Race Against Hunger Hunger Guide for Teachers Zimbabwe
Action Against Hunger 247 West 37th Street, 10th Floor New York, NY 10018
(212) 967-7800 www.raceagainsthunger.org [email protected]
Photo: ACF-South Sudan, T. Frank ACTION AGAINST HUNGER | ACF Educational Program Components INTERNATIONAL DESIGNED THE RACE AGAINST HUNGER INITIATIVE TO HELP EDUCATE STUDENTS ABOUT THE PROBLEMS OF GLOBAL HUNGER AND POVERTY, AND TO ENCOURAGE THEM Background Information for Teachers TO BE PART OF THE SOLUTION. Global Hunger Why Race Against Hunger? • Introduction to Hunger ...... 2 • Hunger Abroad...... 2 Enrich your curriculum The Race Against Hunger’s Hunger Guide • Hunger at Home...... 3 by incorporating global Country Case Study: Zimbabwe...... 4 issues into classroom for Teachers provides an educational Classroom Program activities. Introduction to Subject-Based Learning Activities primer on domestic and global hunger. • English...... 7 Foster a sense of • Social Studies...... 8 community and global Easily adapted to your classroom’s • Reading...... 9 citizenship among • Math...... 10 students. curriculum needs and teaching • Science...... 12 • Physical Education...... 14 Join the fight • Electives ...... 16 against hunger by requirements, the program will not only spreading awareness Additional Information in your school and Tips on Implementing community. interest your students, but also inspire the Race Against Hunger...... 18 them to be global citizens. Sponsorship Form...... 19 Help children around About Action Against Hunger...... 20 the world who suffer from hunger and malnutrition.
Photo: ACF- Sri Lanka, B. Marin
Action against HUnger | 1 h BACKGROUND INFORMATION FOR TEACHERS Conflict and War Civil conflict or war often destabilize and displace populations, uproot communities from their home, and result in high levels Key Terms Global Hunger of food insecurity. In conflict-ridden regions, hunger and malnutrition among the poor is both widespread and severe. Hunger: the result of the persistent intake of less than the daily amount of It is unacceptable that a significant number of the world’s population, particularly women and calories your body needs to be nourished children, suffers from hunger and malnutrition in a world capable of feeding all of its citizens. Environmental Disasters and active. Globally, millions of people die because they lack sufficient food and clean water, the basic Natural disasters, such as the recent drought in the Horn Famine: the absolute unavailability or inaccessibility of food in a given region, necessities for life. The first step to ending this crisis is to understand what hunger is, who is of Africa, have catastrophic effects on the food security of developing countries. Environmental disasters dislodge possibly causing death. affected by it, and why it exists in a world of plenty. poor populations much like conflicts and wars do. Until Malnutrition: a term that describes a their communities can be rebuilt and their livelihoods wide range of conditions that hinder good restored, these disaster-displaced communities suffer health, such as inadequate or unbalanced from food-insecurity. Although these types of disaster food intake. While we tend to associate Quick Facts Causes of Hunger effect whole populations, the challenges of food instability malnutrition with under-nutrition, or lack of food intake, malnutrition also includes Hunger and Malnutrition The Scarcity Myth are often worse for families who experienced poverty over-nutrition, or the consumption of following the crisis. • Approximately 925 million people around the It is a commonly held belief that there are insuficient too much food. Obesity is a form of world are malnourished. This amounts to nearly resources to feed the world’s population; however, malnutrition. 1/7 of the global population. this is a misconception. According to the United Food Security: a situation during which Hunger in the United States all people at all times have economical, • Every day, nearly 15,000 children die from Nations Food and Agriculture Organization (FAO), the world produces enough wheat, rice, and other social, and physical access to a sufficient hunger-related causes. • 49 million Americans are food insecure grains to provide each person with approximately amount of safe and nutritious food that • Some 19 million children under the age of five 2,700 calories a day. This excludes other foods that • 1 in 5 Americans rely on at least one U.S. Department satisfies their nutritional needs and dietary preferences. suffer from severe acute malnutrition, a condition comprise a well-rounded diet, such as vegetables, of Agriculture assistance program each year that kills at least 3.5 million children every year. beans, fruits, meats, and fish. With these foods • In 2010, 16.2 million children lived in food insecure households. Poverty: the inability to achieve the standard of living that is usual for a Source: United Nations Food & Agriculture Organization (FAO), factored in, hunger should not be a problem in the Source: Feeding America: Food Research and Action Center (FRAC) 2011 particular society. The standard of living 2011 Action Against Hunger (2011) world. Nonetheless, about 925 million people are Share Our Strength (2010) malnourished today. varies between nations, but the effects of poverty remain the same: hunger, Water Insecurity and Hunger Source: United Nations Food and Agriculture Organization (FAO) Why is hunger in the U.S. different homelessness, and lack of education and than hunger in developing countries? resources to fulfill basic human needs. • An estimated 884 million people lack access to a Health: the state of physical, mental safe supply of drinking water – that’s three times Why Hunger in a World Hunger in the United States varies from hunger and social well-being – not merely the the U.S. population! of Plenty? elsewhere because of the plethora of resources absence of disease or sickness. accessible for Americans suffering from hunger. From • A staggering 