The Race Against Hunger

Transcription

1 The Race Against Hunger Education Community Global Citizenship Hunger Guide for Teachers Bangladesh

2 Action Against Hunger ACF International designed the Race Against Hunger initiative to help educate students about the problems of global hunger and poverty, and to encourage them to be a part of the solution. The Race Against Hunger s Hunger Guide for Teachers provides an educational primer on domestic and global hunger. Easily adapted to your classroom s curriculum and teaching requirements, the program will not only interest your students, but also inspire them to be global citizens! Photo: ACF-Bangladesh, S. Rahman Saed On the cover: ACF-Bangladesh, G. Hughson

3 Table of Contents Photos: ACF-South Sudan, François Background Information for Teachers Global Hunger Why Hunger in a World of Plenty?... 2 Hunger and Malnutrition Facts... 2 Hunger in the United States... 3 Country Profile: Bangladesh... 4 Classroom Program Introduction to Subject-Based Learning Activities English... 7 Social Studies... 8 Reading... 9 Math Science Physical Education Electives Fundraising Tips What s Next? Sponsorship Form About Action Against Hunger Why Join the Race Against Hunger? Enrich your curriculum by incorporating global issues into classroom activities. Foster a sense of community and global citizenship among students. Join the fight against hunger by spreading awareness in your school and community. Raise funds for Action Against Hunger s lifesaving programs around the world. Contact the Race Team If you have any questions or if there s any way we can help, please get in touch! Web: Ryan Head, Community Outreach Officer rhead@actionagainsthunger.org Phone: ext 139 ACTION AGAINST HUNGER 1

4 Global Hunger It is unacceptable that a significant number of the world s population-particularly women and children-suffer from hunger and malnutrition in a world capable of feeding every person. Millions of people die each year because they lack sufficient food and clean water, the basic necessities for life. The first step to ending this crisis is to understand what hunger is, who is affected, and why it exists in a world of plenty. WHY HUNGER IN A WORLD OF PLENTY? Misconceptions: The Scarcity Myth Many believe that hunger is due to insufficient resources to feed the world s population; however, this is a misconception. According to the United Nations Food and Agriculture Organization (FAO), the world produces enough wheat, rice and other grains to provide each person approximately 2,700 calories a day. This excludes other foods that comprise a well-rounded diet, like vegetables, beans, fruits, meats, and fish. With these foods factored in, hunger should not be a problem in the world. Poverty is the overarching reason why hunger exists. When people are in a state of poverty, they lack the resources to cover their basic needs such as food, water, and shelter. While there is enough food to feed everyone in the world, poverty exists for many reasons, including: Seasonal Changes Most of the world s poor live in rural areas dependent on agricultural and livestock economies. For these households, poverty, hunger and illness change dramatically over the course of a year in response to production, price and climatic cycles. When acute hunger occurs, it is typically a result of the hunger season the annually recurring period when existing harvest stocks have dwindled, little food is available on the market, and prices shoot upward. This results, predictably, in cycles of hunger that can be devastating. Conflict and War Civil conflict or war often destabilize and displace populations, uproot people from their homes, and cause high levels of food insecurity. In conflict-ridden regions, hunger and malnutrition among the poor is both widespread and severe. Environmental Disasters Natural disasters, such as the recent typhoon in the Philippines, have catastrophic effects on the food security of developing countries. Environmental disasters dislodge poor populations much like conflicts and wars do. Until their communities can be rebuilt and their livelihoods restored, these displaced people suffer from food insecurity. Although these types of disasters affect whole populations, the challenges of food instability are often worse for families who experienced poverty immediately after the crisis. Water Insecurity Water scarcity and pollution help create and exacerbate hunger. Without access to safe water, food crops cannot grow and people cannot stay healthy. People cannot survive more than a few days without drinking water. Here are a few facts about water access around the world: An estimated 768 million people lack access to a safe supply of drinking water that s almost 2.5 times the U.S. population! A staggering 2.5 billion people do not have access to basic sanitation facilities. 1.8 million people die annually as a result of diarrheal diseases, largely due to unsafe water supply, sanitation and hygiene. Quick Facts: Hunger and Malnutrition Approximately 870 million people around the world are malnourished. This amounts to 12% of the global population. More than 34 million children suffered from severe acute malnutrition in Some 3.5 million mothers and children die every year due to undernutrition, and millions more are permanently disabled due to lack of proper nutrients in the first few months of life. Sources: World Health Organization (2013); United Nations Food and Agriculture Organization 2 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

