Working for Change

8/8/2019 Working for Change

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WORKINGFOR

CHANGE

AN EDUCATIONAL RESOURCE

FOR YOUNG PEOPLE IN GRADES 9-12


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WORKINGFORCHANGE


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This educational resource was produced by World Vision

Canada and adapted by World Vision Resources, World

Vision United States, 2008.

World Vision United States is grateful to Education and

Public Engagement of World Vision Canada for allowing this

resource to be adapted for use in the United States.

Copyright World Vision, Inc., 2008.

Editorial Director: Milana McLead

Editor-in-Chief: Jane Sutton-Redner

Project Editor: Laurie Delgatto

Copy Editor: Brooke Saron

Design: Journey Group, Inc.

Sales and Distribution Manager: JoJo Palmer

The Working for Change: Active Global Citizenship study

guide may be reproduced only with the written permission of

World Vision Resources, Mail Stop 321, P.O. Box 9716, Fed-

eral Way, WA 98063-9716, [email protected].

Printed in the United States of America

ISBN 978-0-9817927-2-9

During the preparation of this resource, all citations, facts,

gures, names, addresses, telephone numbers, Internet URLs,

and other pieces of information cited within were veried for

accuracy. World Vision Resources has made every attempt to

reference current and valid sources, but we cannot guarantee

the content of any source and we are not responsible for any

changes that may have occurred since our verication. If you

nd an error in, or have a question or concern about, any of

the information or sources listed within, please contact World

Vision Resources.


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5W O R K I N G F O R C H A N G E

Overview

Today we are connected to the rest of the world as never before. The banana we eat for

breakfast, the computer program we use during the day, and the news program we watch at

night are all global in nature. The decisions we make each day, and the decisions of busi-

nesses and government leaders, can have a profound impact on people around the world.

Globalization is more than a narrow, negative economic concept. It is our reality today,

the stage upon which we play out our lives. We can choose to see ourselves simply as

objects on this stage, powerless in the face of globalization, or, as is the theme of this study

guide, we can take up our roles as active global citizens and use our knowledge, skills, and

enthusiasm to make the world a better place for all.

Objectives

Through the video and study guide, participants will:

consider the many ways they are connected to others globally

reect on the inequities that exist in the world

examine globalizationboth the problems and the opportunities it brings

consider their own role in making the world a better place for all

learn and practice skills of active global citizenship

Video Synopsis

In the age of globalization, our world is increasingly interconnectedyet the gap between

those who are rich and those who are poor grows every year. It does not need to be this

way. Through our actionsas governments, corporations, and individualswe can work

for greater global fairness and justice. The Working for Change: Active Global Citizenship

video explores the impact of our actions on the rest of the world.

Total running time: 17 minutes

Leader Preparation

View the video. Choose which activities you will incorporate into a specic session based

on time and objectives. Photocopy relevant pages, prepare newsprint and other relevant

materials, and set up viewing space and equipment.

Time Required

4050 minutes per activity

Table of Contents

A World of Ten. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Video: Working for Change: Active Global Citizenship.. . . . . . . . . . . . . . . . . . . . . . . . . . 9

Our Interconnected World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Active Global Citizen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Write for Rights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Its Up for Debate. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Jesus and Global Citizenship. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20


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W O R K I N G F O R C H A N G E 6

Activity StepsINVITE 11 VOLUNTEERS to the front of the room. Ask the group to stand in a single line

facing the rest of the participants. Designate one volunteer to serve as the director. Explain

that the directors job is to arrange the volunteers into two separate lines based on the ques-

tions you will be posing.

TELL THE REMAINDER of the participants to imagine that the 10 volunteers standing in

the line represent the entire population of the world. As you pose each of the following ques-

tions, ask the director to arrange the volunteers into two separate lines based on what he or

she thinks is an accurate representation. Once the director has completed this task, the remain-

der of the participants can communicate their agreement or disagreement with the directors

assessment by clapping their hands if they agree or by stomping their feet if they disagree.

