+

Serving from ScratchDeveloping a Global Education Course for Good

+

@StephWuj45

swujcik@baldwinschool.org

Stephanie

Wujcik

MS Teacher | Service-

Learning Coordinator

The Baldwin School

+Workshop Overview

Developing a Framework for a Global Education

Course

Content & Skills

Understanding the Impact of Service-Learning/Social

Action on Students & Communities

Identifying Opportunities for Service in Curricula

Successfully Implementing the Service-Learning

Cycle

Skills Development

+Starting from Scratch

Assets

Departmental support

Autonomy (independent school model)

Good bones

Challenges

Outdated data and resources

Underdeveloped skills-scaffolding

Vision

To inspire & train students to engage in their world as informed, empathetic global citizens.

The Challenge and the Vision

+Developing a Framework

Universal Declaration of

Human Rights

Global Citizenship & the

United Nations

General Assembly

Security Council

Millennium Development

Goals

+

Global Issues

& Ideas

1 - Understanding Citizenship

2 - Global Citizenship

& the United Nations

3 - Education

4 - What the World Eats

5 - Hunger & Malnutrition

6 - Global Health

7 - Refugee Conflicts

8 - Environmental Issues

9 – Global Issues Research Project

Structure

+

Global Issues

& Ideas

1 - Understanding Citizenship

2 - Global Citizenship

& the United Nations

3 - Education

4 - What the World Eats

5 - Hunger & Malnutrition

6 - Global Health

7 - Refugee Conflicts

8 - Environmental Issues

9 – Global Issues Research Project

Structure

+

Global Issues

& Ideas

1 - Understanding Citizenship

2 - Global Citizenship

& the United Nations

3 - Education

4 - What the World Eats

5 - Hunger & Malnutrition

6 - Global Health

7 - Refugee Conflicts

8 - Environmental Issues

9 – Global Issues Research Project

Structure

+

Content Resources

Global Issues

& Ideas

Foundational Resources to Read the

World

Expository texts

Articles

Images/Film

Infographics

Websites

Primary Sources

Infusion of Contemporary Resources

News/Media Outlets

CIA Factbook data

Original

Repurposed

Independent Media Sources

NGOs/CBOs

+

Content Resources

Global Issues

& Ideas

Foundational Resources to Read the

World

Expository texts

Articles

Images/Film

Infographics

Websites

Primary Sources

Infusion of Contemporary Resources

News/Media Outlets

CIA Factbook data

Original

Repurposed

Independent Media Sources

NGOs/CBOs

+

Content Resources

Global Issues

& Ideas

Foundational Resources to Read the

World

Expository texts

Articles

Images/Film

Infographics

Websites

Primary Sources

Infusion of Contemporary Resources

News/Media Outlets

CIA Factbook data

Original

Repurposed

Independent Media Sources

NGOs/CBOs

+

Global Issues

& Ideas

Reading

Writing

Digital Literacy & Citizenship

Oral presentations

Skills &

Assessments

+

Global Issues

& Ideas

Reading

Understanding the world through a variety of sources

Close reading

Writing

Reflective Writing

Research-based argument development

Supported by clear, specific evidence

Digital Literacy & Citizenship

Google Apps

Digital Narratives

Websites

Social Media

Oral presentations

Formal & informal

Simulations/Role Plays

Skills &

Assessments

+ Classroom SpaceVisual Cues to Enhance Global Education

+

FreeDay FridayOpportunities for Self-Directed

Global Learning

+

How can help my students develop mindsets for

tackling global issues?

Practical Skills and Social/Emotional Learning

+

National Survey on Service-Learning & Transitioning to Adulthood (NYLC 2006)

Why Service-Learning?

… highly value their positions as community leaders.

… acknowledge that service-learning positively influences their

ability to lead.

… experience greater academic success.

… are better able to apply academic learning to situations

outside of the classroom.

… have a greater ability to relate to culturally diverse groups.

… hone interpersonal and practical skills necessary for

success.

+

National Survey on Service-Learning & Transitioning to Adulthood (NYLC 2006)

Why Service-Learning?