5 Key Terms Hunger: the result of the persistent intake of less than the daily amount of calories your body needs to be nourished and active. Famine: the absolute unavailability or inaccessibility of food in a given region, possibly causing death. Photo: ACF-USA, J. Barbosa HUNGER IN THE UNITED STATES It is a common misconception that hunger does not exist in a country as wealthy as the United States. The truth, however, is rather stark: 48.9 million Americans are food insecure. 1 in 7 Americans rely on at least one U.S. Department of Agriculture assistance program each year. In 2011, 15.8 million children lived in food insecure households. Why is hunger in the U.S. different than hunger in developing countries? Hunger in the United States differs from hunger elsewhere because of the many resources accessible for Americans suffering from hunger. From national programs to communitybased centers, there are a wide range of services available. Some commonly used resources are: Food Banks: Non-profit organizations that distribute donated food and grocery products to charitable humanservice agencies, such as food pantries and emergency kitchens, to provide directly to needy clients. National School Lunch Program (NSLP): A federally assisted program that provides nutritionally balanced reduced-price or free lunches to children in public and non-profit schools. Supplemental Nutrition Assistance Program, SNAP (formerly the Food Stamp Program): A federal program that enables low-income families to buy eligible, nutritious food in authorized retail food stores. Sources: United Nations Food & Agriculture Organization, Action Against Hunger (2013), UNICEF ( 2013); Source: Food Research and Action Center (2012) Malnutrition: a broad term for a wide range of conditions that hinder good health, caused by inadequate or unbalanced food intake. While we tend to associate malnutrition with under-nutrition, or lack of food intake, malnutrition also includes over-nutrition, or the consumption of too much food. Obesity is a form of malnutrition. Food Security: a situation during which all people, at all times, have access economically, socially and physically to sufficient, safe and nutritious food that satisfies their nutritional needs and dietary preferences. Poverty: the inability to achieve the standard of living that is usual for a particular society. The standard of living varies between nations but the effects of poverty remain the same: hunger, homelessness, and lack of education and of resources to fulfill basic human needs. Health: the state of physical, mental and social well-being not merely the absence of disease or sickness. Sustainable Development: development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Civil War: a conflict between different groups belonging to the same country. Drought: a deficiency of precipitation over an extended period of time. International Humanitarian Organization: an organization devoted to saving the lives and protecting the health of people affected by emergencies in various countries around the world. Sources: United Nations Cyber School Bus; World Health Organization; United Nations High Commissioner for Refugees; National Drought Mitigation Center ACTION AGAINST HUNGER 3

6 Country Profile: Bangladesh By exploring Bangladesh s Country Profile, students and teachers will learn about life in Bangladesh, its social and economic conditions, and how these elements relate to hunger there and around the world. BANGLADESH: OVERVIEW Quick Facts: Bangladesh Location: South Asia Government: Republic Prime Minister: Sheikh Hasina Official Languages: Bengali Population: 163 million Geography and Climate Bangladesh, located in South Asia, shares borders with India, Burma, and the Bay of Bengal. Although it is slightly smaller than the state of Iowa, Bangladesh is one of the world s most populous countries. The country s tropical climate abundant rainfall, warm temperatures, and high humidity characterizes the country s weather patterns. On the country s southern border, the Bay of Bengal, the largest bay in the world, plays a large role in Bangladesh s economy, culture, and climate. Bangladesh Today Climate: Tropical Life expectancy: 70.4 years Adult Literacy Rate: 57.7% Area: 55,597 square miles Bangladesh, like so many developing countries, is rich in contrasts. The exclusive Gulshan district, for example, is one of the most affluent communities in Dhaka, Bangladesh s capital and largest city. There are modern skyscrapers with sleek architecture, paved roads equipped with street lights, and an endless stream of cars, rickshaws, motorbikes, and people. Gulshan features more than 40 shopping centers and is home to the nation s wealthiest citizens. While walking around Gulshan with its many restaurants, boutiques, health centers, schools, and international companies, it s easy to forget that Bangladesh is a low-income country and ranked 146 out of 186 countries on the Human Development Index. In another contrast, Bangladesh s river systems and proximity to the Bay of Bengal provide its populace with opportunities and resources but also significant hardships. The coastal region s ship demolition and scrap metal industry, which provides livelihoods and a majority of the country s steel, generates $1 billion annually. Seafood accounts for over half of Bangladesh s agricultural commodities and fishing is a major source of income for many Bangladeshis. The Jamuna River, which flows the length of Bangladesh, provides income and transportation and is an integral part of the country s culture. Unfortunately, Bangladesh s extensive river network and exposure to the Bay of Bengal are also the source of many troubles. Seasonal storms and flooding are two of Bangladesh s most frequent natural disasters, responsible for extensive destruction throughout the country s history. Between 1980 and 2008, Bangladesh experienced 219 natural disasters that caused hundreds of thousands of deaths and more than $16 billion in total damages. Cyclones and other large storms often trigger flooding throughout the country, and the frequency of these floods make full recovery difficult. If Gulshan represents Bangladesh s most affluent, then the Dinajpur district, just 220 miles northwest of Dhaka, represents the country s poor and marginalized. Half of Dinajpur s residents are employed in the agricultural sector, the majority of whom live in poverty. Unlike in Gulshan, there are no modern skyscrapers or high-end amenities to be found in Dinajpur, which is one of the five districts where Action Against Hunger carries out its humanitarian programs in Bangladesh. The district of Dinajpur was severely damaged in May 2013, when Cyclone Mahasen tore through Bangladesh. Over a twoweek period, the cyclone produced 60 mph winds and dumped more rain than typically seen during a month. Low-lying coastal regions were flooded with several foot storm surges, livestock perished, and thousands of acres of crops were destroyed. The storm washed thousands of homes away, and left thousands of people homeless with no access to food, clean water or shelter. Cyclone Mahasen was a relatively weak storm compared to other storms in Bangladesh s history, but it still displaced 1.5 million people and inflicted significant damage. Source: CIA World Factbook (2013) 4 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

