Fruit of the Earth and Work of Human Hands

Transcription

1 SOCIAL JUSTICE WEEK 2012 Teaching Ideas: Years 1 to 13 Fruit of the Earth and Work of Human Hands he hua nō te oneone, ā, nā te ringa tangata i mahi liturgy of the eucharist Give thanks for the gift of food prepared by loving hands.

2 Acknowledgements Catherine Gibbs writer Elizabeth Sullivan writer Martin de Jong editor Lisa Beech advocacy advice David Nonu Māori content Mark Mitchell Sahel partnership advice Kieran Fenn FMS scripture advice Fr Trevor Murray national liturgy office Luiza Rigutto consultant Home Economics teacher Maureen Phillips consultant RE primary, Wellington Philippa Barker consultant RE secondary, Wellington Charles Shaw adviser RE secondary, Christchurch Design Rose Miller Kraftwork Art work Fran Denton Worksheet drawings Darrin Serci Anita Ciffroy Photos Adrian Heke, Catherine Gibbs, Elizabeth Sullivan, Mark Mitchell, Nick Borthwick, Ryan Worms Caritas Internationalis Caritas Aotearoa New Zealand Phone Facebook ISBN Food is the result of God s gift and human effort fruit of the earth and work of human hands. Turning wheat seeds into bread, or growing any other food we depend on, is the result of an interdependent chain of natural forces and human work. Our daily bread putting food on the table, Caritas Social Justice Series No. 17, Foreword p 4. This resource for schools Fruit of the earth, work of human hands provides a menu of ideas and activities that link with the Social Justice Week theme Our daily bread putting food on the table. The essence of this resource is around sharing a meal. This implies solidarity and communion manaaki. In his book Grace before this meal, Fr James B. Lyons describes how meals refresh and nourish more than just our bodies: Meals are gathering points. They provide a setting for conversation, for friendship, for remembering and sharing with one another and so refresh and nourish the mind and spirit. The word, company, from the Latin cum-panis, means with-bread, and implies an important relationship between food and companionship. The interconnectedness of all things can be more evident in a meal. Earth, sea, sky and all of life unite in the giving and receiving of food, making every meal a cosmic feast, a sacred event. Because of the close association with Eucharist (a word meaning thanksgiving), Catholics and all who belong to the Christian faith are called to conversion, to face the challenges with the demands for living that follow. The challenge and demands of living justly can be seen in the work of Caritas around the world. This resource highlights the connection between nourishment through Eucharist and living with justice, peace and hope in our everyday encounters. The world is like a table 20% live on the table and 80% survive underneath it. Our work cannot be to move a few from under the table onto the table or vice versa. Our task is to move the table, to change its position if necessary, and all to sit together around the table. Jean-Bertrand Aristide 2

3 Social Justice Week 2012 is an opportunity to remember those who do not have enough to eat and Christ s word: I was hungry and you gave me something to eat. Theological focus Our belief in the resurrection of Jesus is central to understanding that Jesus Christ is present to people today in various ways. We can experience His presence in and through other people, prayer, Scripture and in the work of the Church. We also experience Christ in the Sacrament of the Eucharist. Simply, The meal of the Eucharist is the celebration of the hospitality of God, shared by guests who commit themselves to become fellow hosts with God. Monika Hellwig. Young people learn about the teachings of Jesus through events such as the Sermon on the Mount, the miracle of feeding the five thousand, Jesus the prophet eating with sinners like Zacchaeus, and Jesus the Christ sharing the Passover meal with friends. Students explore the connection between biblical references and current food and justice issues. They can discover Christ s compassion for the poor and vulnerable (made visible today through the work of organisations such as Caritas) and make a connection to their own lives. It is through the mission of the Holy Spirit that the work and message of Jesus continues today. We are called to grow in grace, wisdom and understanding, bringing justice and truth into the lives of those we meet. It is through the use of common things like the fruit of the earth and work of human hands that in faith we celebrate the presence of Christ the Risen Lord who acts to heal, forgive and call us to worship of the Father, to service and into union with the Holy Trinity and each other. Food for life. Year 4 RE book, p 4. Because we are a Eucharistic people we must be involved in ensuring people have enough to eat. 3

4 Māori spiritual concepts used in this context The concepts below are woven into the different ideas for teachers to use. Manaakitanga is the most significant concept in this topic. Manaakitanga means caring for others, demonstrating hospitality. PHOTO: ADRIAN HEKE Other concepts threaded through the activities are: Aroha love, compassion Hākari feast, meal Karakia o te kai grace before a meal Kaupapa the reason for, explanation Kōrero conversations Pono faith, integrity Tākoha Gifts we offer Tika justice Whakawhānaunatanga forming a family The curriculum encourages teachers to incorporate life experiences which are part of the children s culture into the Learning experiences. Māori spirituality in the curriculum, from Religious Education programme for Catholic Primary Schools in Aotearoa New Zealand. We invite you to partake in activities which are divided into three strands: Spiritual food Daily food Food and hunger Most activities can be adapted to suit many year levels. As classroom teacher you choose! Some activities include worksheets which are highlighted on the resource and can be downloaded from our website 4

