TEACHERS’ PAGE
This comic book has been produced by the International Committee of the Red Cross (ICRC) in kenya with
the assistance of teachers and pupils for use in primary schools. It is intended both for entertainment and
education to children in upper primary classes. The content of the magazine mainly deals with issues related
to International Humanitarian law.
Specifically, the International Committee of the Red Cross (ICRC) works on behalf of victims of armed
conflicts. It It tries to prevent their suffering by making sure that they receive assistance and that their basic
needs are met. The ICRC promotrs International Humanitarian Law which provides protection for the vic-
tims of conflicts and limits means and methods of warfare. One of it’s basic principles is the necessary
distinction between combatants and civilians during armed conflicts.
To help pupils easily understand the issues raised in this magazine, an attempt to make the magazine easy,
straightforward and fun has been made.
However, without the teacher’s input and assistance the magazine cannot achieve the desired results. For
this reason. the ICRC would like to request teachers to participate in the dissemination of the messages in
this magazine by coordinating supporting activities relevant to the issuses raised. These could be activities
that have bearing on the particular environment or traditions. To augment the teacher’s ideas, the following
activities are suggested.
If possible the play could later be staged for a wider
Activity 1: Comprehension audience like the whole school or larger commu-
nity. If found more appropriate, parts of the story
To test the pupils’ undersatanding of the content could be adapted to suit the local environment. For
the pupils could discuss the following questions in example, if there are no wells in the area, the man
a group session led by the teacher. form Ama could poison food crops in a plantation.
1. What are the names of the two villages in this Activity 3: Guided research tour
story?
2. What were the reasons for the fight between If time is allowing, pupils could be engaged in a
the two villages? fact finding tour of the local neighbourhood. This
3. What happened to Hanna during the fight? would aim at getting facts on how earlier commu-
4. Who helped Hanna and in what way? nities handled conflict between themselves and
5. Who helped the sick people in both the neighbouring or distant enemies. The tour could
villages? involve visiting and interviewing elderly members
6. What was done to the well and what were the of the community.
results?
7. Why did the two villages decide to hold a Activity 4: Essay
meeting? Buuilding on activity 3 above the pupils could then
8. Where did this meeting take place? be asked to write an essay on the subject of con-
9. Who caused the problems between the two flict. A suggested title could be “Should wars have
villages? (Discuss) limits?”
10. What do you think the message in this story
is? (Discuss) Answers to picture puzzle on pupils’ page
1. Black hat on head of Ama soldier (Picture B)
2. Zuta man missing bandage (Picture A)
Activity 2: Drama 3. Plant near well missing a leaf (Picture A)
4. Laughing man missing tooth (Picture B)
5. Birds in the distance (Picture B)
The story of Zuta and Ama could be used to stage 6. Hanna missing finger (Picture B)
7. Boy missing ear (Picture A)
an interractive drama involving the children. The 8. Chief missing walking stick (Picture A)
children, with the guidance of the teacher could 9. Man missing foot (Picture A)
10. The words “The End “ m,issing letter T (Picture B)
could help cast the characters and act out the play.
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