2.5 billion people do not have access Poverty Refugee: a person who flees his/her to basic sanitation facilities. national programs to community-based centers, there In a world capable of feeding every man, woman and country for fear of persecution for are a wide range of available services. Some commonly reasons of race, religion, nationality, • Each day, 2 million tons of sewage and other child, poverty is the overarching explanation for why used resources are: membership of a particular social contaminants enter waters all over the world – hunger exists across the globe. Additional factors that Food Banks: non-profit organizations that distribute group, or political opinion. causing cholera, dysentery, and diarrhea. can leave individuals vulnerable to hunger include: donated food and grocery products to food pantries, • The average American individual uses 100 to 176 Expatriate: a person living outside his or emergency kitchens, and other human service agencies her native country. gallons of water each day. The average African Seasonal Hunger to directly help needy clients. family uses about 5 gallons of water each day. Civil War: a conflict between different Most of the world’s poor live in rural areas that are National School Lunch Program (NSLP): a federally groups belonging to the same country. Source: Water Partners International: World Health Organization (WHO), dependent on agriculture and livestock economies. assisted program that provides nutritionally balanced, 2011 United Nations World Water Day (2010) For these households, poverty, hunger, and illness Drought: a deficiency of precipitation reduced–price, or free lunches to children in public and over an extended period of time. change dramatically over the course of a year in non-profit schools. response to production, price, and climatic cycles. International Humanitarian Contrary to popular belief, acute hunger does not Supplemental Nutrition Assistance Program (SNAP, Organization: an organization devoted to occur due to conflict or natural disasters, but rather formerly the Food Stamp Program): a federal program saving the lives and protecting the health as a result of the “hunger season” – the annual period that enables low-income families to buy eligible, nutritious of people affected by emergencies in various countries around the world. during which existing harvest stocks have dwindled, food from authorized retail food stores Source: United Nations Cyber School Bus: WHO: United little food is available on the market, and prices shoot Nations High Commissioner for Refugees (UNHCR): upward. This results in cycles of hunger that can be National Drought Mitigation Center devastating.
2 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 3 House of Assembly, but Tsvangirai himself withdrew Action Against Hunger’s BACKGROUND INFORMATION FOR TEACHERS from a presidential run-off against Mugabe after he was the top vote-getter in the initial round of elections, Presence in ZIMBABWE alleging fraud and citing concern for his safety and Mission start: 2002 the safety of his supporters. In a 2009 power sharing agreement with Mugabe, Tsvangari became Zimbabwe’s National staff: 208 Country Case Study: prime minister, but the political situation in Zimbabwe Expatriates: 8 remains contentious and fractured. Number of beneficiaries: 461,593 (2011) Source: CIA World Factbook, 2011 Zimbabwe ACF has been present in Zimbabwe since 2002 and aims to integrate HIV and AIDS education and treatment in all By exploring Zimbabwe’s country profile, students and teachers will learn about current Humanitarian Situation programs that it conducts. political, social, and economic conditions in the country and how these factors relate to Since gaining independence, Zimbabwe has Water, Sanitation and Hygiene (WASH) experienced a contentious political environment and • Restore and repair water points; construct and hunger there and around the world. an unstable economy. To tackle its fiscal challenges, rehabilitate latrines the country is creating financial initiatives to • Hygiene promotion and disease prevention rejuvenate the economy. The strategy of “dollarization” Zimbabwe: FACTS parties to form Zanu-PF. In the same year, Mugabe (replacing the national currency with the American • Strengthen local capacity through the creation of changed the constitution and named himself Executive dollar for international transactions) has stabilized management committees and income-generating Geography and Climate President of Zimbabwe. By the late 1990s, Zimbabwe had the economy and lead to significant progress over activities experienced a series of economic challenges and social Zimbabwe is a landlocked country in southeastern the last 12 months. Though the economy is slowly Food Security & Livelihoods upheavals. High interest rates and inflation provoked improving, health problems continue to affect Africa. It shares borders with Zambia, Mozambique, • Develop and promote innovative agricultural riots against Mugabe’s regime. the country. Zimbabweans fight high rates of South Africa, and Botswana. The majority of the techniques to decrease soil degradation country is a high plateau, with mountainous Mugabe began a land redistribution campaign aimed not malnutrition coupled with HIV and AIDS infections. regions located in the east. The country is home only at rebuilding the ruling party’s bases of political Addressing severe acute malnutrition, HIV, and • Improve water access by collecting and storing to Africa’s fourth longest river, the Zambezi. Flow- support, but also at improving society and helping the AIDS is a real challenge for the country’s massively rainwater to establish nutritional gardens ing along the northern border, this storied body of black majority. Its goal was to return lands to those who deteriorated health system. • Support agricultural distribution of seeds, tools, and had been displaced during Zimbabwe’s colonial period. water is the source of the Victoria Falls, regarded Over the last decade, Zimbabwe’s