7 ACTION AGAINST HUNGER S WORK IN BANGLADESH Bangladesh is not only one of the world s most populous countries; it s also home to some of the highest rates of undernutrition, affecting millions of children. The country s public health is further undermined by poorly developed water resources, inadequate sanitation and hygiene practices, and recurring natural disasters such as cyclones and seasonal floods, which are made worse by climate change. Since 2007, Action Against Hunger has responded to the urgent needs of people in Bangladesh through nutrition, health and care practices, food security programs, water, sanitation and hygiene activities, disaster risk reduction, and climate adaptation programs. In May 2013, Bangladesh was hit by Cyclone Mahasen, which destroyed or damaged thousands of homes, caused extensive livestock losses, and disrupted farming and livelihoods across the country. In response, Action Against Hunger teams distributed food and other supplies to over 2,000 affected families and continue to support post-emergency restoration projects. In Dinajpur, 15,000 homes were completely destroyed and approximately 44,000 suffered damage. More than 7,000 cows, 3,500 goats and 30,000 chickens were also swept away in the large-scale flooding. Action Against Hunger responded immediately to help the most affected people by providing 10,000 people with hygiene kits, water purification, and shelter. Since Cyclone Mahasen, Action Against Hunger has continued to support the communities most affected by the storm. More than 2,000 families have benefited from food distribution, food vouchers, and restored health facilities over recent months. Moving forward, Action Against Hunger is committed to helping Bangladesh reduce malnutrition rates, mitigate the impact of natural disasters, develop emergency response plans for future emergencies, and strengthen the quality, coverage, and impact of our work in Bangladesh. Nutrition Improve the nutritional quality of community food distributions. Leverage community outreach programs and healthcare professionals to diagnose, treat, and prevent severe malnutrition. Water, Sanitation and Hygiene Restore and repair water points for access to drinking water. Community-wide hygiene promotion. Prevent waterborne diseases through community trainings. Food Security & Livelihoods Implement food security programs with emphasis on income-generating activities. Develop and promote innovative agricultural techniques. Emergency Response and Recovery Improve disaster-preparedness of poor communities for the future. Distribute hygiene and water purification kits, food, vouchers, construction tools and warm clothing. Quick Facts: Our work in Bangladesh Mission Start: 2007 Our Team: 260 employees Number of Beneficiaries in 2012: 194,114 40,197 people accessed safe water and sanitation 81,061 people received nutritional support 72,856 people gained economic self-sufficiency Sources: Action Against Hunger (2013), CIA World Factbook (2013) ACTION AGAINST HUNGER 5

8 Subject-Based Learning Activities Our Race Team has created subject-based learning activities designed to meet curriculum requirements and incorporate hunger education into your classroom teachings. In the following pages you will find activities for six core subjects, along with expansion projects and suggested activities for electives. Feel free to adapt each activity to fit the needs of your students as you engage them in hunger education and help them develop a sense of global citizenship. Photo: ACF-Philippines, S. Rahman Saed

