caritas Challenge 2019 promotional video at to hear how the church is providing support for people throughout the country. ACTION Get students to highlight words such as freedom, justice, peace and praise on the two national anthems. Talk about how these are all positive terms and inspire hope. Create large posters with these words displayed in vibrant colours to display somewhere in your class as a reminder of what we enjoy in New Zealand and what the people of South Sudan long for every day. This could also be the focus of the prayer for this lesson.

87 S5 WORKSHEETS 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. Y3-4 After watching Video 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.

88 S6 WORKSHEETS my food diary Keep a simple record of what you eat this week. Write down whenever you were hungry. Day Date Food I ate (Breakfast/lunch/snacks/dinner) Liquid I drank 1 Hungry moments? Y 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?

89 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. 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. A woman stands by her drying clothes in the Don Bosco IDP camp at Gumbo near Juba. 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 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?

90 S8 WORKSHEETS Y3-4 national anthems Sing New Zealand s national anthem together following the words below: God of Nations at Thy feet, In the bonds of love we meet, Hear our voices, we entreat, God defend our free land. Guard Pacific s triple star From the shafts of strife and war, Make her praises heard afar, God defend New Zealand. E Ihowa Atua, O ngā iwi mātou rā, Āta whakarongona, Me aroha noa. Kia hua ko te pai Kia tau tō atawhai, Manaakitia mai, Aotearoa. CHALLENGE: The Te Reo words we sing for our anthem are not a direct translation. See if you can find out what they mean? 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 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 CHALLENGE: Learn the national anthem of South Sudan and teach your families too. THE SAME What words do the two anthems share? 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.

91 South Sudan Y5-6 LESSONS AND WORKSHEETS Y5-6 Lesson 1 Y5-6 Lesson 2 Y5-6 Lesson 3 Y5-6 Lesson 4 Worksheet S9 School is Cool Worksheet S10 Stop It Worksheet S11 Camp Life Worksheet S12 Dear Rabecca Displaced by war, a boy does a handstand in Agok. Photo: Caritas Internationalis

92 LESSONS 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 Remind students that the focus of this unit is the country of South Sudan. Get students to locate the continent of Africa on a map before identifying South Sudan and its closest neighbours. Ask students to share what they already know about South Sudan. Have they heard anything in the news in recent years? VIEW Look at PowerPoint S8: A Short History of South Sudan to understand some of the key events in recent years that have led to widespread poverty throughout the country. Get students to choose what they think are the five most important events and write them down somewhere so they can recall these events at a later date. Y5-6 DISCUSSION Get students to make their own list of the top ten differences in terms of school experience in South Sudan. See if they can rank the differences from largest to smallest. Get students to compare their lists and take up the challenge to work out a top ten list for the class overall. ACTIVITY Use Worksheet S9: School is Cool after seeing what the school experience is like for Peter and other students, and plan and create presentations to highlight the main differences between school experiences in South Sudan and New Zealand. Students are encouraged to be creative. They may choose to take photos or make a short video. They might even design a poster online or one that could be displayed in class. VIEW Watch Video S4: Time for School to hear from students and the head teacher at St Joseph s Primary School in Juba as they explain some of the key challenges to school life in South Sudan. DISCUSSION Get students to share their feelings with each other after seeing the video. What were the biggest surprises? What were the saddest messages? Was there anything that inspired or angered you? PRAYER Use Prayer S5: Students from the Prayer Booklet to inspire your class to pray for students in South Sudan. ACTION Watch Video S1: Greetings in South Sudan and follow the guidance of the four students as they help us to learn basic greetings and phrases in South Sudanese Arabic. Over the course of this unit, get students to practise their greetings at 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