water and sanitation livestock while providing training for the maintenance by many to be one of the world’s greatest natural At the start of the redistribution campaign, the country’s systems have collapsed throughout urban areas. of such resources wonders. The country has a tropical climate, with its white minority (1% of the population) owned 70% of the rainy season lasting from November to March. arable land. The land reform program was deeply Without proper infrastructure, the country’s • Implement food security programs, particularly sewage enters and contaminates the water supply. designed to promote nutrition for people living with AIDS controversial. In numerous cases, it ran contrary to laws Basic Facts that were established at the time of independence. The contamination of water has resulted in huge rates Nutrition Decades later, Zimbabweans still questioned notions of cholera. With deteriorated public health services, of land entitlement across the country. men, women and children infected with cholera wait • Treat and prevent acute malnutrition through a Location: Southeastern Africa community approach President: Robert Mugabe Many parties, both domestically and internationally, in long lines for medical treatment. • Implement programs targeting children under five Government: Parliamentary Democracy reacted critically to the land reform program. The IMF Despite high rates of cholera infections, the country and World Bank cut aid to Zimbabwe as a show of is making progress in other areas. Increased food years old, adolescents, and adults living with HIV, AIDS, Capital: Harare and other chronic diseases disapproval towards the land reform campaign, hurting production in 2010 improved Zimbabwe’s food Official Languages: English the Zimbabwean economy. In 2001, Zimbabwe’s finance security situation. Albeit positive, food production Emergency Response – Cholera Epidemic Population: 12.08 million minister declared an economic crisis and warned of is not a stable predictor of a country’s progress. • Distribute kits and educational brochures to promote national food shortages. The next year, Parliament Climate: Tropical Shifting political leadership, seasonal changes, and hygiene and healthy lifestyles Life Expectancy: 49.64 years passed a law limiting the freedom of the media and diseases can impact farmers at any time and cause censoring public opinion and in response, the EU fluctuation in food security. Libya • Construct and rehabilitate water points, create Adult Literacy Rate: 90.7% imposed economic sanctions. Following the example management committees to oversee points and Area: 390,757 sq. km. of the IMF and the World Bank, surrounding nations Source: ACF, 2010 improve overall access to safe water Source: CIA World Factbook, 2011 halted aid to Zimbabwe in an effort to illustrate their • Train community members to disinfect water points disapproval of such policies. and latrines The conflict over land continued, severely impacting crop Source: ACF, 2010 Modern History production throughout the country. Farmers were not In 1980 Zimbabwe, formerly known as Rhodesia, became willing to develop land knowing that there was a chance independent from the United Kingdom. The end of they would lose it.. colonial rule in Zimbabwe resulted in sweeping changes In 2005, the United States identified Zimbabwe as one of for the country, the most significant of which was a the world’s six “outposts of tyranny.” The 2005 elections change in the nation’s political leadership. Robert were deemed fraudulent and condemned by foreign Mugabe became the nation’s first prime minister and observers and the government began a “cleanup remains in power today. In the beginning of Mugabe’s program”, under which thousands of individuals leadership, Mugabe accused one-time ally Joseph were forced out of their homes and into so called Nkomo of preparing to overthrow the government. “shantytowns”. Although the program was intended This accusation fed violence between members of ameliorate poverty, it only worsened the situation and the disagreeing parties. proved that there was a dire need for change. In 1987, after a series of negotiations, Nkomo and Left: Map of Zimbabwe In the 2008 Presidential and parliamentary election, Right: “Map of Africa, Mugabe ended their conflict by merging their political Morgan Tsvangiarai’s MDC party won control of the Zimbabwe is highlited”
4 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 5 CLASSROOM PROGRAM CLASSROOM PROGRAM Subject-Based English Project Description Objectives Learning Activities Letters to Action Against Hunger Staff Develop peer editing To help incorporate hunger education into your classroom, our Race Team has created subject- After completing the Zimbabwe Case Study, ask students to write a letter to an ACF staff member, incorporating information learned skills and understanding based learning activities designed to meet curriculum requirements and enrich classroom through the Race Against Hunger educational materials. Assign of the revision process lessons. In the following pages, you will find activities for six core subjects, along with expansion partners and have students edit each other’s work. Convey clear, focused A successful letter might include: ideas and support them projects and suggested activities for electives to engage students in hunger education and help with relevant information 1. Questions pertaining to ACF and its field programs across the globe them develop a sense of global citizenship. Feel free to adapt each activity to fit the needs of Demonstrate your students. 2. Student sentiments on the Zimbabwe Case Study understanding through 3. Vocabulary words provided in the Hunger Guide for Teachers the incorporation of (see Page 3). vocabulary Give students the opportunity to share their letter with the class before sending the letters to ACF’s New York Headquarters. Let students know that they will receive a response from ACF before Please mail letters to: the end of the school year.