5 YEARS 1-3 Spiritual food My daily food Food and hunger Learning intentions Children will: Say together a grace before meals. Re-tell the story of Jesus and Zacchaeus sharing a meal and how Zacchaeus was changed. Explain how Jesus used bread at the Last Supper. Saying grace-karakia Grace before a meal invites you to pause, to consider all that has gone into the meal occasion you are about to enjoy and to give thanks. Provide a simple grace in English and te reo. Display a traditional grace for class to memorise. Choose from many websites, eg. Simple grace: Children s prayers Can we learn to say our grace in two languages? q Worksheet 2: Grace-karakia Y1-13. Jesus and Zacchaeus Luke 19:1-10 One good way for Jesus to meet all sorts of people was to share a meal with them. Jesus showed he believed in the good of everybody. The story of Zacchaeus is one of hospitalitymanaakitanga. After the encounter with Jesus, Zacchaeus is transformed to become a just man who showed concern for the poor. How does this set an example? What other examples of Māori spirituality can be found in this story? q Worksheet 5: Zacchaeus helped the poor Y1-3. The Last Supper Luke 22:7-20 Jesus has a meal with his closest friends before he dies. What happened at the meal? Focus on bread. Jesus looked up, blessed, broke the bread and gave it to them. True bread is the teaching of Jesus. What did Jesus teach us? Ref. Year 2. Jesus showed his love in different ways. Lessons 2 and 3. Ref. Year 3. Jesus gives himself in Eucharist. Lessons 1 to 8. Learning intentions Children will: Talk about all the people who play a part in the food they eat. Ask an invited guest questions about food origin, food preparation and cooking. Explain what to do with left-over food. Reflect on the importance of cutting down food waste. The Caritas poster Talk about the story of a piece of bread using the Social Justice Week poster as a learning object. Talk about the food journey and the people who work behind each stage. Trace a food journey, from planting the seed to a lunchbox. Who does the work? Who else does the work that we don t see in this poster picture story? List people and their jobs. How essential are the gifts of sun, earth, water to the production of food? Korero with a special guest Invite someone to class to share their knowledge and talents with food. Your guest could be: a person from a different Fruit of the earth and work of human hands. LITURGY OF THE EUCHARIST culture, a dietician, or your parish priest/chaplain who can make a link with the stories of meals in Scripture. Could you include eating food from the school garden? What are some questions for your guest? How are different foods cooked? Which are vegetables and which are fruit? How do you hold chopsticks? Etc. Our leftover food Why is it important to act responsibly with leftover food? Discuss the challenge of leftovers at school and at home. What system is in place in the classroom? In the playground? On the marae? In the kitchen? In the car? qworksheet 10: No food wasted Y1-3. Learning intentions Children will: Talk about how Caritas helps people to help themselves to grow enough food. Discover how some seeds grow into edible plants. Celebrate the work of Creator God through the performing arts. Demonstrate shared responsibility during a class lunch. Hungry families Look at some images from the Caritas website. They show different ways people care for others who are hungry. Caritas helps people to grow more food, use drought resistant seeds, improve the way farmers use earth, water and sunlight. Encourage questions about the images on the website Fruit of the earth Plant seeds, or seedling food trees. Visit someone s vege garden or check out the school gardens. Talk with the gardener. What are some edible seeds? Set up an edible seed display or a colourful display of produce from children s homes. How could you celebrate God s goodness through the arts? Work of loving hands Arrange to have a class shared lunch. Assign roles. Have conversations about where the food was made. You could include naming different ethnic foods, make food groupings, share different cooking methods etc. Say/sing grace together. How does this shared lunch encourage whakawhānaunatanga forming a (class) family? qworksheet 14: Class shared lunch Y1-3. qworksheet 7: Plate template Y1-13. Father may your name be held holy, your kingdom come; give us this day our daily bread. Luke 11:3 Homai ki a mātou aianei he taro mā mātou mō tēnei rā. Ruka 11:3 5