93 LESSONS 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 Students can share their presentations from last lesson and recall the many differences between the school experience here in New Zealand and South Sudan. See if students can remember the key events they wrote down and their top ten list too. DISCUSSION One of the issues that John Wani Aliseo, the head teacher at St Joseph s Primary School, identified in the last lesson was the fact that some children have nothing and come to school without having any food. Ask students why they think this happens. It is estimated that 7 million people (more than half the population) do not have enough food to meet their needs. VIEW Show PowerPoint S2: People are Hungry to understand why so many South Sudanese are finding it hard to access the food they need for their families. Perhaps choose one of these images and display it on the board or the class wall as a reminder after this lesson. VIEW Watch Video S2: Life in Torit: Lina Juan Poni and 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. Y5-6 VIEW Look at PowerPoint S5: Caritas Lends a Hand and watch Video S16: Mary s Message of Thanks to see how Caritas has been responding to the needs of the most vulnerable throughout South Sudan. PRAYER Take time to pray as a class for all those who are hungry in South Sudan. In the Prayer Booklet, Prayer S7: Hungry is a suggested prayer that could be used for this lesson. VIEW Watch the Caritas Challenge 2019 promotional video at to inspire your students to take part in the nationwide event this year. See again how Caritas is partnering with the church to provide support to families in need. ACTIVITY Give students Worksheet S10: Stop It and use it as a response activity. See if students are willing to give something up for a short period of time in order to raise some money to help Caritas support families in South Sudan who are hungry. Help the students by registering for your school or class.

94 LESSONS 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 BACKGROUND INFORMATION The South Sudan emergency is now Africa s largest humanitarian crisis, displacing over 4 million people since conflict between government forces and rebel groups re-ignited in It has become the world s third largest refugee crisis, after Syria and Afghanistan. SETTING THE SCENE Explain to students that more than 2 million people from South Sudan have been forced out of the country as refugees, while another 2 million people have been relocated inside the country many now living in camps. VIEW When people leave their own homes and have very little, their health is always under threat. Watch Video S25: Healthcare Crisis to see what the situation was like in South Sudan when it became an independent nation way back in Ask students if they think much has changed? ACTIVITY Challenge students to research the most up to date statistics for: (a) the number of people in South Sudan who have been displaced; (b) the number of healthcare facilities in the country; and (c) the number of doctors in the country. Y5-6 video when conflict forced them to flee their home and village. Let them sit and close their eyes for a few minutes and imagine how it must have felt. ACTIVITY Let students look at Worksheet S11: Camp Life after watching Video S11: Inside the Camp, so they can now imagine themselves living in a similar setting. Their task is to write a story or draw a cartoon of what life would be like in a refugee camp. There are helpful focus questions to help students brainstorm before they start. ACTIVITY Share your finished stories and cartoons and watch Video S11 again to remember the faces of those in South Sudan. PRAYER Use Prayer S3: Shelter from the Prayer Booklet as a way of helping the students to respond after focusing on the experience of being a refugee with limited shelter. ACTION Continue using the greetings that have been learnt so far and keep planning the Stop It challenge. 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 have been like for the people they just saw in the A family wait with others while shelters are constructed in an IDP camp.

95 LESSONS 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 Peace has eluded the country of South Sudan for many years. Despite several peace talks and agreements, conflict has continued throughout the country resulting in tens of thousands of deaths and millions of people being displaced. VIEW Share Fact Sheet S19: What is Peace? to let students see various perspectives on peace and how it can be achieved. DISCUSSION Ask students to define the two key terms: peace and reconciliation. What example can be given in daily life as to what peace and reconciliation look like? Students may even choose to dramatise their explanations. VIEW Read Story D: Rabecca Mathew s Story and hear how Rabecca grew up in a camp when she was younger, but was given a great opportunity to build peace in communities that had experienced conflict and hear also how she continues to do so now she is an adult. DISCUSSION Rabecca s story is a great example of how young people can bring positive change. It is also an excellent example of how a person feels closely connected to their own country and people. Rabecca didn t have to return to help but she did. Ask students if they would have done the same in her position. Get them to justify their response. VIEW A country s national anthem is one way that people stay connected to their country and culture. Watch Video S19: National Anthem to hear a group of students sing the national anthem of South Sudan on the day before the country gained independence (July 8, 2011). This will help students complete a question later in the worksheet. DISCUSSION Talk with students about what stands out about the national anthem of South Sudan. What messages, words and themes are similar to New Zealand s national anthem? You can hear and read the lyrics to our anthem here: watch?v=rydfqvzrakm ACTIVITY Complete Worksheet S12: Dear Rabecca and allow students to write their responses to the questions. Y5-6 PRAYER Listen and pray along with Video S18: Prayers for Sudan (and highlight that this prayer was spoken in 2011 just before independence). ACTION Continue working through Worksheet S12 and get students to write their own letters to Rabecca encouraging her to continue her great work in South Sudan. This may require some specific teaching on letter layout and a possible brainstorm of ideas before students sit down to write their own letters.