Expansion Project Call to Action Action Against Hunger ATTN: Race Against Hunger Encourage students to write a letter to an influential public figure 247 W. 37th Street, 10th floor describing what they have learned about global hunger issues. New York, NY 10018 Students can focus on malnutrition in Zimbabwe, hunger issues in their city, or any topic pertaining to global malnutrition. Recommend that students use the techniques of persuasive writing to develop a clear, concise call to action on a hunger-related topic. In the letters, students should address the issue and encourage the public figure to use his or her influence to raise awareness in the community.
Photo: ACF- S. Sudan, T. Frank Photos (left to right): ACF- S. Sudan, T. Frank; ACF- Niger, G. Hohr; ACF- Pakistan, T. Vigier
6 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 7 CLASSROOM PROGRAM CLASSROOM PROGRAM Social Studies Reading Project Description Project Description Objectives Objectives Country Reports Acting Together Assign an Action Against Hunger | ACF International country to each Develop research and Have students read the following quote: Develop critical thinking student making sure to include countries from all regions of the presentation skills skills and informational world. (For a list of ACF countries, refer to the enclosed map or visit Differentiate between writing techniques www.actionagainsthunger.org) Have students research the economic, developed and developing “We have the resources and the knowledge to end Comprehend text and political, and cultural aspects of their assigned country using print countries respond in literal, critical, and/or online sources. Give students the opportunity to share what hunger. We know how to protect the poorest from Expand knowledge of and evaluative ways they have learned by scheduling presentations during class time. the impact of rising prices. Every child, woman the histories, economies, Demonstrate ability to Presentations should include: political systems and and man has a right to enough nutritious food for express and support 1. Geographical location of the country. cultural practices of an active and healthy life. Let us act – now.” opinion through an 2. A brief summary of the country’s history. countries around the world organized, five-paragraph 3. A description of the economic and political systems in the country. response Recognize and identify —United Nations Secretary General, Ban Ki 4. At least one cultural aspect of the country. countries on the world map Moon remarked on October 27, 2011 Presentations may also include: 5 Encourage civic 1. Visual aid (i.e. map, poster). competence 2. Food item prepared by the student. 1. Ask students to write a five-paragraph response to this statement. What is the 3. Comparison of hunger in project country and hunger in the Remind students that an effective paragraph includes a strong thesis United Nations United States. statement, introductory and closing paragraphs, and supportive body paragraphs. (UN)? a successful response might answer the following questions: Founded in 1945, Expansion Project • Do you agree or disagree? Why? the UN consists Current Events Journal • What was your initial reaction after reading the quote? of a body of 193 Each week, have students find an article relating to the current 2. Once students have completed the written response, facilitate an member states. The in-class discussion. situation in Zimbabwe, their report country, or another hunger-related UN works toward topic. Begin by having students log who, what, why, when, where, as • Which are some ways to tackle the problem of global hunger? well as the implications of the article in a weekly journal. To develop ensuring peace and • Describe a situation in your life in which you accomplished a the activity, have students separate into smaller groups of three to development for four students. Have each student prepare a brief summary of their challenging goal you previously made. Which strategies did you use? article and its significance to the members of their group. After Did you create an action plan? How can we apply this to what we all nations of the students explain their articles to their group, select one student are learning through the Race? world. Its principles to present about his/her peer’s current event. At the end of the • How can you get involved to address the problems associated with semester, have students submit their journals for grading. global and/or domestic hunger? How will you encourage your are based in justice, peers, families, and neighbors to join you in taking action? dignity, and universal well-being. The Expansion PROJECT UN facilitates Inspirational Words cooperation in Encourage students to find a quote about hunger issues and research international security, its historical and social context. Ask students to write a five-paragraph Photo: ACF- Haiti, C. Boisseauz-La Vie essay answering any or all of the following questions: law, and economic 1. Who spoke these words and what was the historical and social context? development. 2. What inspired him/her to speak these words? Do you agree or disagree with this quote? Why? 3. Do you see any ways in which this quote is similar to the Ban Ki Moon quote? If so, how?