6 YEARS 4-6 Spiritual food Our daily food Food and hunger Learning intentions Children will: Listen to and reflect on the story about Jesus feeding the crowd and what it means today. List ideas that demonstrate how we can serve others and reduce hunger after reading the story of the Passover meal. Cooperate with others to prepare and participate in a class liturgy about enough food for all. Jesus feeds the crowd Luke 9:10-17 This story is challenging. Jesus tells the disciples to give them something to eat. It is about our mission too. Notice the words Jesus looked up to heaven, thanked God for them, broke them, and gave them to the disciples to distribute to all the people. They all ate and had enough, vv The leftovers are symbolic of the work of Christians through the ages to continue to feed the people. What messages can we learn for today from this story of feeding the five thousand? The Last Supper Luke 22:7-27 Then Jesus took a cup, gave thanks to God, and said Take this and share it among yourselves. v. 17. Ref Year 4. Food for life. Lessons 5, 6, 7. Note p. 29 manaakitanga. Consider the important aspects of sharing, noticing and anticipating during a meal with others. Talk about what this means The leader must be like the servant. v. 26. How can we serve others today? What action can we take to alleviate hunger? Class liturgy Use the theme Enough food for everyone. Class work together to prepare a class liturgy. Choose a suitable occasion to focus the liturgy eg. Social Justice Week, a feast day, Spring. Organise readings, prayers, Gifts we offer-tākoha, music. Ref. Year 5. The Church celebrates. Lesson 5. In preparation, do qworksheet 3: Rights and responsibilities with food Y4 13. Discuss why we all need to work towards the dream that everyone in the world has enough to eat. Learning intentions Children will: Compose own grace-karakia o te kai before meals. Re-tell details of a special family meal occasion including something new they learned from the experience. Investigate the journey of a common food. List some of the work people do to produce food. Grace before meals karakia o te kai Consider how to make up your own grace eg. Give thanks x2 (Creator and grower), ask for a blessing x2 (those who prepared, those present at table), and remember those who are missing out. End with the Sign of the Cross. Compose your own grace-karakia o te kai and take turns to say it before a lunch at school. Family meal time A meal is not so much about the food as it is about people. Dining in the kingdom of God, by Eugene LaVerdiere p. 9. Share stories about the different roles and responsibilities family members play linked to a meal. Who helps with the preparation/ serving/ eating/ finishing the meal/ cleaning up? Share different cultural traditions around a family meal. Story of a common food Find out where a common food comes from eg. ice cream, cheese, taro, potato, rice Look at some common labels. Where has this food travelled from? Is there a local alternative? Note that for many processed foods the ingredients have come from different places. Use the qworksheet 9: Map templates Y4 10. Talk about the story of a piece of bread using the Social Justice Week poster as a resource. Who works behind each stage? How important are their jobs? List some of the work that people do to get bread to your table/plate. Learning intentions Children will: View and reflect on pictures and information which show how Caritas is helping malnourished people in the Sahel. Hold a special Caritas fundraising event by encouraging a personal experience of feeling hungry. Investigate different systems that reduce food waste. Enough food for everyone What is a drought? What happens in a drought? How is drought different in New Zealand from Africa? What is malnutrition? Look at some images from the Caritas website of hungry families being helped in the Sahel in Africa where there is a current food crisis. Read about what we are doing. link to SJW image library Can you help? Helping out There are many ways to walk in solidarity with those struggling to find enough food to eat. As a class decide how you can help eg. bring something for the food bank; hold a poverty banquet; organise a school wide rice day; raise money for the Caritas appeal etc. What can we do to help with food shortages in the world? How can we respond with love and justice? Food waste Did you know that $750 million worth of food is wasted in New Zealand per year? That s the equivalent of $450 per person. Contact your local council for their statistics on food waste. List some ways to avoid wasting food. What systems are in place at school? At home? Reflect on the notion of food as a combination of gift and effort. Why should we try to not waste food? qworksheet 15: Food detective Y4-6. Where two or three meet in my name, I am there among them. Matthew 18:20 Nā, ko te wāhi e whakaminea ai te hunga tokorua, tokotoru rānei, he whakaaro ki tōku ingoa, kei reira ahau kei waenganui i a rātou. Matiu 18:20 6