96 S9 WORKSHEETS Y5-6 school is cool After watching Video 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 Fun during breaks Uniform Subjects taken Resources available Technology Footwear Food and water Lunch breaks Class size Y5-6 MAIN MENU

97 S10 WORKSHEETS stop it Y5-6 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

98 S11 WORKSHEETS 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 tent shelter? Y5-6 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? A woman carries wood to make a fire for her family s dinner. More than 31,000 people are living in the IDP camp in Wau. Photo: Cordaid

99 S12 WORKSHEETS 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 after being forced into becoming a refugee? What would inspire you to go back and help your people? Y5-6 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 Thorndon Wellington 6144 Rabecca Mathew. Photo: Inclusive Security.

100 South Sudan Y7-8 LESSONS AND WORKSHEETS Y7-8 Lesson 1 Y7-8 Lesson 2 Y7-8 Lesson 3 Y7-8 Lesson 4 Worksheet S13 Impact of Conflict Worksheet S14 Make a Difference Worksheet S15 Operation Sustainability Worksheet S16 Akol s Voice A girl carries a chair on her head as she walks to school in Agok. Photo: Caritas Internationalis

101 LESSONS 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 Find the country of South Sudan on a map and remind students that this is the focus country during this unit. Explain to students that South Sudan is the youngest nation on our planet, but despite its short history, it has had a difficult time, with ongoing conflict causing many issues for most of the population. VIEW Look at PowerPoint S8: A Short History of South Sudan to understand some of the key events in recent years that have led to ongoing conflict within the country. DISCUSSION Compare our own experience in New Zealand with conflict. Ask students how it makes them feel? VIEW Watch Video S8: Samuel from Jonglei and Video S14: South Sudan Crisis to hear how people escaped from conflict that came to their villages. Now these families are displaced, what are some of the struggles they mention? Y7-8 ACTIVITY Give out Worksheet S13: Impact of Conflict and ask students to answer the first question about the impact of conflict on children and their education. Students are then challenged to create their own version of street art (like the one found in Juba) to show the impact of conflict. The worksheet provides a template for students to brainstorm their ideas in terms of message, impacts and possible visual elements. PRAYER Sharing Prayer S6: Peace from the Prayer Booklet with the class, inspire students to continue praying for peace in places like South Sudan where conflict exists. ACTION Take up the challenge to learn basic greetings and phrases in South Sudanese Arabic. Watch Video S1: Greetings in South Sudan and follow the guidance of the four students as they help us to learn some simple words. Encourage students to use these through the term. 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.

102 LESSONS 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 Ask students to share with their peers about what they learnt in the last lesson. Perhaps write down some of the impacts that students recall on the board to refer to again later. Explain that the focus will shift to the famine that was declared in both Somalia and South Sudan in DISCUSSION Get students to create a definition for drought and famine and see if they can identify the link between these two terms. If needed, get students to conduct some research online to find out. What are the similarities? How many famines have been declared in the last decade? Point out to the class that even though a famine is no longer in place in South Sudan, the number of people who are affected by severe food insecurity in the country has increased. VIEW Watch Video S13: South Sudan Famine and Video S15: South Sudan Food Crisis to understand the situation in 2017 when a famine was declared in South Sudan. Look also at PowerPoint S11: Surviving the Famine to see the same content in a different format. DISCUSSION After looking at conflict in the previous lesson, discuss the connection between the conflict and the famine, and the situation of poverty for many in South Sudan. Which of these factors can be influenced by human decisions? Y7-8 DISCUSSION Discuss the ways in which New Zealanders can still help, even though we are almost 15,000 kilometres away. Remind students that every donation to Caritas goes directly to Caritas South Sudan to support families who are in the most need. This includes even a gold coin that is placed in the koha box. PRAYER Take time to pray as a class for all those who are still hungry in South Sudan. In the Prayer Booklet, Prayer S7: Hungry is a suggested prayer that could be used for this lesson. VIEW Watch the Caritas Challenge 2019 promotional video at to inspire your students to take part in the nationwide event this year. See again how Caritas is partnering with the church to provide support to families who have been affected by conflict, drought and food insecurity. ACTIVITY Give students Worksheet S14: Make a Difference and get students to reflect on the challenges of drought and food insecurity faced by so many in South Sudan. Ask them to write down words to capture how they feel. Then support your class to hold a Stop It event as part of the Caritas Challenge Register online to get connected and receive an enrolment pack at 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.

