|Exploding the Hunger Myths - High School Curriculum (FF, 1987, 173 p.)|
|Lesson 8: Working together for change|
Students will brainstorm ways to help end hunger, and cooperatively decide on plans of action.
· To brainstorm specific changes
to counter hunger
· To help each other develop plans for accomplishing changes
· To evaluate plans as a group
· Butcher paper or
· Web chart from lesson 1, activity 4 (if your class did this activity).
1. Explain to students that they will be generating positive ideas for ending hunger and choosing one idea to develop into a concrete plan of action. Emphasize that even small steps make a difference.
2. Set up some brainstorming rules: all ideas are okay, no criticizing what others say during initial idea gathering, etc.
3. OPTION A.
Ask the group as a whole if they can think of actions that might contribute to ending hunger. Examples students might give are volunteering to help an organization, growing food, joining food cooperatives, teaching others about hunger, donating money to organizations, and writing letters. What sort of steps could an individual take? (Refer them to the action ideas they've completed for previous activities.) What sort of steps could they take as a group?
An alternate way to start the discussion is by asking students what single idea about hunger discussed in other lessons made them most angry or most surprised. Examples might be that there is currently enough food produced to feed everyone, that a few companies control much of our food system, that there is serious hunger in the United States and food programs are being cut. List the ideas on the board and then ask students for ideas of ways to combat these problems.
4. Then ask the students to divide into small groups. Each group should take one or more of the suggestions from the list and think of ways that suggestions could actually be carried out. Groups should each generate a plan of action and outline it on paper.
5. After small groups have outlined their plans, wrap up by calling the class back together and asking each group to present its plan or each student to present his or her plan. Emphasize positive aspects of each plan. It is very easy to begin doubting the effectiveness of small actions and become cynical and apathetic. Counter this tendency with an affirmative approach to this discussion.
6. If there is time and a plan looks feasible, why not have the class work together on it? Perhaps the students could vote on the plan they would most like to carry out.