Cover Image
close this bookExploding the Hunger Myths - High School Curriculum (FF, 1987, 173 p.)
View the document(introduction...)
View the documentAcknowledgements
View the documentWhy this curriculum?
close this folderHow to use this curriculum
View the document(introduction...)
View the documentSubject areas
View the documentSpecial class situations
View the documentPretest: What do you think?
View the documentAction ideas handout
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
close this folderLesson 2: Is scarcity the problem?
View the document(introduction...)
View the documentActivity 1: Diet diary
View the documentActivity 2: How much food is there?
View the documentActivity 3: Where does the food go?
View the documentActivity 4: Hunger in the midst of plenty
close this folderLesson 3: Are there too many people?
View the document(introduction...)
View the documentActivity 1: What is overpopulation?
View the documentActivity 2: Why do people have children?
close this folderLesson 4: Is technology the answer?
View the document(introduction...)
View the documentActivity 1: Is more always better?
View the documentActivity 2: Technology on trial - One person's story
close this folderLesson 5: Rich world, poor world?
View the document(introduction...)
View the documentActivity 1: Life on the farm
View the documentActivity 2: Selling food
View the documentActivity 3: Who suffers, who benefits?
close this folderLesson 6: Will more foreign aid help end hunger?
View the document(introduction...)
View the documentActivity 1: Aid for whom? Aid for what?
View the documentActivity 2: Development from within-or without?
close this folderLesson 7: Can change happen?
View the document(introduction...)
View the documentActivity 1: Making change
View the documentActivity 2: What would you do?
close this folderLesson 8: Working together for change
View the document(introduction...)
View the documentActivity 1: Brainstorming ways to end hunger
View the documentActivity 2: Letting people know how you feel
View the documentActivity 3: Food and hunger in your community
View the documentActivity 4: Fighting hunger in your community
View the documentActivity 5: Teaching others about hunger
View the documentGlossary
close this folderResource guide
View the document(introduction...)
View the documentOrganizations
View the documentGovernmental and multinational organizations
View the documentAudiovisual materials
close this folderBooks
View the documentAgriculture/Farming
View the documentAid
View the documentHunger/Nutrition
View the documentTeaching materials and references
View the documentTechnology/Environment
View the documentWomen
View the documentWorking for change
View the documentPeriodicals
View the documentAbout the institute for food and development policy


On page xiii you will find a pretest on hunger - a short quiz that is useful in gauging your students' knowledge level and viewpoints before beginning any of the lessons. After each question is covered in class, the pretest can serve as a reference to determine if and how students may have changed their thinking.

The curriculum is divided into eight lessons, each containing at least two activities. In every lesson you will find a background section, procedures for the activities, and all readings and handouts to reproduce for each activity.

Lesson 1, Hunger Awareness, is intended to introduce students not only to the immensity of hunger but also to the way hunger affects people as individuals. During the awareness activities, there is time for some general discussion about the causes of hunger. Students often bring up some common assumptions that are studied in later lessons. Like the pretest, the awareness activities can be used to determine how informed your students are on these subjects and the opinions they hold about them.

Each of the next six lessons is based on a common assumption people make about hunger. Within each lesson, you will find activities designed to help students examine the validity of that assumption. Verbal, mathematical, artistic, and interactive activities are included throughout the curriculum.

After finishing a lesson or activity, you and your students can have a discussion on ways to take constructive action against hunger and related problems. The Action Ideas handout (p. xv) can be reproduced for use with any number of activities. The handout contains general suggestions on things to do, with space for students to write in their own ideas and any you may want to add. Specific suggestions, tailored to the topics of lessons 2-7, are listed in action ideas sections following particular activities.

Lesson 8, Working Together for Change, focuses solely on action ideas that can be undertaken as class or group projects. The activities in this lesson can be done at any time and are easily adapted to ideas from lessons 1-7.

At the end of this curriculum, you will find a glossary with definitions of all listed vocabulary words, and a resource guide to organizations, audiovisual materials, books, and periodicals. For teachers interested in more background before beginning their unit on hunger, I suggest you read World Hunger: Twelve Myths, by Frances Moore Lappnd Joseph Collins, available from Food First/lnstitute for Food and Development Policy and at local bookstores.

Throughout the curriculum, statistics are presented in such a way that students have the opportunity to make their own interpretations. For more subjective material, I have sought readings and references from many different sources. Countries chosen for study reflect a wide geographic distribution, varying levels of development, and different political and economic systems. I have also attempted to use data from countries with which the students have some familiarity.

This curriculum is designed as a guide, an idea book. Therefore, you should feel free to adapt and modify the activities to suit your students' needs. I hope some of the readings and background sections serve as a springboard for developing new activities. A teacher in New York, for example, used one of the readings in lesson 2, activity 4 (Hunger in the Midst of Plenty) as the basis for a skit she wrote. The students then acted in the skit and discussed it. This teacher knew that her students might have trouble writing skits on their own, so she adapted the activity to fulfill the objectives for her students.

Few classes have time to complete every activity in this book (about six weeks), so I have included a chart on the following pages to help you tailor your study of hunger to your subject area and your students' needs. An English teacher with a two-week block of time, for example, might use the seven activities listed under Language Arts in the chart. These activities encourage reading and the development of organizational and writing skills. The pretest may also help you decide which lessons you wish to study.