103 LESSONS 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 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. SETTING THE SCENE After leaving their homes, thousands of families have found themselves in refugee camps as these have provided a place of safety and shelter. This lesson will compare the lives of those living in towns with those who are in camps. The importance of empowerment and sustainability are highlighted. DISCUSSION Get students to explain what empowerment and sustainability mean. Two simple words that could be used to help their understanding could be control and continuing. Ask if they could provide a real-world example to illustrate each. VIEW Watch Video S3: Life in Yei: Peter Taban Alfred to see what a normal day looks like for an 18-year old going to secondary school just outside a southern city in South Sudan. In what ways does Peter and his family experience empowerment? How do they maintain a sustainable income? VIEW Watch Video S11: Inside the Camp and Video S22: Camps in Tombura-Yambio to see what life is like living in a camp for many people in South Sudan. What are some of the biggest challenges? How are people in the IDP camp in Riimenze supported by agencies such as Caritas? Why do people want to leave the camp? How does this link in with empowerment and sustainability? Y7-8 VIEW Look at PowerPoint S10: Riimenze Farm to see how a sustainable agricultural project run by Solidarity with South Sudan provides training to help students and farmers gain skills that will help them manage successful farms in the future. How does this project link in with empowerment and sustainability? ACTIVITY Complete Worksheet S15: Operation Sustainability after viewing Video S22 and PowerPoint S10. Students can reflect on what they have seen in the video and PowerPoint by answering questions. Then they are encouraged to design a model of their own farm by showing what crops they hope to produce and where they will be located. They could build an actual model of their farm or draw a diagram to show the details. Students may even choose to enter a song in this year s SINGout4JUSTICE song writing competition that focuses on people searching for a place to call home. Get more information at nz/singout4justice PRAYER Challenge students to offer sentence prayers based on the last lessons for the people of South Sudan. These could be written down and displayed to help provide a focus for prayer time in the coming weeks. ACTION Use the prayers that have been written, as the basis for a quiet reflection time focusing on the people of South Sudan many of whom still desire empowerment, sustainable incomes and access to food, and lasting peace.

104 LESSONS 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 SETTING THE SCENE Caritas Aotearoa New Zealand is partnering with Caritas South Sudan and other Caritas agencies to provide support to those affected by food insecurity and conflict in South Sudan. This support ranges from distributing emergency supplies (such as food, seeds and tools) to conducting peace workshops. DISCUSSION Based on prior knowledge, what countries have you known Caritas to support? How have they been able to support the people in most need? Go to to see which countries Caritas Aotearoa New Zealand currently supports and how they are helping. How is the support in South Sudan unique? VIEW Watch Video S7: Working Together to see how Caritas South Sudan and other Caritas agencies are working together to solve problems in the country. DISCUSSION Look at PowerPoint S5: Caritas Lends a Hand and PowerPoint S12: The Caritas Network in South Sudan to understand some of the specific details around the Caritas response in South Sudan. One important aspect to note is that the Caritas international network is made up of more than 165 agencies that cover the globe. Discuss how you think this partnership ensures efficiency and effectiveness in places like South Sudan. Y7-8 DISCUSSION How must Akol and his family have felt? Did they do anything wrong? How was Akol able to make a positive influence on his situation and that of his country too? Name other people in history who have helped bring change through peaceful means. Why does a message brought through nonviolent means always seem to be more effective than a message delivered through violence? ACTIVITY Use Worksheet S16: Akol s Voice as a response after reading Akol s story. Students are challenged to imagine they are Akol Kuol and assume a scenario where peace has been restored to South Sudan. They are asked to reflect on how they will respond if they return and what message would they like to deliver to their fellow South Sudanese. Their task is to write a poem or a song to deliver their message. These could then be shared or presented. PRAYER Choose a prayer from the Prayer Booklet to lead the class in prayer. You may choose to use Prayer S4: Hope. ACTION Continue planning your Caritas Challenge event and think of creative ways you can support Caritas Aotearoa New Zealand, the work of Caritas South Sudan and the local church, to bring peace in South Sudan and provide for the needs of the most 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.

