T H E C O M M U N I T I E S : A ROUND THE WORLD, AROUND THE CORNER

curriculum challenges young people in grades 3-6 to think about what makes a
community, how communities structure themselves to satisfy basic needs, and how
physical and human geography affect communities. The impact our communities have on
the environment is also examined.

The Communities: Around the World, Around the Corner curriculum helps young people:
» discover similarities and differences among communities around the world,
including their own community

» explore ways that the environment affects how people live in different communities

» evaluate the relationship between communities and the natural environment and
identify ways of living more lightly on the land

» identify and practice ways to reduce their personal impact on the environment

» explore the value of caring and the idea that God asks us to care for the people and
C O M M U N I T I E S A RO U N D T H E WO R L D
the world around us AROUND THE CORNER
Copyright © 2008 by World Vision, Inc.
Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716
worldvision.org AN EDUCATIONAL RESOURCE
FOR YOUNG PEOPLE IN GRADES 3-6
C O M M U N I T I E S A RO U N D T H E WO R L D
AROUND THE CORNER
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. All rights reserved.

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 Communities Around the World, Around the Corner study

guide may be reproduced only with the written permission
of World Vision Resources, Mail Stop 321, P.O. Box 9716,
Federal Way, WA 98063-9716, wvresources@worldvision.org.

Printed in the United States of America

ISBN 978-0-9817927-4-3

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

figures, names, addresses, telephone numbers, Internet URLs,
and other cited information were verified 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 are not responsible for any changes that may have
occurred since our verification. If you find an error in, or have
a question or concern about, any of the information or sources
listed within, please contact World Vision Resources.
Overview
Communities Around the World, Around the Corner introduces young people to children
from Tanzania, Nicaragua, and India. The video and study guide help the participants to
think about what makes a community, how communities structure themselves to satisfy
basic needs, and how physical and human geography affect communities. The impact
our communities have on the environment is also examined. The video challenges the
participants to think about how they can make communities—their own and others—
better places to live.

Objectives
Through the video and study guide, participants will:
» discover similarities and differences among communities around the world,
including their own community
» explore ways that the environment affects how people live in different communities
» evaluate the relationship between communities and the natural environment and
identify ways of living more lightly on the land
» identify and practice ways to reduce their personal impact on the environment

Video Synopsis
Communities Around the World, Around the Corner opens new windows on our own lives
as we get to know three children and their communities, far away from the United States:
» Nairiamu is a member of a nomadic Maasai tribe near Mount Kilimanjaro, in
Tanzania.
» Jaime lives in a small mountain village called La Escoba, in Nicaragua.
» Rehka’s home is in a poor and crowded section of Delhi, the capital city of India.

Note: The video should be previewed prior to showing it to the participants. Some aspects
of life in developing countries could be new and seem unusual to young people (e.g., poverty,
fly infestations, eating with hands). Depending on the participants in your group, you may
choose to discuss these topics before showing the video. The video can be viewed and
downloaded at www.worldvisionresources.com. Simply click on the “free resources” icon
and go to “video resources.”
Total running time: 18 minutes

Leader Preparation
View the video. Choose which activities you will incorporate into a specific session based
on time and objectives. Photocopy relevant pages, prepare newsprint and other relevant
materials, and set up viewing space and equipment.

Time Required
15–30 minutes per activity

Table of Content
» Spin and Stumble ........................................................................... page 6
» Comparing Communities Around the World ........................................ page 7
» Video: Communities Around the World, Around the Corner .................... page 8
» Ideal Communities ......................................................................... page 10
» The Impact of Communities on the Environment .................................... page 11
» Called to Care for the World ............................................................. page 14

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 5
 Spin and Stumble
T H I S ACTIVITY serves as a good starting point for helping the participants
to explore how our actions and choices affect other people.

» two sheets of newsprint

M AT E R I A L S
NEEDED

» a marker
» a roll of masking tape
» prepare the two sheets of newsprint with the phrases “bad for our planet” on one and “good
for our planet” on the other. Post the signs on opposite sides of the room.

