Addressing Hunger and Homelessness

Through Service-Learning

INTRODUCTION

Service-Learning: What is it?

Service-learning is an interactive educational strategy that links service and academic
curriculum to promote learning. Service-learning promotes students’ personal, social, and
intellectual growth and provides them with a sense of civic responsibility. Service-
learning is coordinated within an elementary school, secondary school, institution of
higher education, or community organization, and the community. Service-learning
follows four stages: preparation, action, reflection, and celebration.

The Service-Learning Approach to Volunteering

A service-learning approach to volunteering starts at the preparation stage, when
students research a general issue—including its causes, demographics, and
consequences—and then identify the prevalence of the issue within their own
community. Researching statistics on hunger and homelessness nationwide and locally
gives students the opportunity to see how their city compares to the rest of the country. In
this module you will find general statistics, demographics, causes and consequences to
get your research started. Once students have recognized a need within their own
community they can take action by designing an intervention—for example a PSA about
hunger and how community members can help. As you will see, this module contains
numerous ideas and resources for such projects. Upon completion of the project, it is
critical that students have an individual and group reflection to summarize the success or
impact they had in the community. Finally, students should also host a celebration of
their hard work and dedication to the cause.

Why make service-learning part of the classroom?

Service-learning is a fun and hands-on way to teach all school subjects. Children who
begin to give back to their community at a young age are more likely to continue to do so
throughout their life. The Iowa Department of Education developed a list of general ways
to incorporate service-learning in the classroom of students of any age. 1 Check out a TPF FPT

power point presentation on How Service-Learning Can Become an Integral Part of

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TP PT Iowa Dept. of Edu.: http://www.state.ia.us/educate/ecese/cfcs/sl/curriculum.html
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 Schools, States and Communities 2 , which summarizes service-learning benefits for
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various stakeholders:
♦ Students benefit from higher academic achievement, relevant learning
opportunities, community ties, and leadership opportunities.
♦ Teachers benefit from empowerment to create conditions for student success and
the ability to take an interdisciplinary approach to learning.
♦ Administrators benefit from greater collaboration within the school, stronger ties to
the community, enhanced community support of schools, and the ability to
demonstrate effective teaching, learning and serving.
♦ The Community benefits from being able to shape the future workforce, a stronger
student sense of responsibility and ownership of the community, and the opportunity
to help students become contributing citizens while learning problem-solving and
leadership skills.
♦ Policymakers benefit from students becoming responsible and productive workers
and citizens, students gaining real-world civic and career experience, and addressing
multiple student standards.

Can service-learning be incorporated into every school subject?

Yes! Here are some examples, featuring projects that address hunger and homelessness:
♦ English: Students can pick stories to read at a homeless shelter or a soup kitchen or
they could choose a shelter in which to volunteer and read stories about
homelessness and hunger. Refer to an episode of Reading Rainbow, found under
ABCDbooks in the “Recommended Reading” section of this module. 3 TPF FPT

♦ Social Studies: Students can learn about the hungry and homeless population in their
community while volunteering on their behalf. At the same time, they could take up
a letter writing campaign and ask politicians to work for the issues they have learned
about in their studies. See the sample letter 4 provided by Bread for the World
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(http://www.bread.org/).
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♦ Science: While learning about the environment and eco-system, students can start a
garden at a local shelter or community center.
♦ Music/Theater/Art: Students can perform a benefit concert or play, or create items
to give to the children at a homeless shelter.
♦ Math: Students can collect cans to donate to a food bank and graph their progress or
create a budget for a more elaborate service project. Your local food bank is a very
good resource for more information. Find your local food bank at Second Harvest
(www.secondharvest.org).
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♦ Technology: Students can identify a major issue in their community related to

hunger or homelessness and create a public service announcement on the issue. See
the Maryland Student Service Alliance website for a curriculum guide for this
project. 5 TPF FPT

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TPHow Service Learning Can Become an Integral Part of Schools, States and Communities:
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http://www.ecs.org/clearinghouse/40/54/4054.pdf
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TPABCDbooks: Local Hunger and Can Food Drive: http://www.abcdbooks.org/curriculum/fooddrive.html
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TP Sample letter: http://www.bread.org/take-action/offering-of-letters-kit/sample-letter.html
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TPMaryland Student Service Alliance: http://www.mssa.sailorsite.net/curric2.html
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♦ Get the whole school involved in one project: The students can come together to
stage a large production in which the school donates all the money raised to a shelter
or community center OR perform the production for the people at the shelter. The
whole school can take part: Social Studies students learn about the hungry and
homeless in their community; English students find a novel or play which addresses
the topic; theater students turn the novel into a play and perform it; Art students
make the scenery; Math students create a budget for putting on the production (if
students are older) or (if students are younger) chart the amount of money or cans the
group has raised for the cause; Technology students operate the sound and lights for
the play.