105 S13 WORKSHEETS 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 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). Y7-8 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:

106 S14 WORKSHEETS make a difference Watch the Caritas Challenge promo video for 2019 at 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? 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. Y7-8 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:

107 S15 WORKSHEETS 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? Why do people want to keep working? Y7-8 After viewing PowerPoint 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 Mading Achueng. Photo: Caritas Internationalis Bananas and pineapple grow well in the tropical climate. Photo: Caritas Internationalis Pap Malek collects okra in a community garden Photo: Caritas Internationalis

108 S16 WORKSHEETS 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? TASK: Write a poem or a song to deliver Akol s message. Akol Kuol. Photo: Radio Tamazul Y7-8

109 South Sudan Y9-11 LESSONS AND WORKSHEETS Y9-11 Lesson 1 Y9-11 Lesson 2 Y9-11 Lesson 3 Y9-11 Lesson 4 Worksheet S17 Putting the Pieces Together Worksheet S18 Camp Life is Hard Worksheet S19 Creating Peace Worksheet S20 Building Peace at the Grassroots A family wait with others while shelters are constructed in an IDP camp.

110 LESSONS 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 Watch Video S23: Celebrating Independence and hear from a range of South Sudanese about their hopes for their nation. This video dates back to independence in DISCUSSION What are the hopes and dreams expressed by those who are interviewed in this video? What words would you use to summarise the views given? Y9-11 ACTIVITY Students complete Worksheet S17: Putting the Pieces Together as they listen to each group presenting. DISCUSSION After identifying some of the key factors behind the conflict and crisis in South Sudan, talk about how freedom and responsibility are connected. Consider the approach of the leaders and the general population. VIEW Watch Video S17: South Sudan: One Year On and Video S14: South Sudan Crisis to gain an insight into what happened in South Sudan in the next few years ( ). DISCUSSION Compare these videos to the first one. How do you think the situation in South Sudan was able to deteriorate so quickly? What were the factors that led to the crisis depicted in the second video? Brainstorm and list these. PRAYER Use Prayer S8: Freedom to lead the class in prayer. ACTION Watch the Caritas Challenge promotional video at and start planning an event for your class or your school to raise awareness for those in South Sudan. Consider the best ways you can fundraise to support those facing daily challenges in the 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.

111 LESSONS 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 The South Sudan emergency is now Africa s largest humanitarian crisis, displacing over 4 million people. It has become the world s third largest refugee crisis, after Syria and Afghanistan. VIEW Watch Video S20: Mangateen Camp in Juba and Video S11: Inside the Camp to see what life is like for thousands of people in South Sudan living in camps around the country. VIEW Watch Video S8: Samuel from Jonglei and Video S9: Nandoor s Fish to hear two personal accounts of people forced to leave their homes and how they are faring in a camp. DISCUSSION What are some of the difficulties of life in the camps? What kinds of humanitarian assistance do people require? Y9-11 ACTIVITY Challenge students to do some research. Some of these videos were made in 2017 and the situation may have changed. How many South Sudanese are currently displaced outside South Sudan? The UNHCR provides helpful information at southsudan. Another good source of information is providing figures relating to internally displaced people (IDPs). PRAYER After today s focus on displaced people in South Sudan, use Prayer S9: Displaced from the Prayer Booklet to pray for those who have been forced out of their homes. ACTION Continuing planning a class fundraising activity to help Caritas support displaced people in South Sudan and in neighbouring countries. 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?