The director will then need to rearrange the volunteers until the majority of the participants

agree with the arrangement. Share with the participants the following example to be sure they

understand how the activity is going to work:

If these 10 people represented all the people in the world, how many would be children?The answer is closest to four, so the director would arrange the volunteers into one line

of four and one line of six.

POSE THE FIRST of the following questions and allow the director to arrange and rear-

range the volunteers. Then read aloud the correct answer. If needed, have the director move

the volunteers again to visually represent the correct number. Read the statistical explanations

following each question (in brackets after each question).

Note: The rst number listed after each question represents the total world number. It may be

helpful to remind the participants that the situation in developed countries such as the United

States is much better than the averages being demonstrated. Least-developed countries

(LDCs) refers to the poorest 49 countries in the world, comprising approximately 11 percent

of the worlds population. Most LDCs are located in Africa and Asia.

If these 10 people represented all the people in the world, how many would be children?

[Four. Children under age 18 make up 35 percent of the worlds population, 50 percent

of that population being in the LDCs.]

A Worldof TenIN THIS ACTIVITY, the participants consider and discuss some of theinequities in the world.1

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How many people in our world of 10 live on less than $2 a day? [Five. One-half of

the worlds population, or roughly 3 billion people, live on less than $2 per day.]

How many people do not have access to safe, clean drinking water? [Four. Two out

of ve people worldwide do not have access to safe water. Thats 40 percent of theworlds population.]

How many people do not have access to the Internet? [Eight. Approximately only

21 percent of the worlds population has access to the Internet.]

If these people were all adult women, how many would not be able to read and

write? [Three. Worldwide, 23 percent of women are illiterate. The number for

men is 13 percent. Of all the illiterate adults in the world, two-thirds are women;

extremely low literacy rates are concentrated in South and West Asia, sub-Saharan

Africa, and the Arab states, where around one-third of the men and half of all

women are illiterate.]

If these 10 people represented all the young people of high-school age in the world,how many would not be in high school? [Four. 38 percent of high-school age is not

in school worldwide. In the LDCs, 72 percent are not in high school.]

If these 10 people represented all the children in the world under age 5, how many

would be underweight? [Three. 27 percent of the worlds children under age 5 are

underweight, 36 percent in the LDCs.]

THANK THE VOLUNTEERS for their assistance and invite them to be seated. Now

ask for 11 new volunteers to come forward, and then designate one to serve as the direc-

tor. Ask the remainder of the participants to imagine that each person in the group now

standing represents $100 billion. Pose the rst of the following questions and allow the

director to arrange and rearrange the volunteers. Then read aloud the correct answer. Ifneeded, have the director move the volunteers to visually represent the correct number.

Read the statistical explanations following each question.

How many hundreds of billions of dollars are spent worldwide on military expenses

each year? [Eight. Every year more than $800 billion is spent on military expenses.

The United States alone spends more than $500 billion per year on military pro-

grams, not including the costs of the Iraq war.]

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W O R K I N G F O R C H A N G E7

A Worldof Ten (continued)


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How many hundreds of billions of dollars do Americans spend on fast food every year?

[One. We spend more than $100 billion on fast food alone.]

How many hundreds of billions of dollars do Americans spend on foreign aid each year?

[Zero. The U.S. and Canada spend much lessa total of $18 billion each year.]

NOW ASK THE DIRECTOR to arrange the volunteers into three groups, based on the

percentage of the world population in each of the following categoriesrichest, mid-range,

and poorest. Then ask the following questions:

Which group consumes 86 percent of the worlds goods and services? [Group of

two, the richest 20 percent]

Which group consumes 13 percent of the worlds goods and services? [Group of

six, the 60 percent in the middle] Which group consumes 1 percent of the worlds goods and services? [Group of two,

the poorest 20 percent]

THANK THE VOLUNTEERS (and the director) and invite them to be seated. Then lead a

large-group discussion using the following questions:

What are your thoughts about the statistics just presented?