8 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 9 CLASSROOM PROGRAM CLASSROOM PROGRAM Objectives Build mathematical knowledge through Math problem solving Represent and analyze mathematical situations Project Description using algebraic symbols Monetary Breakdown Developing Sustainable Programs for Communities in Kenya Demonstrate critical thinking skills by discussing $5 supplies a lemon, banana, mango, or orange tree to a more than 1,650 packets of Plumpy’nut, reaching between Step 1: Break students into groups and present the following scenario. their financial choices farming family – incorporating fresh fruit into their diets, 15-25 children. preventing soil erosion and desertification, and providing shade. $2,000 supports the construction of a community fishing Approximately 325,000 inhabitants reside in Mandera, Kenya (located in the north-eastern region of the country). 20,628 local $50 provides 30 days of nutritional treatment, including pond by providing tools, instruction, and wages so that 40 children – or 32.6% of all children in the region – are acutely malnourished, while 5% of the area’s children are faced with severe ready-to-use foods like Plumpy’nut, for a severely malnour- families can harvest up to 3,000 kg of fish annually. acute malnutrition. ished child in a feeding center. This treatment has a success $4,000 rehabilitates a water distribution network for a rate of a least 90%. With increasing droughts and rising food prices, the situation is becoming more devastating by the day. As a result, ACF is community of 350 people. launching a series of WASH programs to address Mandera’s current situation and provide lasting solutions in areas of water $100 provides an oven, ingredients, tools, and training for a $5,000 implements an emergency nutrition program in a sanitation and hygiene. woman to start a bakery and generate income for her family, village of nearly 5,000 people. Such treatment would include giving access to a balanced diet, healthcare, and school. WASH is one of ACF’s 3 core programs. WASH (Water and Hygiene Sanitation) works with communities to provide access those most severely affected by acute malnutrition to nurse to clean water, install water infrastructure, rehabilitate water systems, and demonstrate the importance of healthy hygiene $500 allows a farming community to buy enough maize, them back to health with nutrient-rich foods, access to clean practices. With droughts looming in the future, it is important that WASH develops Mandera’s water infrastructure. All over groundnut, or millet seeds to plant their plots for one water, and round-the-clock health monitoring. With treatment, the world, WASH installs and rehabilitates two types of water collection devices: bore holes and wells. Both service around agricultural season and provides training on how to maintain the vast majority return to their families after 30 days. 500 people a year and they each come with their own set of advantages and disadvantages. crops for a healthy harvest. $12,000 installs a community irrigation system so a village Read the background information and then begin your mission. $1,000 supplies a nutrition center with enough supplies and of 50 families is able to increase farm production from one 1. Borehole: A structure that’s made by drilling a hole ground until water is struck. The new hole is covered in concrete and ready-to-use foods to treat 20 children for one month or buys harvest a year to up to five annual harvests. fitted with a hand pump. This extra protection prevents dirt and other contaminants from entering the water source. Its design ensures clean and insulated water. Expansion Project: Working with World Hunger Statistics Advantages: Because of the concrete covering, water from boreholes is less contaminable. Due to its large size and efficiency, it can be used by more people each time water is collected. Arable Children under age 5 suffering Country Population Area (km2) Land (%) from malnutrition (%) What is Disadvantages: Expensive, costs around $3,000-5,000 to build and approximately $200 every few years to maintain. Zimbabwe 12,084,304 390,757 8.24 16 arable land? 2. Well: A structure that’s made by digging into the ground for access to groundwater. Most wells are dug by hand, sometimes Land that can be Iran 77,891,220 1,648,195 9.78 5 up to 15 meters in depth. They usually have unlined walls which makes the sides prone to crumbling. Their design makes the used for growing water point difficult to maintain and clean. Kenya 41,070,934 580,367 8.01 20 crops. To access water, a person must use a rope and bucket to pull the water up from the ground. United States 313,232,044 9,826,675 18.01 2 Advantages: Reliability. Its straightforward construction costs less than the borehole. Costs around $1,000-4,000 to build and maintain. Source: CIA World Factbook, 2011 and Unicef, 2010 Disadvantages: It’s physically challenging to dig the hole and to get water because it takes strength to pull a full bucket. The well does not keep the water protected with a closed container so it’s easier to be exposed by contaminants. Part One Part Two Source: Water and HIV: Working for Positive Solutions, ACF, 2009 1. Ask students to find the percentage of world area for 1. Divide the class into 4 equal groups. . Step 2: Give student’s their mission each country, given that the total area of the world is 2. Assign each group to a country from the chart. 2 Mission: You are the WASH coordinator in Mandera, Kenya. Design a program to address the humanitarian situation using the approximately 510 million km . Explain to students that each group member background information, population data, and monetary breakdown. 2. Ask students to find the percentage of world represents one child under the age of 5 in In Mandera, the cost of one well is $1,560 and the cost of one borehole is $4,050. Both wells and boreholes will service around population living in each country, given that the total that country. 