Teachers can help students understand why world hunger exists and explore ways to eliminate it. Activities based on the Food First Curriculum developed by the Institute for Food and Development Policy are discussed, and suggestions are made to help children get beyond the well-meaning hype of various fundraising efforts. (MT)

The South Pacific island of Bali is used as a case study of overpopulation and food shortage. A brief description of the resources, the typical lifestyle of the Balinese farmer, and possible teaching techniques are given. (DE)

Sahel is the Arabic word for "shore" and is applied to the Southern belt of the Sahara Desert now undergoing a severe drought. This article describes the lifestyle of a Tuareg herder as he and his family fight for survival. Discussion questions and possible solution to the problems are provided in the case study. (Author/DE)

The city of Salvador, Brazil, is growing rapidly; yet 100,000 people still live in the slums and unemployment is high. This article examines the lifestyle of one of these slum dwellers and his family focusing on their poverty. Discussion questions and activities are provided. (DE)

The social studies teachers of North Fork Senior Secondary School (a pseudonym) had organized an activity to raise students' levels of awareness of the tragic events taking place in Darfur by giving them a taste of what it is like to experience a famine. The North Fork "famine" would last from Friday afternoon at 3:00 until Saturday at…

This article presents a list and short analysis of sources and resources for teaching about global hunger and poverty. Included in the article are teacher-student materials, background readings, and organizations and their resources. (Author/DE)

Contains six lesson plans and student materials for a unit on global food distribution and the problems of world hunger for secondary social studies classes. Students study nutrition, population distribution, poverty, the causes of hunger, and economic development, and generate personal actions to solve the hunger problem. (AM)

This article provides a description of the immediate food shortage problem, possible solutions, and four specific areas in which social studies teachers can explore the problem with students. (DE)

This model social studies lesson includes a simulated interview with a relief worker describing the famine conditions in Ethiopia. A map of Africa and pictures of famine victims are included. The objectives of the lesson are to have students describe the situation in Ethiopia, analyze the causes, and evaluate solutions to the famine. In the model…

Global hunger is one of the most urgent health and social problems the world faces at the beginning of the new millennium. In a world that produces enough food to feed every human being on the planet, there are still some 830 million people who do not get enough food on a daily basis. About 24,000 people die each day from the effects of hunger;…

This booklet introduces the problem of world hunger and provides information, facts, and perspectives about the crisis. Section one presents the reader with the basic facts of the hunger crisis through a self-survey, a statistical study of the developed Oil Producing Export Countries (OPEC), and a one-page indication of what one would have to give…

Describes activities of a unit on world hunger which include presenting a lexicon, topic overview, and guest speakers; reading topically related novels; creating scrapbooks; discussing pertinent quotations; exploring government role in ameliorating hunger; and completing final papers or projects. Resource materials are listed, including pertinent…

Data and activities examining the current world food crisis are provided. (DE)

A simulation designed to examine American responsibility with respect to global hunger is provided. Students play American leaders who must choose between conflicting national and international priorities. (Author/DE)

Explores the New York State Great Irish Famine Curriculum Guide, discussing the author's initial reaction to the guide. Focuses on the strengths and discusses specific parts, such as the inclusion of background information and the student learning outcomes. Addresses how to include the guide into an already-filled curriculum. (CMK)