Which statistics most surprised you?

Which statistics stirred up the greatest reaction in you? Why?

(Current statistics on global issues can be found in the State of the Worlds Children reports

from UNICEF.)

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A Worldof Ten (continued)


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Activity StepsINVITE THE PARTICIPANTS to gather around the television. Explain that they will be

watching a video called Working for Change: Active Global Citizenship. Give a brief synopsis

of the video using the following key points:

Even as the world becomes more connected and more interdependent, the gap between

those who are rich and those who are poor grows wider. Is this the world we want?

A better world is possible. Many people are working hard to make the world more eq-uitable and humane. The video we will be watching offers an excellent example of how

families who once struggled now have access to loans and a fair trade market. Today

they earn enough to support their families and plan for the future.

Supporting positive alternatives is part of being an active global citizen. But it also

means taking the next step and actively working for change. The video will provide us

with examples of movements that have made a difference in the world.

ASK THE PARTICIPANTS to watch for the following while they view the video (write

these on a sheet of newsprint and post it where all can see):

Our Connections: ways we are connected to people around the world

Negative Impacts: harmful effects of globalization

Positive Impacts: ways globalization can be used for good

Our Role: ways we can be active global citizens

Video:Working forChange: Active Global Citizenship

IN THIS ACTIVITY, the participants watch a video that explores the impact

of our actions on the rest of the world.

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TERIALS the video Working for Change: Active Global Citizenship

a television and a video player

sheets of newsprint, one for large group use and one for each small group of three or four

markers, one for leader use and one for each small group of three or four

a roll of masking tape

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Video: Working for Change: Active Global Citizenship(continued)

PLAY THE VIDEO.

AFTER VIEWING THE VIDEO, review and discuss with the participants their observa-

tions on the four categories you listed on the sheet of newsprint. Use the following questions

to guide a large-group discussion:

In what ways are we connected to people around the world?

What are some of the harmful effects of globalization?

In what ways is globalization being used for good?

How can you and I be active global citizens?

Do you think we are citizens of one country or citizens of the world? How do the two

concepts differ?

How do our choices affect the planet? tomorrows planet?

Is this the world we want? If not, what needs to change?

ASK THE PARTICIPANTS to form small groups of three or four. Provide each small group

with a sheet of newsprint and a marker. Then ask:

Do you agree with the narrators conclusion at the end of the video? [Global citizen-

ship begins with asking questions about the world as it is, about the world we want,

and about our role in shaping the global village. Real transformation happens when we

exercise our rights and responsibilities as global citizens and work for change.]

ASK FOR A SHOW of hands of those who agree with the statement. Then invite the small

groups to express the statement in their own words or, alternatively, to come up with their

own conclusion to the video in a few short sentences. Allow several minutes for the groupsto develop their statements or conclusions, and then invite them to write the statements or

conclusions on their sheets of newsprint.

CONCLUDE THE ACTIVITY by inviting each small group to stand and share its state-

ment or conclusion with the large group.

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Activity StepsBEGIN THE ACTIVITY by making the following point:

In the video, John Stackhouse says we need to better understand our consumer pur-

chases, from the clothes we wear to the food we eat. Where is it coming from? How is it

produced?

ASK EACH PARTICIPANT to examine the labels on the articles of clothing they are wear-

ing. If necessary, another participant can peek at a label on the back of a shirt. Then ask: In what country were your clothes made?

In which of the countries named do you think garment workers are paid the most? the

least?

Why do you think so much of our clothing is made abroad?

What other items you wore, ate, or used today probably came from another country?

(See the Web site of the Maquila Solidarity Network for information on the conditions facing

garment workers in different countries.)