500 people in a community for a year. You must create a plan that will provide sanitation for the people of Mandera. world population is approximately 7 billon people. 3. Have students use the statistics in the chart to Have students calculate the following based on the data in the scenario: 3. Ask students to determine the number of children determine the number of group members who a. How many wells does Mandera need to provide clean water for its citizens? under age five suffering from malnutrition per every suffer from acute malnutrition. 100,000 children under age 5 in their country. b. How much will it cost to supply Mandera with enough wells? 4. Ask each group to divide themselves based on 2 c. Using your judgment; if you had an additional $50,000 for other projects, how would you allocate your funds? 4. Ask students to find the total km of arable land in this information. (Refer to the Monetary Breakdown Table on the following page) each country using the information in the table. 5. Call each group to the front of the class to demon- d. If you have a budget of $300,000 for boreholes, which percentage of people of Mandera would it serve? strate the percentage of children under age 5 suffering from malnutrition in their country. Answer Key After completing the activity, lead students in a discussion about the significance. a. 325,000 ÷ 500 = 650 wells c. Students will arrive at their own answers 74 bore holes x 500 people serviced = 37,000 • Did this activity help you to understand the importance of ACF’s programs? b. 650 x 1,560 = $967,200 to buy 650 well d. $300,000 ÷ $4,050 = 74 bore holes (37,000 bore holes ÷ 325,000 population) • Were you aware that these problems existed? x 100 = 11% of the population is serviced
10 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 11 CLASSROOM PROGRAM CLASSROOM PROGRAM Science Project Description Expansion Project Objectives Crop Simulation Water in our World Today Introduce students to climate, environment, and weather patterns. Understand the basic By studying these three concepts, students will better understand geography and climate of Bottle Country Gallons/Person/Day How full the bottle should be agricultural production in specific regions. Have students perform regions A Canada 209 100% the following experiment to complement their studies. Demonstrate understanding and use of B United States of America 176 84% scientific inquiry Materials C South Africa 44 21% Assess the effects of plastic cups weather on the Earth and D Egypt 40 19% seed package (included) agricultural production E United Kingdom 31 14% potting soil F Costa Rica 23 11% rocks G Morocco 16 7% sand H Honduras 9 4% water I Zimbabwe 5 1%
Procedure J Mozambique 3 Less than 1% (just a few drops) 1. Divide students into groups and provide each group 6. Adjust the water level in the other two cups with five plastic cups. containing potting soil to represent drought 2. Have each group fill three cups with potting soil, and flooding. The remaining two cups will Label ten bottles with letters A-J and fill them with Reveal the correct answers to the students and discuss one cup with rocks, and one cup with sand. Label represent alternative soil compositions and the correct amount of water. Explain that each bottle the results. Be sure to ask students how often they use each cup according to soil type. should be watered regularly. represents the daily water consumption per person in water each day. What do they use water for? Where ten different countries around the world. List the ten does that water come from? Ask students how they 3. Plant seeds in each cup. 7. Have students write a hypothesis regarding which conditions will yield the best results. countries on the board and ask students to match each could adjust their habits to conserve more water. 4. Place all five cups in equal sunlight. country with a letter. 8. Continue the same watering process for the Source: www.pbs.org/now/science/water_pop/index.html 5. Pour the recommended amount of water into one of length of time specified on the seed package. the cups containing potting soil. This will represent the control (seed under ideal climate conditions). 9. Record plant growth and monitor the progress Label it as the control cup. of each plant in a chart. 10. Have students complete a lab report based on their findings.
Conclusion Questions
1. Which soil conditions produced the best results? 4. Using information from the Zimbabwe Case Study Why do you think that is? to support your answer, explain which of these 2. Which soil conditions produced the worst results? cups most accurately depicts the climate region Why do you think that is? of Zimbabwe. 3. How does this experiment demonstrate the 5. Based on what you have learned, how do you think effects of geography and weather patterns on rising global temperatures and desertification will crop growth? affect agricultural production? 6. How can countries affected by drought create a sustainable agricultural system? Photos (left to right ): ACF-Niger, G.; ACF-Colombia, H. Rippe
12 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 13 CLASSROOM PROGRAM CLASSROOM PROGRAM
Physical Education Middle Upper Arm Circumference (MUAC) Project Description A measurement used to track malnutrition in Objectives Water Jug Relay children under the age of five.T o measure the MUAC, a device similar to a flexible ruler is used. Read this excerpt about a 10 year old girl in Zambia who travels over Practice teamwork and The device has a series of colored bands which one hour to get water for her family every day. cooperation help indicate the severity of malnutrition in the individual being measured. “In a community in the Copperbelt of Zambia, a 10 year old girl Build endurance wakes up at four o’clock in the morning; the sun has not yet made Develop movement skills Green: >13.5 cm: No Risk an appearance, and the rest of her family is still asleep. She grabs two White: 12.5-13.5 cm: Neutral 10-litre (2.64 gallon) containers and starts walking. Twenty minutes later, the sky is a little