Activity Steps
1 I N V I T E T H E PA RTICIPANTS to stand in their own space and spin in place. Note that
they should be careful not to bump into one another or any objects in the room. They should
stop spinning when they start to get dizzy. As they spin, explain that they are like the world
turning. The world is a living thing. That means we have to treat it with care. Humans cause
problems because of their actions. Share with the participants some of the problems and how
they are caused. For every problem you mention, they should imagine the world getting sick.
Invite everyone to stop spinning.

2 C O N T I N U E T H E GAME by naming some things that happen in the world (e.g., climate
change, poverty, natural disasters, disease, famine, food shortage, recycling, saving energy,
volunteering, extinction, food aid, vaccinations). You may need to explain these to the
participants first. As you call out each topic, ask the participants to decide whether it is good
or bad by moving to one side of the room, under the appropriate sign.

3 F O R E A C H T O P IC, after the participants choose whether it is good or bad, invite a few
volunteers to share why they chose their position.

6 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R
 Comparing
Communities Around the World
T H I S ACTIVITY helps participants identify similarities and differences among
communities around the world, including their own community.

» a sheet of newsprint
M AT E R I A L S
NEEDED

» a marker
» a roll of masking tape
» copies of handout 1, “Coat of Arms, ” found on page 18, one for each participant
» crayons, markers, or colored pencils, several for each participant

Activity Steps
1 O N A S H E E T of newsprint, write the following categories: housing, school, food and water,
fun / toys, chores. Post the list where all can see. Ask the participants to describe their own
lives using these categories. For example, they might describe that they have three meals and a
snack or two every day. Review each category and allow for a few examples for each.

2 D I S T R I B U T E A COPY of handout 1 and several crayons, markers, or colored pencils to

each participant. Invite the young people to create a coat of arms for themselves. Each coat
of arms should be divided into four parts: favorite food; family; favorite game, sport, or
toy; something they dream of doing one day. Allow several minutes for the participants to
complete this task.

3 I N V I T E T H E PA RTICIPANTS to form small groups of three or four and to share their

coats of arms with one another. You may also wish to invite a few volunteers to share with the
large group.

4 C O N C L U D E T H E ACTIVITY by noting that the participants will revisit the newsprint list
and their coats of arms after they watch a short video.

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 7
 Video: Communities
Around the World, Around the Corner
I N THIS ACTIVITY, the participants watch a video that tells the stories of
three children—one from Tanzania, one from Nicaragua, and one from India.

» the video Communities Around the World, Around the Corner

M AT E R I A L S
NEEDED

» a television and a video player

» new copies of handout 1, “Coat of Arms,” found on page 18, one for each participant
» crayons, markers, or colored pencils, several for each participant

Activity Steps
1 E X P L A I N T O T HE participants that the video they will be watching is about three young
people: Nairiamu (Nare-ee-AH-moo) from Mount Kilimanjaro, in Tanzania; Jaime (HI-may)
from a small mountain village called La Escoba, in Nicaragua; and Rehka (RAY-kah), who
lives in a poor and crowded section of Delhi, the capital city of India. Ask the participants to
think about the ways these young people might live. Review the categories you noted on the
sheet of newsprint in the “Comparing Communities Around the World” activity and ask the
participants to describe what they imagine life to be like in those categories for these three
young people.

2 G AT H E R T H E PARTICIPANTS around the television. Play the video.

3 A F T E R WAT C H I NG THE VIDEO, discuss with the participants how Nairiamu, Jaime,
and Rehka’s lives are different from what they expected. Ask the following question:
» What things surprised you about each young person?

Allow for a few responses. Then revisit the categories noted on the newsprint to discuss what
the participants learned from watching the video.

4 L E A D A D I S C U S SION using the following comments and questions:

» In Nairiamu’s community, people meet outside to sing and to exchange news. Think
of occasions when people in our community come together, such as meeting for formal
gatherings like school assemblies, church groups, clubs, and conferences, as well as in-
formal gatherings like meetings at parks or on the street. Do we meet outside or inside?
How does the weather affect where we meet people?