DISTRIBUTE to each participant a copy of handout 1 and a pen or pencil. Tell them that us-ing the categories on the handout as starting points, they are to brainstorm some of the many

ways our world is interconnected. If some of the participants would like to work in pairs, they

may do so. If they need some help getting started, offer the sample ideas listed below:

Economics: global corporations, international debt payments

Communications: the Internet, concentration of global media, world music

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OurInterconnected World

IN THIS ACTIVITY, the participants consider how our modern world is con-

nected and interdependent.

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copies of handout 1, Connected to One Another, found on page 24, one for each participant

pens or pencils, one for each participant


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Technology: air travel, sharing of medical discoveries

Politics: terrorism and the response to it, foreign aid spending choices, the United Nations

Society: immigration, global diseases such as severe acute respiratory syndrome (SARS),

international development agencies

Environment: global warming, rain forest depletion, species extinction

WHEN EVERYONE has come up with at least two examples for each category, gather

everyone and ask them to share aloud their examples. Then pose the following question for

discussion:

Are the impacts of globalization positive, negative, or both? How so?

ASK THE PARTICIPANTS to form small groups of four or ve. Assign each small group

one of the categories from handout 1. Ask them to create and present a poem, song, or short

news item to illustrate their assigned aspect of globalization as it relates to them. An alterna-

tive option would be to invite the small groups to create and present a commercial for a prod-uct of their choice using the slogan I am a global citizen! Allow plenty of time for the small

groups to plan for and prepare their presentations.

CONCLUDE THE ACTIVITY by inviting the groups to come forward and offer their

presentations.

Our Interconnected World(continued)


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ActiveGlobal Citizens

IN THIS ACTIVITY, the participants discuss characteristics of active global

citizenship and research and present a study of a person or group working to

create a better world.

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three sheets of newsprint

a marker


for each small group of three, two to three newspapers and magazines that include stories ofpeople who are making a difference in the world (another option would be to conduct an Inter-

net search using the keywordspeople making a difference and locate stories you can print out)

access to the Internet (optional for more a more in-depth research option)

Activity StepsINVITE THE PARTICIPANTS to brainstorm characteristics of active global citizens by ask-

ing the following questions (write these on a sheet of newsprint and post it where all can see):

What do you think are some characteristics of people who proactively work to make

the world a better place?

Invite a few responses to the question, and then continue by making these key points:

There are many ways to answer the question, What makes active global citizens?

Active global citizens are global learners: They seek to better understand the wider

world.

Active global citizens take a stand: They have decided to not tolerate inequities and

injustice.

Active global citizens are proactive: They work for change, one small step at a time.

ASK THE GROUP:

Do you think this list is complete?

Are the three items necessary and sufcient for describing what makes an active global

citizen? If not, how might we improve the list?


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Allow for a few responses to these questions. Then make the following point:

Famed American anthropologist Margaret Mead once said: Never doubt that a small

group of committed people can change the world. Indeed, it is the only thing that ever

has.

Do you agree with this statement? Why or why not?

Once again, allow for a few responses to the question.

ASK THE PARTICIPANTS if they can name a few people who have made a difference in

the world. Some examples might include Gandhi, Mother Teresa, and Rosa Parks. Then ask

the participants to identify a movement, group, or organization that has made a difference in

the world. Some examples might include Amnesty International, Doctors Without Borders,

Mothers Against Drunk Driving, UNICEF, World Vision, and the One Campaign.

INVITE THE PARTICIPANTS to form small groups of three. Tell them their task is to

learn more about an individual or organization that changed the world for the better. You canprovide them with the newspapers and magazines you have gathered, or refer them to the In-

ternet if you have computers available. Tell the small groups they are to prepare a presentation

using the following questions if they are going to share about an individual (write these on a

sheet of newsprint and post it where all can see):

What inspired this person to do something?

What small rst step did this person take?

Why did other people take up his or her cause?

What qualities helped this person to achieve his or her goal?

What roadblocks were encountered, and how did this person overcome them?

If you were living at the right time and place, could you see yourself being part of this

persons movement? Why or why not?