brighter and she has reached the river at the CM Yellow: 12-12.5 cm: Risk of Malnutrition bottom of the hill. Rather than scoop up the river water – which will Orange: 11 -12 cm: Moderate Malnutrition probably be polluted from all the washing, bathing and grazing that 7 Red: <11 cm: Severe Malnutrition goes on here – she heads a little further down the well-trodden path to a small pond, which she hopes is cleaner. Now she fills her two 8 containers; one goes onto her head with a hand up for support, and the second she carries in the other hand. The walk back is uphill, and 9 now with 20 liters of water (or 5.28 gallons), it will take her almost an hour to reach home. She washes herself with as little water as 10 possible, uses the toilet at her neighbors’ house, dresses, and then 11 runs to school to be on time. If she is late, she will be punished by her teacher. Meanwhile, her sister has collected the two containers, which 12 have been emptied into household buckets, and has started off on the journey down the hill to collect some more.” 13 Source: Voices of Hunger, Action Against Hunger | ACF International 14 After discussing the passage with the students, introduce the water jug relay. 15
16 Relay Directions:
1. Fill two, one-gallon milk cartons with equal amounts of water. 17 2. Divide the class into two even teams and have them stand at opposite ends of a long field or hallway. 18
3. Give both milk cartons to one team. 19 4. Have one student carry both jugs the length of the hallway or field and pass it off to the opposite team. Photo: ACF- South Sudan, T. Frank 20 5. Repeat this process until each student from both teams has 21 carried the jugs. Expansion 6. After completing the relay, discuss the exercise as a class. 22 Project 1. Recreate an ACF Stabilization Center and Additional have students act as field workers, nurses Some important discussion questions might include: Race Preparation 23 Projects and patients. Have students create their • Was it hard to carry the jug during the relay? Why? Allow students to help map out and own MUAC to measure incoming patients. 24 • How does Bella’s daily trip to gather water affect how she does measure the Race course. As a class, 2. Create a diorama depicting a feeding center in school? walk the course to determine how in Zimbabwe. 25 long the route will take. • How does the relay relate to the story you read at the 3. Decorate your school hallways with facts beginning of class? about hunger and flyers for your Race event.
14 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 15 CLASSROOM PROGRAM CLASSROOM PROGRAM Electives Foreign language Technology Project Description Project Description Conversations on Hunger Google Searching
Break students into pairs and present the following Potential Questions: Lead students through the basics dos and don’ts 1. A scholarly article mentioning Action Against scenario: 1. What are some causes of hunger in Zimbabwe? of a Google search. After teaching the basics of Hunger or Plumpy’nut web-browsing and valuable sources, send them One student is a reporter for a foreign-language news 2. What is being done to address these issues? 2. The homepage of an international humanitarian aid source (i.e. Telemundo News for Spanish courses) and on a “scavenger hunt” to find the following: organization, a local food pantry and/or domestic the other is an expatriate staff member working for 3. Are there hunger issues in your home community? hunger organization. ACF in Zimbabwe. Have the reporter interview the staff 4. Are there resources to help the hungry population in 3. A recent newspaper article about the crisis in the member about hunger issues in Zimbabwe and around your community? If so, give examples. Horn of Africa the world. Students should use the vocabulary words provided. See page 3.
Health Visual & Performing Arts Project Description Project Description Healthy Lifestyles Multicultural Projects The United States Department of Agriculture 1. Show students examples of cultural art from recently replaced the Food Guide Pyramid with different regions of the world. Choose one to focus MyPlate, a new guide for understanding nutrition on for the project. For example, you may choose and suggested food serving sizes. MyPlate African ceremonial masks, Mexican basket weaving, incorporates recommended portions of the five food or Indonesian Shadow Puppets. groups into the image of a meal place setting. This 2. Discuss the cultural significance of this helps students understand that their meals should artistic representation. be based on fruits and vegetables with smaller portions of proteins and whole grains. Carefully 3. Have each student recreate the example discussed explain the importance of each food group to your in class, following the same techniques and styles. students and provide a sample meal that meets the If the original materials are not available, feel free to MyPlate guidelines. Have students create a food improvise. For example, you could weave a Mexican plan for a week that follows the MyPlate suggestion. basket from colored construction paper. This activity will help students evaluate their eating habits and improve their nutrition. Source: United States Department of Agriculture (USDA), 2011 Photo: ACF-Liberia, A. Kendle
Photo: ACF-Colombia, H. Rippe
see page 3 for key term definitions
16 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 17 TIPS ON IMPLEMENTING THE RACE SPONSORSHIP FORM Additional The Race Against Information & Tips Hunger Sponsor Form The Race Against Hunger fun-run is meant to get your students active with the goal of ending All money raised will support Action Against Hunger’s efforts to carry out innovative, lifesaving global hunger in mind. Your school’s event can be a fun-run, jog/walk-a-thon, or any other programs in Nutrition, Food Security and Livelihoods, and Water, Sanitation, and Hygiene in 40 activity you like! countries over the world. Your sponsorship will help us continue to reach more than six million people each year.