… highly value their positions as community leaders.

… acknowledge that service-learning positively influences their

ability to lead.

… experience greater academic success.

… are better able to apply academic learning to situations

outside of the classroom.

… have a greater ability to relate to culturally diverse groups.

… hone interpersonal and practical skills necessary for

success.

+

National Survey on Service-Learning & Transitioning to Adulthood (NYLC 2006)

Why Service-Learning?

… highly value their positions as community leaders.

… acknowledge that service-learning positively influences their

ability to lead.

… experience greater academic success.

… are better able to apply academic learning to situations

outside of the classroom.

… have a greater ability to relate to culturally diverse groups.

… hone interpersonal and practical skills necessary for

success.

+

National Survey on Service-Learning & Transitioning to Adulthood (NYLC 2006)

Why Service-Learning?

… highly value their positions as community leaders.

… acknowledge that service-learning positively influences their

ability to lead.

… experience greater academic success.

… are better able to apply academic learning to situations

outside of the classroom.

… have a greater ability to relate to culturally diverse groups.

… hone interpersonal and practical skills necessary for

success.

+

National Survey on Service-Learning & Transitioning to Adulthood (NYLC 2006)

Why Service-Learning?

… highly value their positions as community leaders.

… acknowledge that service-learning positively influences their

ability to lead.

… experience greater academic success.

… are better able to apply academic learning to situations

outside of the classroom.

… have a greater ability to relate to culturally diverse groups.

… hone interpersonal and practical skills necessary for

success.

+Effe

ctiv

ely

Imple

me

ntin

g

Serv

ice

National Youth Leadership Council - 2014

+

Identifying Academic Goals

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Implementing Service

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Implementing Service

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Implementing Service

SouthSudan

Libya

2013

Take a look at our interactive hunger map at http://cdn.wfp.org/hungermap/

Proportion of total population undernourished, 2011-13

It costs on average just US 25 cents a day to feed a hungry child and change her life forever.

While food is the most basic of human needs required for survival, on average, 1 in 8 people

go to bed hungry each night.

We can achieve Zero Hunger in our lifetimes. Halving hunger

by 2015, as pledged in the Millennium Development

Goals, is the firststep.

(U.K.)

***

Very low undernourishment

<5%

Moderately low undernourishment

5-14,9%

Moderately high undernourishment

15-24,9%

High undernourishment

25-34,9%

Very high undernourishment

35% and over

Missingor insufficient data

***

State of Palestine

This map shows the proportion of undernourishment in the total population of developing countries as of 2011-13.

The indicator is an estimate of the percentage of the population at risk of caloric inadequacy. Further information is available at

www.fao.org/publications/sofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensions of food security. Rome, FAO.

Data source: fao.org/economic/ess© 2013 World Food ProgrammeThe designations employed and the presentation of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal

or constitutional status of any country, territory or sea area, or concerning the delimitation of frontiers.

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been

agreed upon by the parties.** A dispute exists between the governments of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands

(Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independence on 9 July 2011.

Data for Sudan (post-2011) and South Sudan are not yet available.

BruneiDarussalam

Comoros

Seychelles

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Implementing Service

SouthSudan

Libya

2013

Take a look at our interactive hunger map at http://cdn.wfp.org/hungermap/

Proportion of total population undernourished, 2011-13

It costs on average just US 25 cents a day to feed a hungry child and change her life forever.

While food is the most basic of human needs required for survival, on average, 1 in 8 people

go to bed hungry each night.

We can achieve Zero Hunger in our lifetimes. Halving hunger

by 2015, as pledged in the Millennium Development

Goals, is the firststep.

(U.K.)

***

Very low undernourishment

<5%

Moderately low undernourishment

5-14,9%

Moderately high undernourishment

15-24,9%

High undernourishment

25-34,9%

Very high undernourishment

35% and over

Missingor insufficient data

***

State of Palestine

This map shows the proportion of undernourishment in the total population of developing countries as of 2011-13.