112 LESSONS 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 WJ is one of several young musicians in South Sudan who are spreading the message of peace through their music. The video in this lesson is a shortened version of the ABC (Australian Broadcasting Corporation) documentary called The South Sudanese Reggae Star Singing for Peace VIEW Watch Video S3: Life in Yei: Peter Taban Alfred and Video S4: Time for School to see what life is like for young people in South Sudan. See what school is like and hear their views on the challenges they have faced in education. VIEW Watch Video S26: Backing Peace and Education to hear views from students and teachers as to why education is so important in the search for peace. Y9-11 ACTIVITY Give out Worksheet S19: Creating Peace. Many peace scholars say that peacebuilding is a creative process. In this worksheet students will learn about Pope Francis key principles for creating peace, and reflect on their own experiences of peacebuilding. Get students to complete the initial questions relating to WJ s future picture of the country. Then, focus on four principles related to peace that Pope Francis outlines in his encyclical, Evangelii Gaudium. Ask students to match the principles with the definitions. Four different scenarios are then given. Students need to choose which principle would provide an effective solution. The second side of the worksheet allows students to consider their own experience with disagreements and coming to a peaceful solution. VIEW Watch Video S12: WJ and Peace through Reggae to see how one young musician is using his talents to bring a message of peace and change. DISCUSSION Why do you think young people in South Sudan are sick of the conflict? Who do they blame for it? How are they expressing their desire for peace? PRAYER Pray for lasting peace in South Sudan. You may choose to use Prayer S10: Longing for Peace from the Prayer Booklet. ACTION Take one of Pope Francis key principles for peace and apply it in your own life. 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.

113 LESSONS 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 Reflect on the three pillars to peacebuilding that were mentioned in the video from last lesson. How do these pillars link to the four principles that were covered in the worksheet from the last lesson? SETTING THE SCENE The Wunlit Peace Conference was a successful gathering convened by the New Sudan Council of Churches in It managed to bring together representatives of two major tribal groups who had been stealing cattle from each other for years. ACTIVITY Read Story G: The Story of the Wunlit Peace Conference and find out the reasons for the conference s success. DISCUSS What surprised you about the conference? What impressed you? Why do you think it was successful? Y9-11 ACTIVITY Get students to complete Worksheet S20: Building peace at the Grassroots. Students will compare cultural symbols used at the Wunlit Peace Conference with symbols used in the Catholic church to also represent forgiveness and reconciliation. The next part of the worksheet asks students to consider the role of a mediator in settling a dispute. They will find out about Cool Schools and other school-based peer mediation programmes. PRAYER Use Prayer S11: Your Way from the Prayer Booklet to lead the class in prayer asking Jesus and the Holy Spirit to help us in our own lives to be avenues for peace. ACTION Make a point of practising active listening in at least one conversation per day for the next week with the same person. Report back on the effect this type of listening is having on your relationship with that person.

114 S17 WORKSHEETS 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 Y9-11

115 S18 WORKSHEETS 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... Y9-11 In the camps, life is hard because... We are grateful for the things that humanitarian agencies have done for us, such as...

116 S19 WORKSHEETS 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. What does WJ s future picture of South Sudan look like? WJ sings for peace. Photo: Journeyman.TV Y9-11 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 peace takes time. Generations of people who have lived through decades of conflict will need to slowly build confidence and trust in their former enemies. The whole is greater than the part It is important to work for the greater or common good rather than to prioritise the interests of one particular group. There is no one political ideology which will bring about the perfect society. Real life is messy and involves diversity of beliefs. People have a deep-seated desire for peace, which is stronger than their desire for conflict. 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 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.

117 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? 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

118 S20 WORKSHEETS 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? Y9-11 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.

119 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: watch?v=epqhqg1bt44 How might peer mediation look different in a secondary school? 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

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

121 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 Catholic social teaching (CST) principles are derived from the teachings of the Church on social issues. They include human dignity, the common good, preferential option for the poor and vulnerable, solidarity, stewardship, subsidiarity and participation. RECAP It may be worthwhile recalling the conflict in South Sudan. Look at PowerPoint S8: A Short History of South Sudan to remember recent events in the country. ACTIVITY Students can complete Worksheet S21: South Sudan and CST. This includes a matching activity which shows the connection between different CST principles and the messages promoted by WJ and the radio station, Radio Eye. PRAYER Students were asked at the end of the worksheet to find a song that has a message about laying down weapons and working for peace. One of these may be suitable to play as part of a prayer time. ACTIVITY Read Fact Sheet S16: Drivers of War in South Sudan to gain a better insight into why the conflict has happened. DISCUSSION In what ways have the CST principles been ignored or overlooked in the course of this conflict? VIEW If you need to recap the meanings of the CST principles, go to our Caritas videos online: ACTION Lead your school or class in a Caritas Challenge event to raise funds that will support many of the most vulnerable in South Sudan. Watch the promotional video at caritas-challenge. You may choose to run a Live It challenge and understand what it is like to live in a temporary shelter like the thousands of South Sudanese families living in camps. You may choose to complete a Stop It challenge and give up luxuries to get an insight into the daily struggle of those living below the poverty line. 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 A1A. You may want to watch this 28-minute version with your class.