About This Module

Youth Service America developed this module to complement the National & Global
Youth Service Day Service-Learning Curriculum Guide, a tool for helping youth develop
project management skills. YSA’s materials generally do not focus on particular issues,
such as hunger and homelessness, because we recognize that every community has
different needs, and every person has different passions and interests. Therefore, most of
our materials aim to help young people develop quality projects based on the issue of
their choice.

At the same time, we recognize that hunger and homelessness are some of the most
common areas addressed through service projects. Since YSA is not an expert in the
areas of hunger and homelessness and we recognize that many quality resources already
exist from organizations that are experts, we are pulling together existing resources,
rather than creating new ones.

The organizations represented in this document are examples of the many organizations
that are doing exciting and important work, and we hope you will follow up on those that
interest you to learn more about how you can become involved. All citations in this
document include links to the organization’s website, to make follow-up easy.

This module contains the following sections:

I. Defining the Issues

II. Service Project Ideas

III. Service-Learning Curricula on Hunger and Homelessness

IV. Suggested Reading

V. Additional Links

Finally, we urge you to download the National & Global Youth Service Day Planning
Toolkit and Service-Learning Curriculum Guide for additional resources on planning
service and service-learning projects. On the National & Global Youth Service Day

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website (www.YSA.org/nysd), you will find many additional resources, including
classroom posters, t-shirts, grant opportunities, civic engagement resources, and more.

I. Defining the Issues

What is Hunger?
When you hear about a family or a child or 33 million people being "hungry," this could
mean a couple of different things. "Hunger" is the physical sensation that results from not
having had enough food to eat; however, when talking about "hunger in America," what
we're often describing is "food insecurity." Food insecurity is defined as a lack of access
to enough food to fully meet basic needs due to lack of financial resources. Hunger is the
worst-case scenario of food insecurity.
National Statistics:
♦ Currently in the U.S., 33 million people live in households that are food insecure,
which means that they frequently and regularly do not have enough money to afford
food or do not know from where or when their next meal is coming. Of that, 8.3
million live in households facing the worst-case scenario, where members of that
household are literally hungry. 6 TPF FPT

♦ Despite the fact that the United States is the richest country in the world…The
combination of persistent poverty, the high cost of living, and cutbacks in social
assistance forces many people to choose between food and other expenses. People
facing food insecurity and hunger are most likely to live in households near or below
the poverty line.
♦ Households with children are almost twice as likely to face hunger as those without,
a statistic that correlates with the fact that the child poverty rate in the U.S. is over
20%, twice that of the poverty rate overall.
♦ 38% of people requesting emergency food assistance last year were employed.
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♦ …in the United States, one in four children are hungry or at risk of hunger. TPF FPT

International Statistics: T

♦ More than 800 million people around the world go hungry. Every day, 31,000
children die from hunger-related causes. 5 TP P

♦ The Food and Agriculture Organization of the United Nations estimates that 6
million children die each year as a result of hunger and malnutrition. There is no
other natural or manmade disaster that compares to the magnitude of devastation
caused by world hunger. 8 TPF FPT

♦ Malnutrition [is] a life-threatening illness affecting 815 million people worldwide—

that's 13% of the world's population. According to classic medical standards, 70% of
global child mortality is due to measles, diarrhea, and respiratory infection, but in
reality 50% of child mortality has malnutrition as the underlying cause. When people
are hungry they can't work, farm, fish, or learn properly at school. 9 TPF FPT

♦ Less than one percent of what the world spent every year on weapons was needed to
put every child into school by the year 2000 and yet it didn't happen.
♦ 20% of the population in the developed nations consumes 86% of the world’s goods.