The indicator is an estimate of the percentage of the population at risk of caloric inadequacy. Further information is available at

www.fao.org/publications/sofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensions of food security. Rome, FAO.

Data source: fao.org/economic/ess© 2013 World Food ProgrammeThe designations employed and the presentation of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal

or constitutional status of any country, territory or sea area, or concerning the delimitation of frontiers.

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been

agreed upon by the parties.** A dispute exists between the governments of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands

(Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independence on 9 July 2011.

Data for Sudan (post-2011) and South Sudan are not yet available.

BruneiDarussalam

Comoros

Seychelles

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Average annual household income:

$200

Daily household income:$1.00

Rampant unemployment: 75%

Implementing Service

SouthSudan

Libya

2013

Take a look at our interactive hunger map at http://cdn.wfp.org/hungermap/

Proportion of total population undernourished, 2011-13

It costs on average just US 25 cents a day to feed a hungry child and change her life forever.

While food is the most basic of human needs required for survival, on average, 1 in 8 people

go to bed hungry each night.

We can achieve Zero Hunger in our lifetimes. Halving hunger

by 2015, as pledged in the Millennium Development

Goals, is the firststep.

(U.K.)

***

Very low undernourishment

<5%

Moderately low undernourishment

5-14,9%

Moderately high undernourishment

15-24,9%

High undernourishment

25-34,9%

Very high undernourishment

35% and over

Missingor insufficient data

***

State of Palestine

This map shows the proportion of undernourishment in the total population of developing countries as of 2011-13.

The indicator is an estimate of the percentage of the population at risk of caloric inadequacy. Further information is available at

www.fao.org/publications/sofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensions of food security. Rome, FAO.

Data source: fao.org/economic/ess© 2013 World Food ProgrammeThe designations employed and the presentation of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal

or constitutional status of any country, territory or sea area, or concerning the delimitation of frontiers.

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been

agreed upon by the parties.** A dispute exists between the governments of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands

(Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independence on 9 July 2011.

Data for Sudan (post-2011) and South Sudan are not yet available.

BruneiDarussalam

Comoros

Seychelles

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Average annual household income:

$200

Daily household income:$1.00

Rampant unemployment: 75%

Implementing Service

SouthSudan

Libya

2013

Take a look at our interactive hunger map at http://cdn.wfp.org/hungermap/

Proportion of total population undernourished, 2011-13

It costs on average just US 25 cents a day to feed a hungry child and change her life forever.

While food is the most basic of human needs required for survival, on average, 1 in 8 people

go to bed hungry each night.

We can achieve Zero Hunger in our lifetimes. Halving hunger

by 2015, as pledged in the Millennium Development

Goals, is the firststep.

(U.K.)

***

Very low undernourishment

<5%

Moderately low undernourishment

5-14,9%

Moderately high undernourishment

15-24,9%

High undernourishment

25-34,9%

Very high undernourishment

35% and over

Missingor insufficient data

***

State of Palestine

This map shows the proportion of undernourishment in the total population of developing countries as of 2011-13.

The indicator is an estimate of the percentage of the population at risk of caloric inadequacy. Further information is available at

www.fao.org/publications/sofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensions of food security. Rome, FAO.

Data source: fao.org/economic/ess© 2013 World Food ProgrammeThe designations employed and the presentation of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal

or constitutional status of any country, territory or sea area, or concerning the delimitation of frontiers.

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been

agreed upon by the parties.** A dispute exists between the governments of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands

(Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independence on 9 July 2011.

Data for Sudan (post-2011) and South Sudan are not yet available.

BruneiDarussalam

Comoros

Seychelles

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Average annual household income:

$200

Daily household income:$1.00

Rampant unemployment: 75%

Implementing Service

SouthSudan

Libya

2013

Take a look at our interactive hunger map at http://cdn.wfp.org/hungermap/

Proportion of total population undernourished, 2011-13

It costs on average just US 25 cents a day to feed a hungry child and change her life forever.

While food is the most basic of human needs required for survival, on average, 1 in 8 people

go to bed hungry each night.

We can achieve Zero Hunger in our lifetimes. Halving hunger

by 2015, as pledged in the Millennium Development

Goals, is the firststep.