9 English Project Description: Letters to Action Against Hunger Staff After reading the Bangladesh Country Profile, ask students to write a letter to an Action Against Hunger staff member, incorporating information learned through the Race Against Hunger educational materials. Assign partners and have them peer-edit each other s work. Objectives 1 2 Develop peer editing skills and understanding of the revision process Convey clear, focused ideas and support them with relevant information A successful letter might include: 1. Questions pertaining to Action Against Hunger and its field programs in Bangladesh and across the globe. 2. Personal sentiments on the Bangladesh Country Profile. 3. Vocabulary words provided in the Hunger Guide for Teachers (see Page 3). 3 Demonstrate understanding through the incorporation of vocabulary Give students the opportunity to share their letter with the class before sending it to Action Against Hunger s New York Headquarters. Let students know that they will receive a response from Action Against Hunger before the end of the school year. Please mail letters to: Action Against Hunger ATTN: Race Against Hunger 247 W. 37 th Street, 10 th floor New York, NY Expansion Project: Call to Action Encourage students to write a letter to an influential public figure describing what they have learned about global hunger issues. Students can focus on malnutrition in Bangladesh, hunger issues in their city, or any topic pertaining to global malnutrition. Recommend that they use persuasive writing techniques to develop a clear, concise call to action on a hunger-related topic. In the letters, they should encourage the public figure to use his or her influence to raise awareness in the community. Photos (left to right): ACF-Chad, S. Hauenstein Swan ; ACF-Pakistan, N. Sobecki ACTION AGAINST HUNGER 7

10 Social Studies Project Description: Country Reports Assign an Action Against Hunger program country to each student making sure to include countries from all regions of the world (for a list of countries where Action Against Hunger works, visit Have students research the economic, political, and cultural aspects of their country using print and/or online sources. Have them use the Action Against Hunger website (www. actionagainsthunger.org) to learn about our programs in their assigned country. Give students the opportunity to share what they have learned by scheduling presentations during class time. Objectives Develop research and presentation skills Differentiate between developed and developing countries Expand knowledge of the histories, economies, political systems and cultural practices of countries around the world Presentations should include: 1. Geographical location. 4 Recognize and identify countries on the world map 2. A brief summary of the country s history. 3. A description of the economic and political systems. 4. At least one cultural aspect. Presentations may also include: 1. Visual aid (i.e. map, poster, slideshow). 2. Food item prepared by the student. 3. Comparison of hunger in project country and hunger in the United States. When researching the Action Against Hunger program in the assigned country, ask: 1. What is the major focus of the program? 2. When did it begin? Expansion Project: Current Events Journal Each week, have students find an article pertaining to the current situation in Bangladesh, their report country, or another hunger-related topic. Begin by having students log who, what, where, when, why, as well as the implications of the article in a weekly journal. To develop the activity, have students separate into smaller groups of three to four students. Have each student present a brief summary of their article and its significance to their group. After students explain their articles to their group, select one student to present about his/her peer s current event. At the end of the semester, have students submit their journals for grading. 3. Why is hunger a problem in this country? Photo: ACF-Philippines, S. Rahman Saed 8 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

11 Reading Project Description: Sustainability Essay Have students read the following quote: Ask students to write a five-paragraph response to this statement. Remind students that an effective response includes a strong thesis statement, introduction and conclusion paragraphs, and supportive body paragraphs. Sustainable development is not an option! It is the only path that allows all of humanity to share a decent life on this, one planet. Sha Zukang, Secretary-General of the Rio+20 Conference, June, 2012 A successful response might answer the following questions: 1. Do you agree or disagree? Why? 2. What was your initial reaction after reading the quote? Once students have completed the written response, facilitate an in-class discussion. 1. What are some ways to tackle the problem of development? 2. Describe a situation in your life in which you accomplished a challenging goal you previously made. How can we apply this to what we are learning through the Race? 3. How can you get involved to address the problems associated with global and/or domestic hunger? How will you encourage your peers, families, and neighbors to join you in taking action? Objectives Develop critical thinking skills and informational writing techniques Comprehend text and respond in critical and evaluative ways Demonstrate ability to express and support opinion through an organized, five-paragraph response Expansion Project: Inspirational Words Encourage students to find a quote about development issues and research its historical and social context. Ask students to write a five-paragraph response answering any or all of the following questions: 1. Who said it, and what was the historical and social context? 2. What inspired him/her to say this? Do you agree or disagree with this quote? Why? 3. Do you see any ways in which this quote is similar to the Sha Zukang quote? If so, how? What was the Rio+20 Conference? Rio+20 was the United Nations Conference on Sustainable Development that took place in Rio de Janeiro, Brazil in June Governments and international groups came together to agree on measures that can reduce poverty while promoting decent jobs, clean energy and a more sustainable and fair use of resources. ACTION AGAINST HUNGER 9