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TPNSCAHH: http://nscahh.org/hunger.asp?id2=8801
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TPBread for the World: http://www.bread.org/learn/hunger-reports/what-governments-can-do.html
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TPNSCAHH: http://www.nscahh.org/hunger.asp?id2=8800
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TPAction Against Hunger: http://www.actionagainsthunger.org/
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 ♦ Today, across the world, 1.3 billion people live on less than one dollar a day; 3
billion live on under two dollars a day; 1.3 billion have no access to clean water; 3
billion have no access to sanitation; 2 billion have no access to electricity. 10 TPF FPT

What is Homelessness?
The homeless population includes people from all walks of life, so the question ‘Who are
the homeless?’ is a difficult one to answer. However, many people are surprised to find
out that the homeless population is very diverse.
National Statistics:
♦ 35% of people experiencing homelessness are from families with children, which is
the fastest growing homeless population.
♦ 20% of the homeless are U.S. military veterans.
♦ 25% are children under the age of 18 years.
♦ 30% have experienced domestic violence.
♦ 20-25% suffer from mental illness.
The stereotypical picture many people have of a homeless person fails to capture the
complexity of the population experiencing homelessness. For most people, homelessness
is a temporary and highly unexpected situation, often resulting from a lost job, the lack
of affordable housing, illness, or disability:
♦ 22% of people experiencing homelessness are employed.
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♦ On average, people remain homeless for six months. TP PT

II. Service Project Ideas

Civic Engagement:
Youth can research existing legislation and federally funded programs to help the hungry
and homeless. Then, a group could start a letter writing campaign to their Representative
or Senators to voice support of certain bills. On the website for Bread for the World
(www.bread.org) there is a help section on how to write a letter to Congress 11 on the
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issues of hunger and homelessness, including a sample letter. 12 A good place to start on TPF FPT

these kinds of campaigns is by looking for the latest bills on the House or Senate floor.
You can do this by checking Thomas (http://thomas.loc.gov). It’s also a good idea to look
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at your Representatives’ 13 or Senator’s 14 websites to see where they stand on the issue.
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See the websites listed below for help with the following ideas:
♦ Join or start an advocacy organization fighting violence in your neighborhood
♦ Write letters to public officials about safety laws
♦ Monitor a bill at the state or federal level
♦ Invite elected officials, candidates, and media to relevant service projects
♦ Work with local officials to increase funding for youth activities in your community
♦ If you are old enough, VOTE!

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TP Poverty Facts and Stats: http://globalissues.org/TradeRelated/Facts.asp
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TP Write a letter to Congress: http://capwiz.com/bread/issues/alert/?alertid=7820101
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TP Sample letter:
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TP Representative: www.house.gov/house/MemberWWW.html
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TP Senator’s: www.senate.gov/general/contact_information/senators_cfm.cfm
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 www.allianceforjustice.org/student/co_motion
www.youthepeople.com www.SERVEnet.org
www.bettertogether.org www.vote-smart.org
www.crf-usa.org www.panettainstitute.org
www.publicwork.org www.iop.harvard.edu
www.actionforchange.org www.youthactivism.com
www.kidsvotingusa.org www.congress.org

Access Youth Service America’s tip sheets on civic engagement:

www.YSA.org/nysd/resource/nysd_resources_parent.cfm
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Raise Money to Donate to Organizations or Attend Their Events:

Almost all organizations that deal with helping others give you the chance to donate—
some even allow you to give your donation via the web. A Google 15 search is provided TPF FPT

here to help you to start selecting some sites (search words: hunger and homelessness
organization). You may also want to look at the organization’s calendar of events to see if
there is an event in which your group can take part or simulate.

Help Out at Your Local Food Bank:

Food banks are community-based, professional organizations that collect food from a
variety of sources, save food in a warehouse, and then distribute the food to hungry
individuals through local human service agencies. These agencies include community
centers, soup kitchens, food pantries, shelters, senior programs, and child care centers.
Many of these agencies visit the food bank each week to select fresh produce and
packaged products for their meal programs or food pantries. 16 At the website for Second
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Harvest (www.secondharvest.org) you can find the link, phone number and address for
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your closest food bank. Once in contact with the food bank, you or your group can begin
to branch out and see if you can create contacts with the agencies or food pantries that
use the food bank. After developing these contacts you can actually volunteer at the
targeted agencies or .