(U.K.)

***

Very low undernourishment

<5%

Moderately low undernourishment

5-14,9%

Moderately high undernourishment

15-24,9%

High undernourishment

25-34,9%

Very high undernourishment

35% and over

Missingor insufficient data

***

State of Palestine

This map shows the proportion of undernourishment in the total population of developing countries as of 2011-13.

The indicator is an estimate of the percentage of the population at risk of caloric inadequacy. Further information is available at

www.fao.org/publications/sofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensions of food security. Rome, FAO.

Data source: fao.org/economic/ess© 2013 World Food ProgrammeThe designations employed and the presentation of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal

or constitutional status of any country, territory or sea area, or concerning the delimitation of frontiers.

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been

agreed upon by the parties.** A dispute exists between the governments of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands

(Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independence on 9 July 2011.

Data for Sudan (post-2011) and South Sudan are not yet available.

BruneiDarussalam

Comoros

Seychelles

+

Identifying Academic Goals

E v e r y C h i l d N o . 1 , 2 0 0 9

The Tikhuba clinic is an unremarkable,

low-slung, aluminum-roofed building on a

dusty patch of ground in a remote part of

Swaziland. But fo

r many local fa

milies, it is

the place of miracles.

On a windy summer morning, more

than a dozen women held children on their

laps in a small waitin

g area under fl ickering

fl uorescent lights. Babies’ cries competed

w ith mothers’ whispers. A few toddlers

surveyed the scene w ith wary eyes. Other

little ones sat slackly against their moth-

ers, looking on im

passively, too weak to be

curious.

Several of the children suffered from

severe acute malnutrition, a persistent

and deadly condition in this tin

y, drought-

plagued country in Southern Africa. Rising

food prices have compounded the problem,

taking a grim toll on Swaziland’s young-

est. In 2007, as the country experienced its

worst drought in 15 years, UNICEF worked

with the government to establish com-

munity-based feeding centers throughout

Swaziland.

One of these centers was set up at th

e

Tikhuba clinic. Here, malnourished children

are given lifesaving, nutrie

nt-packed thera-

peutic foods — delivered to the clinic by

UNICEF in collaboration with its partners —

that help them recover and regain weight.

After a child has been treated, nurses moni-

tor his or her progress, measuring weight,

height, and arm circumference.

Gabsile Mamba believes the clinic’s staff

saved her infant son ’s life. The little boy,

named Siyabonga and then less than a

year old, had worrisome symptoms: vom-

iting, diarrhea, and rapid weight lo

ss. “ At

one point, I thought he was going to die,”

said his twenty-two-year-old mother.

She rushed the baby to the clinic, where

he was diagnosed with severe acute mal-

nutrition. Nurses prescribed Plumpy’nut® ,

a ready-to-use, high-energy peanut paste

A global food crisis and a faltering economy have put more children

at risk of sta

rvation and disease. UNICEF is responding with

lifesaving therapeutic foods and a comprehensive nutrition stra

tegy.

The Fight Against Malnutritio

n

By Adam Fifi eld

11

Unit 5 – Hunger & Malnutrition

Developing Ownership

Identifying Genuine Needs

Average annual household income:

$200

Daily household income:$1.00

Rampant unemployment: 75%

Implementing Service

SouthSudan

Libya

2013

Take a look at our interactive hunger map at http://cdn.wfp.org/hungermap/

Proportion of total population undernourished, 2011-13

It costs on average just US 25 cents a day to feed a hungry child and change her life forever.

While food is the most basic of human needs required for survival, on average, 1 in 8 people

go to bed hungry each night.

We can achieve Zero Hunger in our lifetimes. Halving hunger

by 2015, as pledged in the Millennium Development

Goals, is the firststep.

(U.K.)

***

Very low undernourishment

<5%

Moderately low undernourishment

5-14,9%

Moderately high undernourishment

15-24,9%

High undernourishment

25-34,9%

Very high undernourishment

35% and over

Missingor insufficient data

***

State of Palestine

This map shows the proportion of undernourishment in the total population of developing countries as of 2011-13.