12 Math Project Description: Developing Sustainable Programs for Communities in Kenya Step 1: Break students into groups and present them with the following scenario: Approximately 325,000 people reside in Mandera, Kenya (located in the North- Eastern region of the country). 20,628 local children or 32.6% of all children in the region are acutely malnourished, while 5% are at risk of severe acute malnutrition. Increasing droughts and rising food prices make the situation more devastating by the day. Action Against Hunger is launching a series of Water, Sanitation & Hygiene (WASH) programs to address the current situation and provide lasting solutions. Before you begin your mission, read the following information: Objectives Build mathematical knowledge through problem solving Represent and analyze mathematical situations using algebraic symbols 3 Demonstrate understanding of WASH is one of Action Against Hunger s three core program areas. WASH programs decimals and percentages provide communities with access to clean water by installing water infrastructure, rehabilitating water systems, and promoting healthy hygiene practices. With droughts looming, it is important that our teams develop Mandera s water infrastructure. All over the world, our WASH teams install and rehabilitate two types of water collection devices: bore holes and wells. Both service around 500 people a year, and they each come with their own set of advantages and disadvantages Borehole A structure that s made by drilling a hole in the ground until water is struck. The new hole is covered in concrete and 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. 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. Disadvantages: Boreholes are expensive and cost around $3,000 - $5,000 to build and approximately $200 every few years to maintain. 2. Well A structure that s made by digging into the ground for access to groundwater. Most wells are dug by hand, sometimes up to 15 meters deep. They usually have unlined walls which make the sides prone to crumbling. Their design makes the water point difficult to maintain and clean. To access water, a person must use a rope and bucket to pull the water up from the ground. Advantages: Wells are reliable, and their straightforward construction costs less than a borehole. Wells cost around $1,000-$4,000 to build and maintain. Disadvantages: It s physically challenging to dig the hole and to get water because it takes strength to pull a full bucket from the ground. The well does not keep the water protected with a closed container so it has a higher chance of exposure to contaminants. Step 2: Give students their mission. Mission: You are the WASH coordinator in Mandera, Kenya. Design a program to address the humanitarian situation using the background information, population data, and monetary breakdown. 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 500 people in a community for a year. You must create a plan that will provide clean water for the people of Mandera. Have students calculate the following* based on the data in the scenario: a. How many wells does Mandera need to provide clean water for its citizens? b. How much will it cost to supply Madera with enough wells? c. Using your judgment; if you had an additional $50,000 for other projects, how would you allocate your funds? (refer to the Monetary Breakdown Table on the following page) d. If you have a budget of $300,000 for boreholes, which percentage of people of Mandera would it serve? *Answers on page RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

13 Monetary Breakdown $5 supplies a lemon, banana, mango, or orange tree to a farming family incorporating fresh fruit into their diets, preventing soil erosion and desertification, and providing shade. $45 provides 45 days of nutritional treatment, including ready-touse foods like Plumpy nut, for a severely malnourished child in a feeding center. This treatment has a success rate of at least 90%. $100 provides an oven, ingredients, tools, and training for a woman to start a bakery and generate income for her family, giving them access to a balanced diet, health care, and school. $500 allows a farming community to buy enough maize, groundnut, or millet seeds to plant their plots for one agricultural season and provides training on how to maintain crops for a healthy harvest. $1,000 supplies a nutrition center with enough supplies and readyto-use foods to treat 20 children for one month or buys over 1,650 packets of Plumpy nut, reaching between children. $2,000 supports the construction of a community fishing pond by providing tools, instruction, and wages so that 40 families can harvest up to 3,000 kg of fish annually. $4,000 rehabilitates a water distribution network for a community of 350 people. $5,000 implements an emergency nutrition program in a village of nearly 5,000 people. Such treatment would include those most severely affected by acute malnutrition to nurse them back to health with nutrient-rich foods, access to clean water, and round-the-clock health monitoring. With treatment, the vast majority return to their families after 45 days. $12,000 installs a community irrigation system so a village of 50 families is able to increase farm production from one harvest a year to up to five annual harvests. Expansion Project: Working with World Hunger Statistics Country Population Area (km 2 ) Arable Land (%) Children under age 5 suffering from malnutrition moderate and severe (%) Bangladesh 163,654, , Iran 79,853,900 1,648, Kenya 44,037, , USA 316,668,567 9,826, What is arable land? Land that can be used for growing crops. Source: CIA World Factbook (2013) and UNICEF (2011) Part One 1. Ask students to find the percentage of world area for each country, given that the total area of the world is approximately 510 million km Ask students to find the percentage of world population living in each country, given that the total world population is approximately 7 billon people. 3. Ask students to determine the number of children under age 5 suffering from malnutrition per every 100,000 children under age 5 in their country. 4. Ask students to find the total km 2 of arable land in each country using the information in the table. Part Two 1. Divide the class into 4 equal groups. 2. Assign each group to a country from the chart. Explain to students that each group member represents one child under the age of 5 in that country. 3. Have students use the statistics in the chart to determine the number of group members who suffer from acute malnutrition. 4. Ask each group to divide themselves based on this information. 5. Call each group to the front of the class to demonstrate the percentage of children under age 5 suffering from malnutrition in their country. After completing the activity, lead students in a discussion about its significance. Did this activity help you to understand the importance of Action Against Hunger s programs? Were you aware that these problems existed? Answers to Step 2: a. 325, = 650 wells b. 650 x $1,560 = $1,014,000 to build 650 wells c. Students will arrive at their own answers d. $300,000 $4,050 = 74 bore holes 74 bore holes x 500 people serviced=37,000 people (37,000 people 325,000 population) x 100 = 11% of the population ACTION AGAINST HUNGER 11