Previous Projects for National & Global Youth Service Day (www.YSA.org/nysd): HTU UTH

♦ 9 year-old Katie Stefanich and her friends in Salt Lake City, Utah received the
AT&T CARES Youth Service Action Fund grant to support their Easter egg hunt
for kids at a local homeless shelter.
♦ The Youth Volunteer Corps (YVC) of Calgary, a program of Child and Youth
Friendly Calgary, organized a scavenger hunt. Youth volunteers split into teams
and spent a day in local neighborhoods collecting food for the food bank.
♦ The District Association for Community Living in Kapuskasing, Ontario worked
with five local high schools to collect ‘Canadian Tire money’ or cash bonus
coupons. They donated the money to their local food bank for the purchase of
household items.
♦ Katimavik groups in Ontario worked with local on-campus chapters of Meal
Exchange, a non-profit organization dedicated to identifying and implementing

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TP PT Google: www.google.com/search?sourceid=navclient&q=hunger+and+homelessness+organization
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TP PT Food Discards Diversion: www.ciwmb.ca.gov/publications/localasst/31100005.doc
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 solutions to hunger in Canada, run by students from Canadian colleges and
universities.
♦ In Phuentsholing, Bhutan, the National Women’s Association distributed clothes,
medicine, and condoms to the poor in remote villages.
♦ Volunteers in Lahore, Pakistan spent the day with street children, youth with no
access to education, health facilities, or other basic necessities, with the hopes of
starting an education program for these children. In the rural parts of Lahore,
young doctors and paramedical staff gave free check-ups, medicine, and
counseling sessions to improve the health conditions of the children.
♦ In Zambia, volunteers collected and distributed clothes, food, and other essential
items for vulnerable populations including orphans, street kids, the aged, hospital
patients, and prisoners.
♦ Volunteers in Swaziland and the Democratic Republic of Congo organized a
food collection and distribution campaign for the hungry, and cleaned and
restored homes and public lands.
♦ In Freetown, Sierra Leone, a center for children who were abandoned because
their parents suffered economic hardships, participants held a solidarity meeting
to show the children’s willingness to participate in the development of their
communities.
♦ The Young Journalist Group in Hanoi, Vietnam worked together with other
organizations to organize a "Youth for Social Change" meeting for 150
participants and millions of youth who participated virtually via Radio Voice of
Vietnam. The meeting was a venue for young leaders around Vietnam to have
peer-to-peer education on project organization and to share achievements and
ideas from youth leaders and activists through case studies and workshops. Local
“Young Journalists” members in these areas organized groups of youth to visit
the orphanages, elderly homes, and street children. They organized games,
performed music, shared stories, and made lunch for the children and elderly.

III. Service-Learning Curricula on Hunger and Homelessness

Teacher and Group Guides:
♦ From ABCDbooks Local Hunger and Canned Food Drive (www.abcdbooks.org): HTU UTH

Why another canned food drive? Every year during Thanksgiving and the winter
holidays, food banks are brimming with cans of food collected by students. Granted,
food banks need these donations and appreciate the help. But what if the collection
took place when the food bank’s shelves were not so full, say in the spring or before
the end of school? And what if the canned food drive was connected to student
learning? And what if that learning included information about the food bank and
which foods are most needed by the people served by the agency?...This kit includes
materials to assist classroom teachers in a series of lessons that result in the student
leadership of a canned food drive with a purpose: stocking the shelves of SOVA, the
food pantry which serves this area of [West Hollywood], with nutritional food on a
year-round basis. These materials are easily adapted to meet the needs of local
agencies and people in your community. 17 TPF FPT

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TP ABCDBooks Local Hunger and Canned Food Drive:
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http://www.abcdbooks.org/curriculum/fooddrive.html

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 ♦ From Bread for the World: Hunger No More:
This leaders’ guide will help you present important hunger and poverty issues to
study groups. In our affluent world people should “hunger no more.” Decisions 2002
points to crucial decisions that will affect hungry and poor people in the United
States for a long time. 18 TPF FPT

♦ From the Gerda and Kurt Klein Foundation: Hunger Service Learning Program
(available for middle and high school students). The Klein Foundation invests in the
belief that social progress depends on youth—children who see old injustices and
determine to change them. Dr. J. Larry Brown, an expert on hunger issues, believes
that “One day, we will end hunger in America, and we will do it through the
leadership of our young who dream and mean it.” 19 TPF FPT