The indicator is an estimate of the percentage of the population at risk of caloric inadequacy. Further information is available at

www.fao.org/publications/sofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensions of food security. Rome, FAO.

Data source: fao.org/economic/ess© 2013 World Food ProgrammeThe designations employed and the presentation of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal

or constitutional status of any country, territory or sea area, or concerning the delimitation of frontiers.

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been

agreed upon by the parties.** A dispute exists between the governments of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands

(Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independence on 9 July 2011.

Data for Sudan (post-2011) and South Sudan are not yet available.

BruneiDarussalam

Comoros

Seychelles

+Service-Learning Committees

Designed to foster

practical skill-

building

+Service-Learning Committees

Designed to foster

practical skill-

building

Advocacy/Public Relations

+Service-Learning Committees

Designed to foster

practical skill-

building

Advocacy/Public Relations

+Service-Learning Committees

Designed to foster

practical skill-

building

Community Education

Advocacy/Public Relations

+Service-Learning Committees

Designed to foster

practical skill-

building

Community Education

Advocacy/Public Relations

+Service-Learning Committees

Designed to foster

practical skill-

building

Community Education

Advocacy/Public Relations

Event Planning

+Service-Learning Committees

Designed to foster

practical skill-

building

Community Education

Advocacy/Public Relations

Event Planning

+Outcomes

Developing global understanding,

motivation, & tools with which to

solve community issues.

+Outcomes

“My goal is to better understand what I can do to help our world.”

“My goal is to look at both sides of global issues and to be more thoughtful about how to improve them and why they happen.”

“One goal is to have a better, more open mind about other cultures, and how we differ and relate.”

“My goal is to be able to utilize what I learn in this course in real life.”

“I would like to learn ways to help people who are suffering from global issues.”

Developing global understanding,

motivation, & tools with which to

solve community issues.

+

Enhanced

Partnerships

Co-Curricular Connections

Rift Valley Children's’ Village

Girls Learn International

More Than Me Academy

Earth Matters

Kiva

Developing a cohesive global

education curriculum

+

Enhanced

Partnerships

Co-Curricular Connections

Rift Valley Children's’ Village

Girls Learn International

More Than Me Academy

Earth Matters

Kiva

Developing a cohesive global

education curriculum

+

Enhanced

Partnerships

Co-Curricular Connections

Rift Valley Children's’ Village

Girls Learn International

More Than Me Academy

Earth Matters

Kiva

Peer-to-Peer Education

Hunger Relief: Grade 7/Lower School

Girls’ Education: Grade 8 to Grades 6/7

Climate Change: Grade 12/7

Developing a cohesive global

education curriculum

+Resources

Global Issues: An Introduction (Seitz and Hite)

Global Issues, Edition No. 4 (Payne)

Educating for Global Competence (Mansilla & Jackson)

A Path Appears (Kristoff & WuDunn)

High Noon: 20 Global Issues, 20 Years to Solve Them (Rischard)

UN Cyberschoolbus

Teach UNICEF

Girl Rising (curricular accompaniment)

Kiva U (curricular resources)

Global Education

+Resources

Global Issues: An Introduction (Seitz and Hite)

Global Issues, Edition No. 4 (Payne)

Educating for Global Competence (Mansilla & Jackson)

A Path Appears (Kristoff & WuDunn)

High Noon: 20 Global Issues, 20 Years to Solve Them (Rischard)

UN Cyberschoolbus

Teach UNICEF

Girl Rising (curricular accompaniment)

Kiva U (curricular resources)

The Complete Guide to Service-Learning (Kaye)

Service Learning: A Guide to Planning, Implementing, & Assessing Student Projects (Berman)

Service Learning in Grade K-8: Experiential Learning That Builds Character & Motivation (Thomsen)

The Teen Guide to Global Action (Lewis)

The National Youth Leadership Council

Service-Learning Clearinghouse

Global Education Service-Learning

+ Questions & Commentsswujcik@baldwinschool.org | @StephWuj45