122 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 SETTING THE SCENE You will recall from the previous lesson in Fact Sheet S16: Drivers of War in South Sudan that there were an estimated 3.2 million small weapons in South Sudan in 2011, and that two thirds of these were owned by civilians. VIEW Get students to read Fact Sheet S17: The Arms Trade and South Sudan and take note of the problems and possible solutions that are highlighted with the arms industry and its impact within South Sudan. ACTIVITY Give out Worksheet S22: Eliminate the Arms Trade and encourage students to carry out research to find out which ten countries make the majority of the world s weapons. Then they can find out about the International Arms Trade Treaty that New Zealand signed in Finally, they may choose to do some research into ethical savings schemes that make a deliberate decision NOT to invest in companies that manufacture weapons. PRAYER Pray for the elimination of the arms trade. VIEW Watch the Pope s prayer intention for June 2017 on YouTube at continue=74&v=hutxtvdsf_4 DISCUSSION 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. ACTION Find out more about your KiwiSaver scheme and change to one which has divested from the weapons manufacturing industry. Share with others what you have found out and encourage them to do the same.

123 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 SETTING THE SCENE One of the key factors that has made peace difficult to achieve in South Sudan has been that of weak central governance. Many South Sudanese politicians have a military background and are used to solving conflicts through fighting, rather than through dialogue. International observers have commented that on some occasions political leaders have been unwilling to engage in the peace process. VIEW Read Fact Sheet S18: Ongoing Challenges and Efforts Toward Peace. DISCUSSION What are the three levels in which peacebuilding efforts are being focused? Which level is the most important one? Discuss answers to this question. DISCUSSION Talk about who has the most inspiring quote to remember? Reflect on the three pillars in the action plan for peace. Which of these is the most important? Why? ACTIVITY Complete Worksheet S23: Connectors and Dividers. Students are challenged to consider people involved in the conflict and their roles as either connectors or dividers. Then the factors that divide people and factors that connect people are the focus of the last part of the activity. Students could complete this within small groups for discussion before sharing their ideas. PRAYER Pray for the work of peacebuilders and connectors in South Sudan. VIEW Watch Video S26: Backing Peace and Education to hear students and teachers reflect on the importance of education, the impact of conflict, and the need for peace. ACTION Asks students to reflect on if there are areas in their own lives where they could be more of a connector and less of a divider? What would need to happen 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.

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

125 S21 WORKSHEETS 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. CST Principle How this principle has been violated or overlooked Y12-13 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 play it during class time or prayer time. Communities in Lobonok displaced by conflict have been supported with food by Caritas Juba

126 S22 WORKSHEETS eliminate the arms trade Watch the Pope s prayer intention for June 2017 on YouTube at 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. 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 the Cold War (which officially ended in 1991). 36 Pope Francis personifies love and peace through his daily actions and words. Photo: Wikimedia Commons Y12-13 DO SOME RESEARCH: Find out the top ten weapons manufacturing countries in the world at interactive/2017/02/10-countries-export-major-weapons 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? Which countries have still to sign this treaty? 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

127 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) 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. 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.

128 S23 WORKSHEETS 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 damage that dividers are doing. Identify the people and groups listed below as either dividers or connectors. David Shearer. Photo: Wikimedia Commons President Salva Kiir Mayardit. Photo: Wikimedia Commons Y12-13 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

129 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. Nature Systems & Institutions Analysing Connectors and Dividers Dividers (Sources of tension) Tribes Connectors (Capacities for Peace) Schools 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?

130 After completing 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? 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?

131 S24 WORKSHEETS 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 have been displaced. Photo: Caritas Internationalis Y12-13 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

132 Relevant Websites Government of South Sudan Caritas Aotearoa New Zealand Caritas Internationalis Caritas South Sudan The Catholic Church in Aotearoa New Zealand CIA factbook If it were my home United Nations Data World Bank Data World Health Organisation 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.