If a group is going to share about a movement or organization, the group should base its presenta-

tion on the following questions (write these on a sheet of newsprint and post it where all can see):

Active Global Citizens(continued)


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When, where, and why did this movement, group, or organization start?

What have been some of its major achievements to date?

How does the group work for change today? Include details of one current project.

What obstacles does the group face today, and how does it try to overcome them?

What can volunteers do to help this organization?

Could you see yourself supporting this organization? Why or why not? If yes, how?

Allow ample time for the small groups to complete the assigned task and prepare their

presentations.

GATHER THE PARTICIPANTS in a large group and invite each small group to come

forward and offer its presentation. Invite comments from the participants at the end of each

presentation. Conclude by noting that these examples are a reminder that one person can help

to make the world a better place.

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Active Global Citizens(continued)


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WriteIN THIS ACTIVITY, the participants discuss concrete ways they can beactive global citizens. They also practice effective communication techniques asthey write advocacy letters.

NEEDED

MATERIALS sheets of newsprint, one for each small group of ve or six

markers, one for each small group of ve or six

copies of handout 2, Writing an Effective Letter, found on page 25, one for each

participant

pens or pencils, one for each participant

Activity StepsINVITE THE PARTICIPANTS to form small groups of ve or six. Provide each small

group with a sheet of newsprint and a marker. Ask the groups to brainstorm concrete actions

they can undertake as active global citizens. Share the following examples to get them started:

Ask who made the products you buy.

Ask retailers to sell responsibly made products.

Volunteer for a group that is campaigning for a cause.

Plan an event to make others aware, such as a sweatshop fashion show.

Join an e-mail campaign or a petition drive.

Support an individual or an organization who is working for justice in a developing

country.

Ask the groups to come up with at least 10 items. They should list these actions on their sheets

of newsprint. Allow time for the groups to complete this task.

NOW ASK that the small groups discuss and prioritize their top-ve ideas, circling their

choices on the newsprint. Allow just a few minutes for this task.

INVITE EACH SMALL GROUP to pair with another small group and to combine their

top-ve ideas to create a new top-10 list. Ask them to once again prioritize, and to place the

numbers 1 through 10 on their newsprint to indicate the order of their selections.

INVITE EACH COMBINED GROUP to come forward and present its list.

for Rights

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IF TIME ALLOWS, and if you are up for the challenge, invite all the participants to create a

top-10 list from all the ideas that have been gathered.

NOTE THAT one of the ways anyone can help to promote or advocate for change is by con-

tacting her or his local, state, and national government ofcials, a local or national newspaper,

a retailer, or the head of a company. Let the participants know they will be given a chance

to do just that today. Distribute a copy of handout 2 and a pen or pencil to each participant.

Then offer these comments:

Letter writing and letter-writing campaigns are easy and effective advocacy tools by

which we can voice opinions about specic issues.

As few as a dozen letters can alert a legislator to begin monitoring an issue or change

an editors mind. And these letters count. Few people take the time to write letters to

lawmakers, so a handful of letters can sway an important vote or decision. In addition,

well-written letters stimulate debate among politicians and the public.

People you might never meet can read about our concerns in local papers. This may

incite other people to write letters to the editor, and we can begin to understand the fullrange of opinions in our community.

ASK THE PARTICIPANTS to work individually or in pairs to choose a current issue that is

important to them about which they would like to write and send a letter.

TALK THROUGH THE TIPS listed on the handout to familiarize the participants with the

proper way to write an advocacy letter. Then invite them to take some time to draft a letter to

one of the constituencies listed in step 6. Let the participants know that this can be just a rst

draft, and that they can nalize their letters at another time (preferably at home, where they

type and fully edit their letters).

WHEN EVERYONE has completed the task, invite the participants to name the issues or topics

they wrote about. If time allows, invite a few participants to read their letters aloud. Then urgethe participants to nalize their letters and mail them.

