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

60 Pages·2014·2.83 MB·English

University of Nebraska Omaha
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.
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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
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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
[phone]
- Email:
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
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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
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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.
2. Develop concern and empa-
Y/~~~ b:~~~~n~c~f hunger, youth will
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.
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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, and other illnesses.
will not be permanent if
containing the nutrients Hungry children are also
better nutrition is provided.
needed daily without con- likely to be absent from school
Adults who are hungry may
suming too much fat, choles- and are at risk of dropping
become nervous, irritable,
terol, sugar, sodium or alco- out. According to the National
and unable to concentrate.
hol. A picture of the Food Education Association, under-
Chronic undernutrition
Guide Pyramid, which in- nourished children are less
weakens bones and muscles,
cludes suggested daily serv-
increases the risk of illness,
• ings from each food group, is
and contributes to depression
found at the end of this
and lack of energy. Poor
chapter.
nutrition can worsen any
health problems that plague
People who do not regularly
older adults.
eat well-balanced meals may
suffer from the effects of
What does it mean to be
hunger and/ or poor nutri-
hungry? The Food Research
tion. Just as all people need a
and Action Center inter-
healthy environment in
viewed over 5,000 low-in-
which to live, where the air is
come families with children
safe to breathe and the water
about hunger. The survey
healthy to drink, all people
found that one-fifth of the
need adequate, nutritious
families with at least one
food.
child under age 12 are hungry
in some part of one or more
Hunger has devastating
months of the past 12 months.
effects. Poor nutrition of
These families spent over half
infants contributes to infant
of their income on housing
mortality and low birth
and were only able to spend
weight. Mothers who are
an average of 68 cents per
undernourished during
person per meal. The survey
pregnancy have babies with
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