14 Science Project Description: Crop Simulations Introduce students to climate, environment and weather patterns. By studying these three concepts, students will better understand agricultural production in specific regions. Have students perform the following experiment to complement their studies. Objectives 1 Understand the basic geography and climate of regions Materials Plastic Cups Seed Package Potting Soil Rocks Sand Water 2 3 Demonstrate understanding and use of scientific inquiry Assess the effects of weather on the Earth and agricultural production Procedure 1. Divide students into groups and provide each group with five plastic cups. 2. Have each group fill three cups with potting soil, one cup with rocks, and one cup with sand. Label each cup according to soil type. 3. Plant seeds in each cup. 4. Place all five cups in equal sunlight. 5. Pour the recommended amount of water into one of the cups containing potting soil. This will represent the control (seed under ideal climate conditions). Label it as the control cup. 6. Adjust the water level in the other two cups containing potting soil to represent drought and flooding. The remaining two cups will represent alternative soil compositions and should be watered regularly. 7. Have students write a hypothesis regarding which conditions will yield the best result and why. 8. Continue the same watering process for the length of time specified on the seed package. 9. Record plant growth and monitor the progress 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? Why do you think that is? 2. Which soil conditions produced the worst results? Why do you think that is? 3. How does this experiment demonstrate the effects of geography and weather patterns on crop growth? 4. Using information from the Bangladesh Country Profile to support your answer, explain which of these cups most accurately depicts the climate regions in Bangladesh. 5. Based on what you have learned, how do you think rising global temperatures and desertification will affect agricultural production? 6. How can countries affected by drought create a sustainable agricultural system? Photos: ACF-South Sudan, T. Frank 12 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

15 Expansion Project: Water in Our World Today Label nine bottles with letters A-I and fill them with the correct amount of water. Explain that each bottle represents the daily water consumption per person in nine different countries around the world. List the nine countries on the board and ask students to match each country with a letter. Reveal the correct answers to the students and discuss the results. Be sure to ask students how often they use water each day. What do they use water for? Where does the water come from? Ask students how they could adjust their habits to conserve more water. Source: Bottle Country Gallons per person per day How full the bottle should be A United States of America % B Italy % C Norway 80 53% D Germany 51 34% E India 36 24% F Bangladesh 12 8% G Niger 7 5% H Cambodia 4 3% I Mozambique 1 1% Photos (left to right): ACF-Cambodia J. Lapegue ; ACF-Niger, J. Leighton ACTION AGAINST HUNGER 13

16 Physical Education Project Description: Water Jug Relay Read this excerpt about a 10-year-old girl in Zambia who travels over one hour to get water for her family every day: In a community in the Copperbelt of Zambia, a 10-year-old girl wakes up at four o clock in the morning; the sun has not yet made an appearance, and the rest of her family is still asleep. She grabs two 10-litre (2.64 gallon) containers and starts walking. 20 minutes later, the sky is a little brighter and she has reached the river at the bottom of the hill. Rather than scoop up the river water which will probably be polluted from all the washing, bathing and grazing that 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 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 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 possible, uses the toilet at her neighbors house, dresses, and then 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 have been emptied into household buckets, and has started off on the journey down the hill to collect some more. Source: Voices of Hunger, Action Against Hunger Objectives 1 Practice teamwork and cooperation 2 Build endurance 3 Develop movement skills Photo: ACF-USA After discussing the passage with the students, introduce the water jug relay. Relay Directions: 1. Fill two one-gallon milk jugs with equal amounts of water. 2. Divide the class into two even teams and have them stand at opposite ends of a long field or hallway. 3. Give both milk jugs to one team. 4. Have one student carry both jugs the length of the hallway or field and pass it off to the opposite team. 5. Repeat this process until each student from both teams has carried the jugs. 6. After completing the relay, discuss the exercise as a class. Some important discussion questions might include: Was it hard to carry the jugs during the relay? Why? How does the girl s daily trip to gather water affect how she does in school? How does the relay relate to the story you read at the beginning of class? How would your life be different if you had to make this trip for water every day? Expansion Project: Race Preparation Allow students to help map out the Race course. As a class, determine how you would like to promote the Race Against Hunger and what your class goals are for the Race. 14 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