♦ From Hunger 101: a Curriculum Guide and Activity Workbook

(www.servicelearning.org): “Hunger 101 was developed to serve as the principal
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education component of the Atlanta Community Food Bank. Currently, materials are
available for classes of young children, adolescents, and adults. All classes have
interactive features which focus on identifying populations at-risk for hunger, the
causes and effects of hunger, and strategies to address hunger.” Also available is the
Kids for Kids Guide: Fighting Hunger in Minnesota (Grades 6 to 8 and Grades 9 to
12), a curriculum addressing issues of hunger and food security for Minnesota
youth”; the Hunger and Homelessness Guide: “A Resource book for Colleges and
Universities”; and the National Service-Learning Clearinghouse FAQs: Hunger and
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Homelessness.
♦ Kids Can Make a Difference Teacher’s Guide: 20 This guide contains 25 lessons that TP F FPT

provide valuable background and creative suggestions to help students answer

difficult questions about hunger and poverty. The book helps students move beyond
negative feelings and into constructive actions that show how they can make a
difference in their community, country and world. The book includes fund-raising
ideas, organizations to contact, and a listing of available videos and books for use
with lessons.
♦ Maryland Student Service Alliance: 21 Curricula for the Maryland Public Schools
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including project examples like “Middle School Students Help Those in Need” 22 or TPF FPT

take a look at their link to other program ideas. 23 TPF FPT

♦ Project Bread: Food for Thought (www.projectbread.org): The Food For Thought
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curriculum provides four age-appropriate sections (grades K-2, grades 3-5, middle
school, and high school), each including several lessons. It is appropriate for schools,
after-school programs, youth groups, religious organizations, and families. The
curriculum was developed by a panel of educators, medical professionals, and anti-
hunger advocates convened by Project Bread.
♦ Second Harvest (www.secondharvest.org): A general search on this website (under
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the keyword search “Curriculum”) highlights a number of programs, such as a

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TP Bread for the World: Hunger No More:
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TP Gerda and Kurt Klein Foundation: Hunger Service Learning Program:
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TP Kids Can Make a Difference: Teacher’s Guide: http://www.kidscanmakeadifference.org/teac.htm
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TP Maryland Student Service Alliance: http://www.mssa.sailorsite.net/curric2.html
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Middle school students help those in need: http://www.mssa.sailorsite.net/mpserve.html
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Program ideas: http://www.mssa.sailorsite.net/ideas.html
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 program by the Greater Philadelphia Food Bank (now Philabundance). “The Kids
Cafecurriculum…works to spread nutrition information to the family members of
participating children, thus encouraging youngsters to double as educators in their
families. (Kids Cafe is one of the nation's largest free meal service programs for
children and a central tool in ending childhood hunger).
Guides for Students:
♦ National Student Campaign Against Hunger and Homelessness (www.nscahh.org):
At this site one can find any number of resources for students organizing a project,
including the group’s Hunger Action Guide, an Advocacy Manual, and additional
manuals that can be purchased from NSCAHH.
Curricula Geared for International Projects:
♦ Bracelet of Life: Famine Curriculum (www.doctorswithoutborders.org). Formed
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under Doctors without Borders, the Bracelet of Life campaign was a vehicle for
bringing the message about hunger straight to the public, later proving to be a
powerful tool in making tangible the reality of malnutrition. After receiving
overwhelming support and interest from young people, teachers, and schools,
Doctors without Borders decided to offer a curriculum so that students could better
understand the causes and consequences of famine.
♦ Feeding Minds, Fighting Hunger (www.feedingminds.org/info/): Available for
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primary, intermediate and secondary levels, The Feeding Minds, Fighting Hunger
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lessons have been developed as a starting point for teachers to introduce the topic of
world hunger to their students. Given the wide variety of problems, cultures, and
environments around the world, the lessons have been prepared as a framework for
teachers, with the understanding that teachers will need to tailor the scope, language,
discussions and activities provided for each lesson to fit their students and local
conditions. All levels cover the following topics: What are hunger and malnutrition,
and who are the hungry? Why are people hungry and malnourished What can we do
to help end hunger? Each lesson contains objectives, concepts and activities to
engage students in a discussion about these serious and persistent problems.

