Hunger Hurts
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.2 Identify and discuss examples of philanthropy and charity in modern culture.
    2. Standard DP 03. Names and Types of Organizations within the Civil Society Sector
      1. Benchmark HS.1 Recognize and use a variety of terms related to the civil society sector appropriately, and identify the characteristics the terms describe.
      2. Benchmark HS.2 Provide an example of an organization (or a service that it contributes) from a list of categories of civil society organizations.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark HS.4 Give examples of how civil society sector giving by individuals and corporations can impact communities.
      2. Benchmark HS.9 Analyze a major social issue as a "commons problem" and suggest ways the civil society sector could help to resolve it.
    2. Standard PCS 04. Philanthropy and Geography
      1. Benchmark HS.1 Identify international civil society sector organizations and map their locations.
    3. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.1 Utilize the persuasive power of written or oral communication as an instrument of change in the community, nation or the world.

Learners will explore the human need for food and how it relates to hunger in the community and the world. Learners will propose alternative solutions through historical cases and current programs within their community. Learners will develop an awareness of and sensitivity to hunger issues in their community and world.

PrintThree Forty to Forty-Five Minute Class Periods

The learner will:

  • define needs and wants.
  • relate issues of hunger to health and learning concerns.
  • discuss the role of philanthropy in helping alleviate hunger in the community and the world.
  • locate services available to the hungry in his/her community and the world.
  • Access to Internet
  • Access to one or more of the following articles about Hunger Facts:
    • "World Hunger and Poverty Statistics" World Hunger Education Service 
    • RISE Understanding Hunger 
    • Feeding America Hunger and Poverty Statistics
Home Connection: 

Ask learners if the family did not have enough money to eat healthy foods from the grocery store such as vegetables, what other method could be used to obtain those foods? This question may prompt the idea of growing your own vegetables in season. Ask learners whose family does plant a vegetable garden, what they plant and estimate the yield their family gets. Learners will look in their kitchens at home and make a list of foods they would consume in one day that would provide all their daily nutritional requirements.

  • . Food First is a nonprofit, research think tank and education-for-action center identifying the root causes and solutions to hunger and poverty, with a commitment to food as a human right.
  • United Nations Children's Fund - Premier United Nations agency providing medical, educational and food to children of the world
  • Information on areas of the world currently experiencing hunger issues.
  • Share Our Strength Nonprofit organization which mobilizes individuals and businesses to fight hunger.
  1. Anticipatory Set: Teacher asks the learners "What is a need? When you find yourself saying 'I need…' What are those things that finish that sentence?" Learners brainstorm needs as a group and then together come up with a definition of a "need" in their words.

    Next, take learners through the same brainstorming process about "What are wants?"  

    Pose the question, "What is the absence of food called?" The learners will answer "hunger" and lead them to develop a definition of hunger that speaks to long-term lack of food, including poverty, famine, unemployment, and poor nutrition.

  2. Each group creates a web, with the word "hunger" in the middle of the web, with lines extending from the center. Learners are to brainstorm what hunger feels like, looks like and sounds like. Learners may add the effects hunger has on schoolwork, health, personal life, mood or social and emotional implications of hunger. Learners may fill out the web based on prior knowledge and internet investigation.

  3. An elected reporter from each peer group shares answers with the entire class.

  4. Hand out facts about hunger from Internet research (see Materials and Bibliography), allowing ten minutes for the learners to read. Discuss their feelings and get reactions to the reading.

  5. Discuss, "Do you believe this nation should have a hunger issue?"

  6. Learners research issues of hunger  - cause and philanthropic responses: 

    • in their own community by contacting faith based organizations, food banks, and homeless shelters in the community.
    • in the world through Internet search.
  7. Extension: Sometimes hunger is a result of a disaster. Discover philanthropic actions in reaction to natural or human disasters, war, terrorism.

  8. Research the Emergency Preparedness Act and FEMA to examine the US response to natural disasters and the role of FEMA. Discuss philanthropic aid during the crisis (How do people and organizations respond and why).

  9. Discover and evaluate a governmental program addressing hunger as to its intended purpose and actual outcomes.

  10. Learners will write: Either

    A technical report on one of the above describing its history, the needs it meets, clientele, costs, fund raising, community usage, amounts distributed, current needs, special issues.


    A technical report on an issue relating to poverty: diseases directly associated with hunger in today's world such as Afghanistan or Somalia but not limited to those two areas.


    Create a large map of their community or the world, locating agencies that supply help to the hungry in their community with a key that lists services, hours of operations qualifications for people to obtain help, staffing, funding sources, how someone who wants to help can help.