17 Middle Upper Arm Circumference (MUAC) The MUAC is a measurement used to track malnutrition in children under the age of five. To measure the MUAC, a device similar to a flexible ruler is used. The device has a series of colored bands which help indicate the severity of malnutrition in the individual being measured. Green: >13.5 cm: No Risk White: cm: Neutral Yellow: cm: Risk of Malnutrition Orange: cm: Moderate Malnutrition Red: <11 cm: Severe Malnutrition Photo: ACF-Uganda, T. Frank Expansion Projects: Recreate an Action Against Hunger Stabilization Center and have students act as field workers, nurses and patients. Have students create their own MUAC ruler to measure incoming patients. Create a diorama depicting a feeding center in Bangladesh. Decorate your school hallways with facts about hunger and flyers for your Race event. CM ACTION AGAINST HUNGER 15

18 Electives Foreign Language Project Description: Conversations on Hunger Break students into pairs and present the following scenario: One student is a reporter for a foreign-language news source (i.e. Telemundo News for Spanish courses) and the other is an expatriate staff member working for Action Against Hunger in Bangladesh. Have the reporter interview the staff member about hunger issues in Bangladesh and around the world in the language your class is learning. Potential Questions: 1. What are some causes of hunger in Bangladesh? 2. What is being done to address this issue? 3. Are there hunger issues in your home community? 4. Are there resources to help the hungry population in your community? If so, give examples. Students should use the vocabulary words provided. See page 3. Health Project Description: Healthy Lifestyles The United States Department of Agriculture recently replaced the Food Guide Pyramid with MyPlate, a new guide for understanding nutrition and suggested food serving sizes. MyPlate incorporates recommended portions of the five food groups into the image of a meal place setting. This helps students understand that their meals should be based on fruits and vegetables with smaller portions of proteins and whole grains. Carefully explain the importance of each food group to your students and provide a sample meal that meets the MyPlate guidelines. Have students create a food plan for a week that follows the MyPlate suggestion. This activity will help students evaluate their eating habits and improve their nutrition! Photo: ACF-Haiti, J. Morel Source: United States Department of Agriculture (2011) SEE PAGE 3 FOR KEY TERM DEFINITIONS 16 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

19 Electives Visual and Performing Arts Project Description: Multicultural Projects 1. Show students examples of cultural art from different regions of the world. Choose one to focus on for the project. For example, you may choose Nigerian ceremonial masks, Mexican basket weaving, or Indonesian Shadow Puppets. 2. Discuss the cultural significance of this artistic representation. 3. Have each student recreate the example discussed in class, following the same techniques and styles. If the traditional materials are not available, feel free to improvise. For example, you could weave a Mexican basket with colored construction paper. Source: United States Department of Agriculture (2011) Photo: ACF-Peru Technology Project Description: Online Research Skills Developing a critical eye while conducting online research is an invaluable tool for students of all ages. Lead a class discussion on the basics of internet research and how students can determine if the source is reliable. After this tutorial, send them on an online scavenger hunt to find the following. 1. A scholarly article mentioning Action Against Hunger or Plumpy nut. 2. The homepage of an international humanitarian aid organization, a local food pantry and/or domestic hunger organization. 3. A recent newspaper article about current events related to hunger. ACTION AGAINST HUNGER 17

20 What s Next? Now that your students have learned about global hunger, it s time to get them excited about being part of the solution! Your support will help Action Against Hunger s lifesaving programs around the world and we created the Race Against Hunger Fundraising Toolkit to get you started! Step 1: Visit my.actionagainsthunger.org and click Start Fundraising to set up your Race Against Hunger Campaign page We ve created our online platform to help make personal fundraising easy and fun! With my.actionagainsthunger.org, your school or class can create its own individual campaign page, complete with a unique link for you to share with your friends and family. Anyone can easily donate to your campaign and your page will automatically track your progress and each individual donation you receive! Step 2: Download our Fundraising Toolkit Our Fundraising Toolkit is divided into three main sections, with all the information you need to successfully fundraise for Action Against Hunger! Getting Started Polishing up your page Tapping into your network Social Media for Fundraising Best practices to promote your campaign Tips and Tricks Teachers, parents and students Fundraising ideas Photos: ACF-USA, J. Schmidt 18 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