IV. Suggested Reading

For elementary school to middle school students:
The following readings are recommended by ABCDbooks as titles that help young
people of all ages understand the varied circumstances of people in difficult and
challenging situations and hopefully replace stereotypes and clichés with understanding,
respect, and action.
♦ Hubbard, Jim. Lives Turned Upside Down--Homeless Children in their Own Words
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and Photographs, Simon & Schuster Books for Young Readers, 1996. Four children
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who know first-hand the reality of homelessness tell their stories. (Grades 3-8, Non-
fiction)
♦ DiSalvo-Ryan, DyAnne. Uncle Willie and the Soup Kitchen, Morrow, 1991.
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When Willie's nephew works at the neighborhood soup kitchen by preparing and
serving food, he gains admiration for the people who lend a hand.
♦ Leedy, Loreen. The Edible Pyramid. Holiday House, 1996. A clear and colorful
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picture of the food pyramid and all of its elements.

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♦ Pomeranc, Marion Hess. The Can-Do Thanksgiving. A. Whitman & Co., 1998. U U

When Dee brings a can of peas to school for the can food drive, she keeps asking,
“Where do my peas go?” Her persistent questioning results in a class project to
prepare and serve food for people in need at Thanksgiving.
♦ Estes, Eleanor. The Hundred Dresses, Harcourt Brace Jovanovich, 1944. 80 pp.
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Wanda Petronski gets teased by classmates because she lives in a poor part of town
and wears the same dress every day. Maddie, a classmate, is confused by the taunting
and by Wanda's statement that she has one hundred dresses at home. (Grades 2-6,
Novel)
♦ Fly Away Home, Reading Rainbow. 30 minutes. Distributed by GPN (800) 228-
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4630. Check local libraries for availability. In addition to hearing the story about a
boy who lives in the airport with his dad, host LeVar Burton talks with children who
are homeless to learn about them and their circumstances. Includes two examples of
young people who are working to make a difference in the fight against
homelessness and hunger. (Grades 3-12, Video)
For High School Students:
♦ Bartsch, Julie. "Community Lessons: Promising Curriculum Practices." The
Massachusetts Department of Education, Learn and Serve America and the
Massachusetts Service Alliance, 2001.
♦ “Just Add Consciousness: A Guide to Social Activism." Oxfam America, Campus
Outreach Opportunity League and Bread for the World.
♦ Kempf, Stephanie. "Finding Solutions to Hunger: A Sourcebook for Middle and
Upper School Teachers." Special Edition for Oxfam America, 1997.
♦ "Youth Against Hunger: Hunger Awareness and Community Service Learning,
2000-2001." The Food Bank of Western Massachusetts, 2000.

V. Additional Links
♦ Center on Hunger and Poverty at Brandeis University: www.centeronhunger.org HTU UTH

♦ Great American Bake Sale: www.greatamericanbakesale.org HTU UTH

♦ Mazon: A Jewish Response to hunger: http://mazon.org HTU UTH

♦ OXFAM: http://oxfam.org
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♦ The Hunger Site: www.thehungersite.com HTU UTH

♦ U.S. Department of Housing and Urban Development: www.hud.gov HTU UTH

♦ AmeriCorps: www.americorps.org
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♦ Art Start www.art-start.org: Arts in the Shelters Program works with homeless kids
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in New York City who face the daily uncertainty and instability of living in city
shelters. The program presents weekly workshops to help the children develop self-
expression and raise self-esteem through the process of making art.
♦ Focus: HOPE www.focushope.edu/food/.
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♦ The G.I.V.E. Listings on Polo.com have links to many different organizations that do
work in the arts, community involvement, and education and health issues:
www.polojeans.com
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♦ Habitat for Humanity: www.habitat.org HTU UTH

♦ Florida International University has created a list of “101 Ideas for Combining
Service and Learning”: www.fiu.edu/~time4chg/Library/ideas.html HTU UTH

♦ Learn and Serve: www.learnandserve.org TP PTHU UTH

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♦ The Points of Light Foundation websitecontains useful o businesses, aith-based
groups, international groupsnonprofits and government agencies, and engaging youth
& families as well as general resources: www.pointsoflight.org
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♦ SERVEnet.org, Youth Service America: www.servenet.org HTU UTH

♦ United Way of America: http://national.unitedway.org

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♦ Youth Service America: www.YSA.org

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♦ Youth Service Opportunities Project: www.ysop.org

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