8 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R
Video: Communities Around the World... (continued)
» Jaime’s village in Nicaragua is very poor. Discuss how Jaime’s community satisfies its
basic needs for food, shelter, and education [e.g., growing corn and raising chickens for
food, selling eggs for money, building simple homes and schools, etc.]. Compare our
ways of meeting basic needs with how Jaime’s community meets its needs.

» Rehka lives with many other people in a large city. How do people in her community
help one another? [Answers may include: sewing, mending shoes, selling food on the
street, driving rickshaws, recycling, selling things in stores.] What businesses and ser-
vices in our own community help families?

» How does where people live affect their day-to-day lives? How does where we live affect
our day-to-day lives?

» Nairiamu and Rehka do not attend school. How will life be different for children that
do not go to school?

5 D I S T R I B U T E T O EACH participant a new copy of handout 1 and several crayons,

markers, or colored pencils. Ask the participants to choose one of the three children featured
on the video and create a coat of arms for that person. Allow ample time for the participants
to complete this task.

6 C O N C L U D E B Y DISCUSSING how Nairiamu’s, Jaime’s, and Rehka’s coats of arms are

similar to, and different from, the coats of arms the participants created for themselves.

(Note: An alternative option to repeating the coat of arms activity is to invite the participants to write letters
and create drawings of their community for one of the young people from the video. In their letters, they can tell
Nairiamu, Jaime, or Rehka about their own community—what things are the same as theirs and what things are
different. Explain that these letters will not actually be sent.)

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 9
 Ideal Communities
I N THIS ACTIVITY, the participants consider environmental factors that
affect communities.

» blank sheets of paper, two for each participant

» pens or pencils, one for each participant
M AT E R I A L S
N EE D E D

» copies of handout 2, “Cube Pattern,” found on page 19, one for each small group of six
(printed on cardstock, if possible)
» scissors, one pair for each small group of six
» crayons, markers, or colored pencils, several for each small group of six
» bottles of glue or glue sticks, one for each small group of six

Activity Steps
1 D I S T R I B U T E A BLANK sheet of paper and a pen or pencil to each participant. Ask them to jot
down things they think are needed to create an ideal community (e.g., education for all young people,
proper shelter). Ask them to list at least six different things.

2 N O W D I V I D E the large group into small groups of six. Have the members of each small group share
their lists with one another.

3 A S K T H E F O L L OWING question of the large group:

» Did everyone in your small groups want the same things in their ideal community?
Invite some discussion of the items the participants noted on their lists.

4 T E L L T H E PA RTICIPANTS they are going to make an “ideal communities” cube. Distribute to

each small group six sheets of blank paper; a copy of handout 2; a pair of scissors; some crayons,
markers, or colored pencils; and a bottle of glue or a glue stick. Using the pattern on the handout and a
blank sheet of paper, each participant should cut out a square equal to the size of one side of the cube.

5 I N V I T E T H E PA RTICIPANTS to design a panel for their group’s cube. Instruct them to draw and
write things they would like to have in their ideal community. Someone in the group will need to cut
out the pattern for the cube (from handout 2) and fold and glue it as indicated. Direct the participants
to glue their panels onto the cube as they finish them.

6 I N V I T E E A C H S MALL GROUP to share its cube with the large group. As they do, point out the
differences in interpretation of what is an “ideal community”—both within each cube and among the
different cubes. Note that this diversity makes our communities even richer places to live.

10 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R
 Impact
of Communities on the Environment
I N THIS ACTIVITY, the participants identify ways to reduce their personal
impact on the environment.
M AT E R I A L S

» 100 animal crackers

NEEDED

» a sheet of newsprint
» a marker
» a roll of masking tape

Activity Steps
1 D I V I D E T H E L A RGE GROUP into six small groups. Distribute the animal crackers to
the three groups in this way: 86 to one group, 10 to another group, and one to each of the
remaining four groups. Then note that this is the actual pattern of consumption in our world.
Ask the participants why they think we should take care of the environment. Allow for several
responses.

