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close this bookExploding the Hunger Myths - High School Curriculum (FF, 1987, 173 p.)
close this folderLesson 1: Hunger awareness
View the document(introduction...)
View the documentActivity 1: If this class represented the world
View the documentActivity 2: Eating the way the world eats
View the documentActivity 3: Images of hunger
View the documentActivity 4: The web of hunger
View the documentActivity 5: The news about hunger

Activity 5: The news about hunger

Students will analyze news stories related to hunger and place them in a notebook or on a bulletin board.


Learning to research assumptions involves not only recognizing our own assumptions but also learning to see assumptions made in the media. This activity focuses on learning to be critical as we watch or read the news.


· To collect news articles and analyze facts and assumptions
· To view and analyze television coverage of hunger
· To compile a scrapbook or bulletin board of hunger articles with student reviews


· Newspapers and magazines (these may be obtained from recycling centers and library donations)


This activity can last from two weeks to several months. It should be used in conjunction with the future lessons in which students look at individual assumptions about hunger.


assumption, editorial, news, fact

The news about hunger


1. Ask each student to find at least one article about hunger in a book, newspaper, or magazine and bring it to class at some point during the hunger unit.

2. You may also suggest that students observe television coverage of hunger. Ask them to jot notes as they watch evening news or documentary programs.

3. Ask that the student evaluate the article or program by asking these questions:

a. Is the article/story based on facts? How are the facts used?
b. Are there some hidden assumptions in the article/story? What are they? Do you agree?
c. Does the article/story suggest causes for hunger? What are they? Do you agree?
d. Does the article/story suggest ways to end hunger? What are they? Do you agree?

You may wish to make a copy of these questions and others you choose to hand out to students. Remember that students may not be able to answer all of the above questions, especially at the beginning of your hunger unit. Encourage students to save the articles or their notes and return to analyze them as they study other lessons. Perhaps at the end of a lesson you could ask students to bring in their articles and notes for a discussion. How does magazine and newspaper coverage compare with television coverage? What do students think is the best way to learn more about hunger? You could also refer to the articles at the end of your entire unit when discussing educating others about hunger.

4. An alternative approach is to ask students to compile the articles and review and assemble them into a notebook or on a bulletin board. Students can give a title to the collection and design a cover for the notebook or design a layout for their bulletin board. There may be some time at the end of some class periods during which they could work on this. You may find that some very interested students wish to come in after school or during free periods to work on this activity.

Remember, these clippings and notes can be saved and discussed or referred to later.