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A Curriculum Addressing Issues of Hunger and Food Security for Minnesota Youth Fighting Hunger in Minnesota

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A Curriculum Addressing Issues of Hunger and Food Security for Minnesota Youth Fighting Hunger in Minnesota University of Nebraska Omaha DigitalCommons@UNO Service Learning and Community Engagement Curriculum Projects 8-1997 A Curriculum Addressing Issues of Hunger and Food Security for Minnesota Youth Fighting Hunger in Minnesota Follow this and additional works at: http://digitalcommons.unomaha.edu/slcecurriculum Part of the Curriculum and Instruction Commons, and the Service Learning Commons Recommended Citation Fighting Hunger in Minnesota, "A Curriculum Addressing Issues of Hunger and Food Security for Minnesota Youth" (1997). Curriculum. Paper 7. http://digitalcommons.unomaha.edu/slcecurriculum/7 This Article is brought to you for free and open access by the Service Learning and Community Engagement Projects at DigitalCommons@UNO. It has been accepted for inclusion in Curriculum by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. Kids for Kids Fighting Hunger in Minnesota A Curriculum Addressing Issues of Hunger and Food Security for Minnesota Youth August 1997 This curriculum was adapted from "Kids for Kids: Fighting Hunger in Wisconsin" with permission from the Hunger Task Force of Milwaukee Youth Curriculum Task Force. Additional materials were adapted from the Atlanta Community Food Bank, "Hunger 101, Curriculum Guide" and materials were prepared by the Minnesota Hunger Partners Curriculum Committee . • INTRODUCTION Hunger is a children's problem. Children have an incredible Poverty is the root cause of capacity for understanding hunger. Thousands of chil­ the problems of other chil­ dren in Minnesota live in dren, but often lack the op­ poverty. Hungry children are portunities to participate in more likely to suffer from the solutions. In order to fatigue, have health prob­ provide children with that lems, and have trouble con­ opportunity, Hunger Partners centrating, which contributes of Minnesota has produced to increased absences, tardi­ "Kids for Kids: Fighting ness, and difficulty learning Hunger in Minnesota." "Kids in school. for Kids" is designed to help children develop an aware­ Hunger is a problem that can ness about hunger, under­ be solved. stand the extent of the prob­ lem in their community and It takes all parts of a commu­ state, and motivate them to nity, including youth to respond to their community's address hunger and its causes needs. and to work on both short and long term solutions for • ending hunger. All individuals in the commu­ The goal of the committee was materials or sections. nity can take personal respon­ to design a curriculum about sibility for learning about and hunger which would engage Teachers and youth leaders understanding the problem of children intellectually, physi­ can choose sections to utilize hunger and its causes. cally, and emotionally. and are encouraged to add their own projects and materi­ "Kids for Kids" is based on a The curriculum includes als. curricul urn initially developed hands-on activities and volun­ by the Maryland Food Com­ teer opportunities, and repro­ "Kids for Kids: Fighting Hun­ mittee. Building on that foun­ ducible resource materials to ger in Minnesota" comple­ dation, a dedicated committee adapt the curriculum for ments Hunger Partners' vision of volunteers from the Hunger diverse religious, youth group, of a community that works to Task Force of Milwaukee and school settings. solve problems through inter-· created 'Kids for Kids: Fight­ action and education rather ing Hunger in Wisconsin." "Kids for Kids" is to be a than the assignment of blame, living document. The format which understands the long The Minnesota Hunger Part­ of a ringed binder with loose term costs of hunger, and is ners chose to adapt the Wis­ leaf pages is designed to easily dedicated to ensuring food • consin curriculum to create accommodate changes and to security for all. 'Kids for Kids: Fighting Hun­ provide convenient access to ger in Minnesota." The Minnesota Hunger Partners are pleased to present teachers, youth leaders, and children with a curriculum that gives youth the opportunity to help and support their community. MFSA (612) 536-9180 - Email: [email protected] Minnesota Food Shelf Association Minnesota Food and Education Resource Center (MNFERC) Minnesota Food Bank Network A Program of the Urban Coalition ( 612) 486-9860 ( 612) 348-8550 2 Acknowledgments We want to give special thanks to the Milwaukee Curriculum Task Force for allowing us to adapt their curriculum to create "Kids for Kids: Fighting Hunger in Minnesota." Many thanks go to the following people and organizations who helped in the creation, development, and production of this curriculum: Land 0' Lakes, Inc. Maryland