21 The Race Against Hunger Sponsor Form All money raised will support Action Against Hunger s efforts to carry out innovative, lifesaving programs in Nutrition, Food Security and Livelihoods, and Water, Sanitation and Hygiene in over 40 countries around the world. Your sponsorship will help us continue to reach more than 7 million people each year! Name of Participant: Teacher: School Name: Date of Race: Full Name Home Address Pledge Per Lap / Flat Donation Initial When Collected 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: Thank You For Your Support! ACTION AGAINST HUNGER 19

22 About Action Against Hunger ACF International Recognized as a leader in the fight against malnutrition, Action Against Hunger ACF International saves the lives of malnourished children while providing communities with access to safe water and sustainable solutions to hunger. With more than 30 years of expertise in emergency situations of conflict, natural disaster, and chronic food insecurity, Action Against Hunger runs lifesaving programs in over 40 countries benefitting over seven million people each year. Photo: ACF-Uganda, T. Frank 20 RACE AGAINST HUNGER // HUNGER GUIDE FOR TEACHERS

23 ACTION AGAINST HUNGER S PROGRAMS Action Against Hunger has pursued its vision of a world without hunger for more than three decades, combating hunger with innovative, life-saving programs in nutrition, food security and livelihoods, and water, sanitation and hygiene: Nutrition Programs Action Against Hunger s nutrition programs diagnose, treat and prevent acute malnutrition. Launched most often during times of crisis, our programs center on the evaluation of nutritional needs; the therapeutic treatment and prevention of acute malnutrition; technical training and support for local staff; and capacity building with national ministries and government structures. The contexts for our programs can be as varied as the crises-from rural mountain villages, to ethnically divided cities, to the confines of overcrowded relocation camps for internally displaced peoples. Food Security and Livelihoods Programs Action Against Hunger s food security and livelihoods programs evolve from the work we do in nutrition. While our therapeutic nutrition programs restore health to individuals suffering from acute malnutrition, our food security and livelihoods programs prevent future outbreaks by supplying needed inputs (seeds, fertilizers, tools, fishing nets, etc.), introducing new techniques, and fortifying coping mechanisms and livelihoods through training in income-generating activities such as farming, gardening, animal breeding, and food conservation. Our food security and livelihoods programs put people on the road to self-sufficiency. Water, Sanitation & Hygiene Programs Action Against Hunger s integrated approach to hunger involves extending water and sanitation services to communities faced with water scarcity, unsafe drinking water, inadequate sanitation, and poor hygiene. We truck water into affected communities during emergencies, decontaminate wells and install solar-, diesel- and hand-powered pumps. Employing sophisticated geophysics, we locate water resources and tap aquifers. We protect natural springs and pipe water into villages and health centers, and rehabilitate damaged infrastructure to ensure access to adequate sources of clean water. We build latrines, bathhouses and introduce basic sanitation infrastructure to keep communities hygienic. ACTION AGAINST HUNGER S CHARITY RATINGS Action Against Hunger consistently receives top marks from rating agencies like the Better Business Bureau s Wise Giving Alliance, Charity Navigator (receiving their highest 4-star rating), the American Institute for Philanthropy (top-rated with an A ), the Independent Charities of America (as a Best in America nonprofit), and Guidestar. As an operational agency that directly oversees the implementation of our own programs, we are committed to a policy of transparency and disclosure by ensuring that key financial information is publicly available and that our programs undergo external evaluation to assess their impact. Charity Navigator has awarded Action Against Hunger seven consecutive four-star ratings for sound organizational management; only 2% of all reviewed charities merit this distinction. The American Institute of Philanthropy qualifies ACF as a top-rated hunger organization, awarding our organization an A rating. The Better Business Bureau s Wise Giving Alliance has verified that Action Against Hunger meets all of its rigorous standards. Guidestar offers a third party, independent assessment of ACF as a Best in America nonprofit. The Independent Charities Seal of Excellence certifies that a charity meets the highest standards of public accountability, program effectiveness, and cost effectiveness -standards required by the US Government for inclusion in the Combined Federal Campaign. Of the 1,000,000 charities in the U.S., fewer than 50,000 (5%) meet these standards, and, of those, fewer than 2,000 have been awarded this Seal. ACTION AGAINST HUNGER 21

24 Photo: ACF-USA, M. Lee 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 a part of the solution. Action Against Hunger 247 West 37 th Street, 10 th Floor, New York, NY (212) rhead@actionagainsthunger.org