Note that an e-mail message is often considered less effective for advocacy than a writtenletter. Legislators know it is much easier to cut and paste and click send than it is to printand mail a letter. E-mail is useful, however, in soliciting broad and rapid support on an urgentissue. The text of a sample e-mail letter can be sent to numerous people quickly. These peoplecan, in turn, forward the letter to others.

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Write for Rights(continued)


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Its UpIN THIS ACTIVITY, the participants recognize that making change can be acomplex process, because people have different values and priorities.

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a sheet of newsprint

a marker


Activity StepsASK HOW MANY of the participants have observed a government debate. Note that formal

debates include rules of Activity Steps that are followed so that all positions are voiced before

creating policies and laws. Ask the group to brainstorm some rules that must be followed for

an effective and respectful debate. Note these suggestions on a sheet of newsprint and post it

where all can see.

EXPLAIN THAT the participants will be given a chance to participate in their own debates.

Then tell them that in these debates, the following rules must be followed:

Listen and speak with respect.

Argue against the points being made, not with the person making them.

Honor the decisions of the moderator.

Observers make no judgments until they hear both sides.

DIVIDE THE LARGE GROUP into small groups of at least four. You many want more

participants in each group if you want to limit the number of debates. Have each group count

off one, two to decide who is pro (agrees with the statement) and who is con (disagrees

with the statement). Assign or have each group choose a debate topic. Possible topics include

the following: We have the power to change things as global citizens.

The world has become a better place because of the United Nations Declaration of

Human Rights.

Schools should buy all athletic clothing from companies that treat workers fairly.

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for Debate


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Showing pictures of sick and starving children is the wrong way to get Americans to

care about people in need.

The Internet is helping to build a better, more peaceful world.

American companies shouldnt be allowed to do business with countries that allow child

labor.

The United States should double the tax on fast food and junk food to pay for more

foreign aid.

Allow sufcient time for the small groups to prepare their positions.

INVITE EACH SMALL GROUP to debate for a specic length of time, perhaps 10 min-

utes. Choose a timekeeper and a moderator to ensure the debate process is followed fairly. Use

the following process:

Pro side: One group member states his or her sides case for agreement with the state-

ment and argues the position for two minutes. Everyone else is silent. The con side

listens attentively and takes notes.

Con side: One person states why his or her side disagrees with the statement and argues

the position for two minutes. Everyone else is silent. The pro side listens attentively and

takes notes.

Break: Both sides have two minutes to plan their rebuttals. Observers make notes on

arguments made and how they would argue if they were debating.

Con side: One person has one minute to rebut the arguments made by the pro side.

Pro side: One person has one minute to rebut the arguments made by the con side.

Final arguments: One person from each side has one minute to convince observers whyhis or her side has a better case.

Closing: After nal arguments, observers may be given a chance to add their thoughts to

the discussion. If desired, the observers may then vote on the issue: pro or con.

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Its Up for Debate(continued)


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JesusIN THIS ACTIVITY, the participants consider examples of globalization inJesus Galilee and look for lessons about active global citizenship in the story ofthe feeding of the 5,000.

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TERIALS

Bibles, one for each small group of ve or six

three sheets of newsprint

a marker


Activity StepsASK THE PARTICIPANTS to consider what aspects of globalization, as we know it today, might

be found in Galilee in Jesus time. Have them explain or elaborate. Share the following ex-

amples:

Imperialism: The Roman world order imposed its values and structures on local cul-

ture, customs, and politics. Some collaborated, while others, such as the zealots, plotted

to overthrow it, hoping Jesus might help their cause.

Resource Depletion: Fishermen sold their catch for export even as local stocks became

depleted.

Crippling Debt: Farmers produced food for the Roman Empire, not themselves, and paid

Roman taxes on the proceeds. Forced into debt, some sold their lands and became poor

laborers on the estates of wealthy land owners.

Consider the following people in Jesus day:

poor tenants and laborers

lepers and cripples

shermen casting their nets but not catching sh

Roman leaders; wealthy tax collectors

collaborators with Rome; the zealots who plotted to overthrow Rome

Who would be their equivalents in todays world? What parallels can you draw between

globalization in Jesus time and globalization today? What insights can you gain?

