Splitting

Image
In th is act ivi ty, participants will understand
that some children have limited school resources.

t i m e r e q u i r e d : 2 0 m i n u t e s | i NT E ND E D F O R G R A D E S 2 - 5
M at e r i a l s

» Newsprint and markers

Needed

» Pens or pencils, one for each participant

» Copies of handout 2, “Splitting Images Photo—Left Side,” one for each participant
» Copies of handout 2, “Splitting Images Photo—Right Side,” one for each participant

Activity Steps

1
Gi v e e a c h pa rt ic ipant a copy of the “Splitting Images Photo—Left Side”
handout and a pen or pencil. The photo features a teacher standing at a
blackboard. Do not reveal any background information about the photo. Ask
the participants to think about what the missing part of the photo might look
like. Instruct them to brainstorm possible responses and questions prompted
by the split photo and to write them across the top or on the back of the
handout.

2 A s k t h e pa rt ic ipants to choose one of their ideas and complete the photo by

drawing the missing half on the blank part of the handout.

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3 A f t e r a l l t h e draw i ng s are completed, invite the participants to form groups
of four and share their completed drawings. Ask them to look for similarities and differences in
their drawn predictions.

4 Di s t r ib u t e a c opy of the “Splitting Images Photo—Right Side” handout to each

participant. Explain that the scene is a typical school classroom in Malawi, Africa. Provide the
following information about Malawi:

» Malawi is a beautiful country nicknamed “the warm heart of Africa” because the
people are so friendly. Tourists visit Malawi to see its national parks, where there are
leopards, elephants, zebras, and other animals.
»T he country is home to about 12.8 million people, with 90 percent of them
depending on agriculture to make a living. Most people live in rural areas, growing
enough maize to feed their families plus a little extra to sell.
» There
 are two seasons each year—a wet season from November to March and a dry
season from April to October. For four months during the dry season, there is no rain
at all, so farmers can usually plant and grow their crops only during the wet season.
In some years, there is a drought when the rains hardly come at all, so the maize
crops fail.
» The
 country has had a long drought in recent years, with up to 25 percent of people
experiencing food shortages for six to nine months of the year.
»M alawi is a very poor country. The main crops are tobacco, sugar cane, and tea.
There are tobacco, tea, cement, and cotton factories in the cities of Lilongwe and
Blantyre.
»T here are a number of health risks in Malawi. Hunger, protein deficiency, and diarrhea
cause many problems, especially for young children. Many people get sick because
they don’t have clean drinking water. Mosquitoes carry malaria—a disease that causes
ongoing chills and fevers. Malawi’s main health problem is HIV and AIDS.
»N ewspapers are published in the main cities, but about 40 percent of adults cannot
read or write. There are more than 2.6 million radios tuning in to 15 radio stations.
The main language spoken in Malawi is Chichewa, but most people who have been
to school can speak some English.
»R eligion is important to people, and about 90 percent of people in Malawi go to a
church or a mosque.
»M ost of the countryside has no electricity, so people use firewood for cooking.
Mobile phones outnumber telephones because the telephone system is limited to
towns. Offices in the cities use computers.
»M alawi was ruled by Britain from 1878 until 1964. In 1964, the country won
independence from Britain and was ruled by the dictator President Hastings Kamuu
Banda. In 1994, it became a democracy, with an elected government and elections
held every five years.

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5 Compare the group drawings with the actual missing piece of the photo by discussing the
following questions:

» Compare your prediction with the actual picture. What is in the missing photo piece
that you did not expect?
» What common elements show up in the drawings of your group members?
» In what ways is the schooling experience of these children different from yours?
» What would it be like to go to a school like this one?
» Can young people learn effectively in such an environment? If yes, explain why. If no,
what do they need to improve their learning situation?

6
Conclude by inviting the participants to join you in prayer. Pray that all children are given the
chance to learn and grow in their knowledge. Pray for those children who currently do not
receive an education because they are poor. Pray that all people, especially government leaders,
will come to understand the importance and value of an education for all.

Copyright © 2010 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA
98063-9716, wvresources@worldvision.org. All rights reserved.

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H a ndout 1

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Splitting Images Photograph—Left side
Handout 1: Permission to reproduce is granted. © 2010 by World Vision, Inc.
HANDOUT 1

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Splitting Images Photograph—Right Side
Handout 1: Permission to reproduce is granted. © 2010 by World Vision, Inc.
 About World Vision
W o r l d Vi si o n 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 envision a world where each child experiences “fullness of life”

as described in John 10:10. We know this can be achieved only by
addressing the problems of poverty and injustice in a holistic way.
World Vision is unique in bringing 60 years of experience in three key
areas to help children and families thrive: emergency relief, long-term
development, and advocacy. We bring our skills across many areas of
expertise to each community where we work, enabling us to support
children’s physical, social, emotional, and spiritual well-being.

About World Vision Resources

E n din g g l o b a l 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 9716
Federal Way, WA 98063-9716
Fax: 253-815-3340
wvresources@worldvision.org

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