Notes and Tips If students are unable to seek sponsors, here are some alternative Name of Participant: • Team up with a neighboring school for forms of fundraising: Teacher: a bigger and more exciting Race event. School Name: • Coin Drive/Penny War • Neighboring businesses and Date of Race: restaurants make great sponsors. • Bake Sale See Sponsorship and Media Packet • Student Letters to Local Foundations Per Lap/Flat Initial When provided. and Corporations Full Name Home Address Donation Collected • Invite family and community • Dress Down Day members to your Race event, either as participants or coordinators, or both. • To avoid dealing with cash, encourage your students to collect checks when seeking sponsorships. Make sure all checks are made out to “Action Against Hunger”. • Don’t hesitate to contact Action Against Hunger if you have any questions or concerns. We are here to make your Race event as successful as it can be! Total Amount Raised
Please make checks out to Action Against Hunger. Action Against Hunger is a not-for-profit, 501(c)(3) corporation that consistently receives top marks from rating agencies like the Better Business Bureau, Charity Navigator, the American Institute of Philanthropy, and Guidestar. All contributions are tax-deductible to the full extent of the law. To learn more about our programs and activities, please visit our website: www.actionagainsthunger.org. Good luck and have fun! Thank You For Your Support!
18 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 19 ADDITIONAL INFORMATION Action Against Hunger’s Programs Action Against Hunger’s Charity Ratings Action Against Hunger consistently receives top marks ACF has pursued its vision of a world without hunger from rating agencies like the Better Business Bureau’s for more than three decades, combating hunger with Wise Giving Alliance, Charity Navigator (receiving innovative, life-saving programs in nutrition, food their highest 4-star rating), the American Institute for security, and water and sanitation: Philanthropy (top-rated with an “A”), the Independent About Action Against Hunger | ACF International Charities of America (as a “Best in America” nonprofit), Nutrition Programs and Guidestar. As an operational agency that directly ACF’s nutrition programs treat and prevent acute oversees the implementation of our own programs, malnutrition. Launched most often during times we are committed to a policy of transparency and Recognized as a leader in the fight against of crisis, our programs center on the evaluation of disclosure by ensuring that key financial information nutritional needs; the therapeutic treatment and is publicly available and that our programs undergo prevention of acute malnutrition; technical training external evaluation to assess their impact. malnutrition, Action Against Hunger | ACF and support for local staff; and capacity building with national ministries and government structures. The Charity Navigator has awarded Action International saves the lives of malnourished contexts for our programs can be as varied as the Against Hunger four consecutive four- crises--from rural mountain villages, to ethnically star ratings for sound organizational divided cities, to the confines of overcrowded relocation management; only 8% of all reviewed children while providing communities with camps for internally displaced peoples. charities merit this distinction. access to safe water and sustainable solutions Food Security Programs The American Institute of ACF’s food security programs evolve from the work Philanthropy qualifies ACF as a to hunger. With more than 30 years of expertise we do in nutrition. While our therapeutic nutrition “top-rated hunger organization,” programs restore health to individuals suffering from awarding our organization an “A” rating. acute malnutrition, our food security programs prevent The Better Business Bureau’s Wise in emergency situations of conflict, natural future outbreaks by supplying needed inputs (seeds, Giving Alliance has verified that Action fertilizers, tools, fishing nets, etc.), introducing new Against Hunger meets all of its rigorous disaster, and chronic food insecurity, ACF runs techniques, and fortifying coping mechanisms and standards. livelihoods through training in income-generating activities such as farming, gardening, animal breeding, lifesaving programs in some 40 countries and food conservation. Our food security programs put people on the road to self-sufficiency. benefiting over six million people each year. Guidestar offers a third party, independent Water, Sanitation, & Hygiene Programs assessment of ACF as a “Best in America” ACF’s integrated approach to hunger involves nonprofit. extending water and sanitation services to communities faced with water scarcity, unsafe The Independent Charities Seal of drinking water, inadequate sanitation, and poor Excellence certifies that a charity hygiene. We truck water into affected communities meets the highest standards of public during emergencies, decontaminate wells and install accountability, program effectiveness, and solar-, diesel- and hand-powered pumps. Employing cost effectiveness -- standards required sophisticated geophysics, we locate water resources by the US Government for inclusion in and tap aquifers. We protect natural springs and pipe the Combined Federal Campaign. Of the water into villages and health centers, and rehabilitate 1,000,000 charities in the U.S., fewer damaged infrastructure to ensure access to adequate than 50,000 (5%) meet these standards, sources of clean water. We build latrines, bathhouses and, of those, fewer than 2,000 have and introduce basic sanitation infrastructure to keep been awarded this Seal communities hygienic.
20 | race against hunger // Hunger guide for teachers www.actionagainsthunger.org Action against HUnger | 21 The Race Against Hunger is an international service learning initiative that seeks to engage students across the United States and around the world with the issue of global hunger and to inspire them to be part of the solution.
Photo: ACF-USA, M. Lee
Go to our website to get more information! www.actionagainsthunger.org/race
Action Against Hunger 247 West 37th Street, 10th Floor New York, NY 10018
(212) 967-7800 www.raceagainsthunger.org [email protected]