2 A S K T H E PA RT I CIPANTS which community featured in the video they think uses the most
resources and creates the most pollution. Then note that experts tell us that by the year 2050,
we would need five more planets if everyone in the world were to live like we do now. What do
the participants think of this? Again allow for several responses.

3 N O T E T H AT J A IME and Nairiamu live lifestyles that can be described as “living lightly on
the land.” Discuss with the participants what this means. Do all rural families “live lightly on
the land?” Ask them to think about rural families in the United States. Discuss how lifestyle
choices affect the impact we have on the environment. Make a list of lifestyle choices that are
considered “living lightly” (e.g., biking or using public transportation, eating lower on the food
chain, buying less, etc.). Note these ideas on a sheet of newsprint and post it where all can see.

4 N O T E T H AT Rehka’s father is a recycler. What do her father and brother collect? Ask the
participants if they recycle at home and at school. Ask what things they throw out that could be
recycled. Allow for several responses. Then share the following key points:
» The average American consumes over 25 times more resources than the average person
from a developing country. That means that a family in a developing country would have
to have 75 children to have the same environmental impact as an American family with
three children. (World Population Balance Web site)

» One of the biggest environmental problems facing our planet is where to put our garbage.

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 11
 Impact of Communities on the Environment (continued)
A person in North America creates about 40 times more garbage than a person in India.
Each person in the United States produces about 4.4 pounds of garbage per day. (Envi-
ronmental Protection Agency)

» The United States and Nicaragua are both countries with coastlines, mountains, cities,
and farms. However, on average, Americans use six times more energy than Nicara-
guans. There are many reasons for this: The size of the United States means greater
distances to travel; our economy is more industrialized, and factories use a lot of energy;
and Nicaraguans like Jaime consume less energy than most Americans.

» Every time we buy something, we are also buying all the energy that was used to pro-
duce that item.

» Americans use much more water than people in many other countries. Nairiamu in
Tanzania uses only 2.6 gallons of water a day compared to an American, who uses an
average of 80–100 gallons.

» The 20 percent of the population that lives in the richest countries puts far more stress
on the earth than does the rest of the world. For example, this richest fifth of the world:

» consumes 84 percent of all paper; the poorest fifth, 1.1 percent

» uses 58 percent of the total energy; the poorest fifth, 4 percent

» consumes 54 percent of all the meat and fish; the poorest fifth, 5 percent

» owns 87 percent of the world’s vehicles; the poorest fifth, less than 1 percent

» According to the United Nations, a child born in an industrialized country such as the
United States will have an environmental impact on the earth 30 to 50 times greater
than a child born in a developing country.

5 S U G G E S T T H AT THE participants consider doing one or all of the following activities at

home in the upcoming days or weeks:
» In the morning, fill a bucket with water. Try to use only that much water throughout the
day. Wash with it, drink it, and use it to cook your meals. Remember it is all the water
you have for flushing toilets and washing clothes, too. Consider how your habits would
change if that was all the water you had every day.

12 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R
Impact of Communities on the Environment (continued)
» Initiate a garbage-free day. Do not throw anything away. Compost, recycle, or reuse
everything.
» Use self-stick notes to make “energy saver” reminders for you and your family at home.
Post them where family members will see them (e.g., by light switches, on the dishwash-
er, in the bathroom, etc.). Sample reminders might include: Turn Off the Lights! Start
Only When Full! Shorter Showers!
Now ask the small groups to come up with one creative way to either help educate others
about energy, water, and overall consumption, or to help reduce consumption. Note that these
should be fun and creative (and practical) ideas.

6 C O N C L U D E B Y INVITING each small group to share its idea. Then challenge and
encourage the participants to commit to following through on at least one idea discussed in
this activity.

