The unit begins with a group discussion on world hunger. The students are encouraged to share stories they have heard about hunger. They are also encouraged to share if they understand what hunger is, if they have ever felt that.

The class discussion is also added or facilitated by the teacher using provided overheads to help the children understand the problem.

Slide 1 - Teacher places on board the information that one out of six people on earth is hungry. This can be pictures of people, or stick people with one a different color.

The one in six allows for the children to begin to understand the math objective of percentages.

The data of the people is represented in a pie chart, with one sixth hungry, and then a bar chart of two bars, those who are hungry and those who are not.

The next step is to show a graphic of the earth to identify the places where people are hungry. The UN FAO map is simplified to continents and this is used in color to show hunger.

The children each make up a piece of paper that has a continent on it. They work on identifying the continent and then spelling it right. These paper are placed in a box and then the students draw pieces of paper that tells them what continent they are on. This will determine if they are hungry or not. All of africa and ½ of asia is identified as hungry.

Identify an issue or problem that can be studied.

At this point each group will meet to begin to work on the hunger problem. They will be trying to determine why they are hungry and what can be done about it.

The next unit will begin the process of examining hunger.

This unit will introduce their sister school in the southern part of Africa. The students will learn to identify Zimbabwe and even the area where the school is located.

Each child will write a letter to a student at an African school introducing themselves and saying hello. The letters will be sent to St. Werburgh’s for the children to respond.

The children are then asked about what the child in St. Werburgh’s will need to be able to anwer. Do they have paper pencils, the money for postage. Do they get an allowance.

This unit goes towards resources available to the students. It is a reality check on the conditions of these children.

The unit will study an African school where the children have no paper and no pencils. The teachers have no chalk and there are no books. 50 children share a single math book.

The cost of a letter is about $1.00 and their parents may make $10.00 per month working in the fields. It would take three days of parents income to post a single letter back to America.

At this point the students begin to examine the problem of the children in the sister school and explore what can be done about it. They examine international aid and non-profit organizations who are working on the hunger problem.