INVITE THE PARTICIPANTS to form small groups of ve or six. Provide each small group with

a Bible. Ask that one person in each group read aloud Mark 6:3044.

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HandoutsResources

and


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Connectedto One AnotherECONOMICS:

COMMUNICATION:

POLITICS:

TECHNOLOGY:

SOCIETY:

ENVIRONMENT:

Handout 1: Permission to reproduce is granted. Copyright 2008 by World Vision, Inc.

H A N D O U T 1


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25W O R K I N G F O R C H A N G E

H A N D O U T 2

Writingan Effective LetterHere are a few tips on writing effective letters:

Address letters to the right person at the right address. Use the correct salutation for

the person.

To write to the president or vice president, use the following salutation:

Dear President (Vice-President) _______________:

To write to members of Congress:

Dear Senator ________________:

Dear Congressman (Congresswoman) _______________:

To write to a governor or state legislator:

Dear Representative / Senator / Governor _____________:

To nd out who your state or national representatives are, go to senate.gov,

house.gov, or usa.gov. This information is also available at

www.seekjustice.org. Addresses for ofcials can be found at these sites as well.

Be sure to include the date, your address, and your signature.

If appropriate, indicate something about yourself; for example, your age, your grade

in school, or the group to which you belong.

Be succinct and to the point; one page is best.

Begin by stating your reason for writing. For example:

I am concerned about . . .

I have been learning about . . . and I think . . .

I am writing to ask you to . . .

Todays New York Times reports that . . .

Always be respectfulnever abusive or insulting.


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Handout 2: Permission to reproduce is granted. Copyright 2008 by World Vision, Inc.

Demonstrate that you are informed about the issue.

Clearly state something you know about the issue.

You could include a brief, convincing quote from something you

have read (with reference to the source). Or you could choose to

quote from a respected international agreement such as the Univer-

sal Declaration of Human Rights.

You could offer praise for something the reader is already doing

regarding this issue.

Show understanding that the reader hears many points of view.

Present a reasonable, convincing solution or plan of action. Clearly state what you

want the recipient to do.

Edit your letter to ensure it is well written, with no errors in spelling, grammar,

format, or fact.

Writingan Effective Letter (continued...)

H A N D O U T 2


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AboutWorld VisionWORLD VISION IS a Christian humanitarian organi-

zation dedicated to working with children, families, and

their communities worldwide to reach their full potential

by tackling the causes of poverty and injustice. Motivated

by our faith in Jesus Christ, World Vision serves along-

side the poor and oppressed as a demonstration of Gods

unconditional love for all people.

We see a world where each child experiences fullness of

life as described in John 10:10. And we know this can

be achieved only by addressing the problems of poverty

and injustice in a holistic way. Thats how World Vision

is unique: We bring 60 years of experience in three

key areas needed to help children and families thrive:

emergency relief, long-term development, and advocacy.

And we bring allof our skills across many areas of expertise to each community we work

in, enabling us to care for childrens physical, social, emotional, and spiritual well-being.

Partnering with World Vision provides tangible ways to honor God and put faith into

action. By working, we can make a lasting difference in the lives of children and families

who are struggling to overcome poverty. To nd out more about how you can help, visit

www.worldvision.org.

ABOUT WORLD VISION RESOURCESEnding global poverty and injustice begins with education: understanding the magnitude

and causes of poverty, its impact on human dignity, and our connection to those in need

around the world.

World Vision Resources is the publishing ministry of World Vision. World Vision

Resources educates Christians about global poverty, inspires them to respond,

and equips them with innovative resources to make a difference in the world.

For more information about our resources, contact:

World Vision Resources

Mail Stop 321

P.O. Box 9716Federal Way, WA 98063-9716

Fax: 253-815-3340

[email protected]

worldvisionresources.com


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Working for Change