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 13
 Called to Care for the World
I N THIS ACTIVITY, the participants explore the value of caring and the
idea that God asks us to care for the people and the world around us.

» a blank CD
M AT E R I A L S
NEEDED

» downloadable audio clips of a variety of sounds (animals, transportation, nature, etc.) found
at GRSites.com
» a CD player
Note: You will need to download several audio clips of a variety of sounds onto a blank CD.

Activity Steps
1 P L AY T H E S O U NDS for the participants, and ask them to identify the sounds. Then talk
through some of the ways the young people may care for the things they have identified.

2 C O N T I N U E W I TH the following comments, pausing for a few seconds between each one:
» Close your eyes. It’s time to imagine. Don’t make a noise or even whisper. Be as silent as
you can, and think back... way, way back. Think back to the beginning of time.

» Imagine the sounds of the world before God switched the light on. Imagine the sounds
of the world before God said, “It’s time for the sun.” Try to imagine the design God
might have drawn before God began creation.

» Now listen to what God said as God was making this beautiful world: “Let there be
light! Let there be day. Let there be a sun to shine. Let there be sky and land and sea and
creatures to run over the earth, and fish to swim in the seas, and birds to sing for joy.”

» God said it, and so it happened just the way God wanted. God made the first man and
the first woman, to look after the world and to care for one another, and to love God.

» You may open your eyes.

3 I N V I T E A V O L UNTEER to act out the following sound effects one at a time. Encourage
the participants to repeat the sounds.
» “Ow!” cough, cough

» sniff, sniff, “I’m so unhappy!”

» “Oi! Where’s the water gone?”

14 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R
 » “Oh no! It’s dark in here...”

» “Please, I haven’t got enough...”

» “Hold on! I need help here!”

4 A S K T H E PA RT I CIPANTS to think about the sounds they have just made. What kinds of
problems might these sounds represent, illness, unhappiness, environmental damage?

5 I N V I T E T H E PA RTICIPANTS to once again close their eyes. Then proceed with the
following comments, pausing for a few seconds between each:
» Think about how the world has changed over time. What happened? Why did the
world stop being the beautiful place God designed? When did the world first start
sounding unhappy, like those sounds we just heard?

» Put your hand up if you think humans had anything to do with it. Do you think it was
because we didn’t act the way God wanted us to act? Maybe we weren’t caring enough.
... Maybe we were greedy and used the world badly so that the rich got richer and the
poor got poorer.

» I wonder if we took too many of the world’s good things, making it grow sick... When
did that start? Was it yesterday, or last month, or many years before?

» It doesn’t have to be this way, because that is not how God wants it. We have already
seen some solutions, haven’t we? What else might we be able to do? Whom might we be
able to help?

» Take a moment to pray for our world, for those we sometimes turn our backs on. Pray
that God will give us the courage and grace to care for our world and all the people in it.

(This activity is adapted from Our World, The Environment: Assembly Resources for Primary Schools, produced by
World Vision, U.K., 2006.)

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 15
Handouts
and
Resources
C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 17
 HANDOUT 1

Coat of Arms

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

18 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R
HANDOUT 2

Cube Pattern
FOLD & GLUE FLAP

FOLD & GLUE FLAP

FOLD & GLUE FLAP

FOLD & GLUE FLAP

FOLD & GLUE FLAP

FOLD & GLUE FLAP

FOLD & GLUE FLAP

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

C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R 19
 »About World Vision
WORLD VISION IS a Christian humanitarian
organization 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 alongside the poor and oppressed as a
demonstration of God’s 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. That’s 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 all of our skills across many areas of expertise to each community we work
in, enabling us to care for children’s 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 find out more about how you can help, visit
www.worldvision.org.

A B O U T W O R L D V I S I O N RESOURCES
Ending 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

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P.O. Box 9716
Federal Way, WA 98063-9716
Fax: 253-815-3340
wvresources@worldvision.org
www.worldvisionresources.com

20 C O M M U N I T I E S : A R O U N D T H E WO R L D, A R O U N D T H E C O R N E R