Food Committee Minnesota Hunger Partners Curriculum Committee: Kevin Adams Systems Administrator Second Harvest St. Paul Food Bank Sharlynn A. Edgeberg ElementarY' Teacher World Cultures & Languages - St. Paul Public Magnet School Bettina Graupner Program Associate Minnesota Food Shelf Association Karla Halvorson Communications Coordinator Minnesota FoodS hare Marsha Micek Graphic Designer Braun Printing Paula Rittenhouse Middle School Teacher Sunrise Park Middle School Jaci Stipe Director of Food Bank Programs Second Harvest St. Paul Food Bank Mary Wilcox Child Nutrition Coordinator Minnesota FoodS hare 3 Contents Youth Groups/Grades 6-8 Defining Hunger and Identifying Its Effects .................................................................. 7 Understanding the Causes of Hunger ........................................................................... 11 Teens/Grades 9-12 Understanding the Causes and Pervasiveness of Hunger ......................................... 19 Recognizing the Uneven Distribution of Food and Resources in the World and in the United States ...................................................................... 23 Seeking Solutions to the Problem of Hunger in Our Community ............................ 27 Taking Action Against Hunger ....................................................................................... 35 30 Ways You Can Fight Hunger ...................................................................................... 37 Resources: Bibliography 4 • Purpose and Goals of the "Kids for Kids" Curriculum The purpose of "Kids for Kid" 2. State conditions which 4. Take action to fight hunger is to help youth think about make it difficult for some and ensure food security hunger, its causes and effects, persons to get enough food. within their own communi­ the extent of hunger in Minne­ ties-as appropriate for sota, and the resources avail­ Goal III: To demonstrate an their age level able to promote food security awareness of both short term 5. Effect long term change that (access for all people to nutri­ attempts to relieve hunger and will end hunger and pro­ tionally adequate food at all long term efforts to ensure mote food security by politi­ times from normal food chan­ food security, youth will be cal and social action. nels) for Minnesota families. able to: Given this knowledge, youth 1. Name and describe the Goal V: To demonstrate an will have a more complete work or purpose of at least understanding of the perva­ understanding of hunger and one short term way of siveness and causes of the may be challenged to act to dealing with hunger. problem of hunger throughout • alleviate hunger and to ensure 2. Identify long term strategies the world. Youth will be able food security locally. that individuals and organi­ to: zations are using to promote 1. Recognize the extent of the Goal I: To develop an aware­ food security. problem of hunger in the ness of what hunger is and world. how it affects individuals, Goal IV: To motivate and 2. Recognize the uneven youth will be able to: empower youth to respond distribution of food and 1. Recognize healthy eating to the problem of hunger, resources in the United habits. youth will be given opportu­ States and the world. 2. Define hunger. nities to: 3. Identify the immediate and 3. Identify physical and men­ 1. Shatter stereotypes of long term causes of hunger tal effects of hunger on people experiencing hunger in areas of the world where children. so as to view the problem of there is widespread starva­ 4. Define food security. hunger as one which stems tion. from circumstances that can 4. Consider how our lives Goal II: To demonstrate an happen to any individual or relate to the rest of the understanding of the perva­ family living in any commu­ world and to problems of siveness and causes of the nity, including their own. hunger and starvation. Y/~~~ b:~~~~n~c~f hunger, youth will 2. Develop concern and empa­ thy for hungry people. 1. Recognize the extent of the 3. Educate others about the problem of hunger in Min­ problem of hunger and the nesota. need for food security. 5 • I I J t0 t ~ I~ ~ ~ I~ I I II'l a ·lij ! 1• I I I • Defining Hunger and Identifying Its Effects Topic One for Youth Groups/Grades 6-8 physically active, less atten­ Background Information for more physical illnesses and tive, less independent, and Teachers and Youth Leaders more problems growing and less curious. They cannot learning. Children who do not concentrate as well as chil­ In 1992 the U.S. Department get a nutritious diet are more dren who eat properly. As a of Agriculture introduced the likely than their well nour­ result, their reading ability, Food Guide Pyramid. The ished peers to experience verbal skills, and motor skills purpose of the Pyramid is to headaches, fatigue, frequent suffer. Some of these effects help people to select foods colds,
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