7 YEARS 7-8 Spiritual food Our daily food Food and hunger Learning intentions Students will: Read Luke s Gospel and identify the teachings of Jesus framed as the food we need. Research and publish how gospel values are reflected in the thoughtful actions of people within their school community. Consider ways to take action to help reduce the effects of poverty on health and nutrition. Jesus teachings Teachers read Matt 5-7. This section, called the Sermon on the Mount, includes the Beatitudes, the Golden Rule, and the Lord s Prayer. Some of these teachings are quite radical. It encapsulates the food we need as true spiritual food ( I am the bread of life ). What are some of the lessons about living that Jesus wanted us to learn? Matt 6:9-13: Give us today the food we need What is unjust about the way food is distributed today? Ref. Year 7. Called for others. Lesson 5. Year 8. The living Church. Lesson 1 and 2. Recipes for life Create a Recipe for life class booklet. Clarify the gospel values of tika, pono and aroha. Canvas many different people from the community asking them questions about their own attitudes and values. How do they describe this in a few words? What important gospel/other messages guide your life? How do different actions of people demonstrate those gospel values? Collate ideas into a booklet and illustrate. Helping the poor Read again the story of Jesus and Zacchaeus at Luke 19:1-10. After the encounter with Jesus, Zacchaeus is transformed to become a just man who showed concern for the poor. How does this set an example for us? How can we help those who are missing out on adequate food? Draw a continuum from service to justice. Use qworksheet 1: Five steps Y7-13. How can we shift to the next stage of action to help reduce the effects of poverty on health and nutrition? Learning intentions Students will: Recall and analyse aspects of an important family meal. Design a food forest to meet local needs. Investigate the journey of a staple food to understand the complexities of food and trade. In our household Write or draw about an important meal/celebration/hākari What good things did you see happen? What was something new you learned from that experience? eg. a conversation with a stranger, anticipating the needs of another, tasting different food, time for reconciliation, customs such as kids first. Design a food forest Mission statement: Our goal is to design, plant and grow an edible forest garden that inspires our community to gather together, grow our own food and rehabilitate our local ecosystem. What will be important to have here? How will it work for the different people using it? What will you grow in it? Find out about a staple food Using the 5 W s trace the journey of a staple food: rice, corn, taro, potato or wheat. Begin with the end product and work backwards. eg. Begin with spaghetti and ask What is that made from? Where does flour come from? etc. qworksheet 9: Map templates Y4-10. qworksheet 3: Rights and responsibilities with food Y4-13. I was hungry and you gave me food, I was thirsty and you gave me drink, I was a stranger and you made me welcome. Matt 25:35 I hiakai hoki ahau, ā, whāngainga ana e koutou. I matewai ahau, ā, whakainumia ana e koutou; he manene ahau, ā, whakamanuhiritia ana e koutou. Matiu 25:35 Learning intentions Students will: Learn how Caritas is working in partnership to prevent a food crisis in the Sahel. Analyse the human effort that contributes to you making a piece of toast. Identify important questions of justice for the people involved in the process. Devise a solution to food wasted in New Zealand. Hunger 925 million people are extremely hungry in our world. Every 12 seconds a child dies of hunger. Hunger is a global tragedy because it is avoidable. q Worksheet 18A: Y7-13.Problem tree (not enough to eat). Drought is one of the causes of hunger. Find out more about the present drought in the Sahel in Africa. How is Caritas working in the Sahel to help prevent a food crisis for more than 19 million people? qworksheet 12: Caritas in the Sahel Y7-10. Read about what we are doing. Caritas poster for Social Justice Week A meal represents a combination of both gift and effort. Look closely at the images in the poster. Isolate each image in the story of a piece of toast (planting, cultivating, harvesting, producing, packaging, preparing, eating). Who is involved? What are the justice questions we need to consider at each stage? eg. fair wages, health of workers. After the bread and jam image what important image comes next? eg. The next two images could be sharing food and dealing with leftover food. Draw your ideas. Food waste Did you know that $750 million worth of food is wasted in New Zealand per year? The equivalent of $450 per person. Contact your local council for information on solving food waste, eg. Wellington City Council has a Kai to compost scheme. Why is there so much wasted in New Zealand? How can we cut down on food waste? Imagine you have the power to change things so that there was a fairer distribution of food. What is one thing you would do? qworksheet 17: If I could rule the world Y

8 YEARS 9-10 Spiritual food Our daily food Food and hunger Learning intentions Students will: Understand why the Sermon on the Mount, was a key event in the life of Jesus-Hehu. Consider how we can apply the lessons learnt from this Sermon. Explain why the incident, in which Jesus-Hehu dines with Zacchaeus, is a key event. Apply the Christian message to their own lives. Jesus teachings Luke 6: Sermon on the Mount. Why is this Sermon a key event in the life of Jesus-Hehu? Consider the spiritual food that Jesus nourishes us with. Blessed are you who are hungry now, for you will be filled. Jesus focuses on the hunger of the spirit and that whoever seeks nourishment and strength in God s word and spirit will be satisfied. What practical things can we do, to come closer to God in our daily lives, so that we can attain true happiness? eg. prayer and meditation, being forgiving. Jesus and Zacchaeus Luke 19:1-10 The story of Zacchaeus is one of hospitality-manaakitanga. However, after the encounter with Jesus, Zacchaeus is transformed to become a just man who showed concern for the poor. How does this set an example? We may not have the wealth of this tax collector so how can we show aroha for the poor? qworksheet 1: Five steps Y7-13: looks at practical steps we can make towards showing concern and making a just response. Learning intentions Students will: Discover where different foods originate and transfer this information into an art form. Develop an understanding of key aspects and images of Eucharist, specifically as a thanksgiving meal. Plan and participate fully in a shared meal, and reflect upon new learning. Food journeys Shared class discussion of Caritas Social Justice Week poster. Where does a piece of bread come from? Use qworksheet 9: Map templates Y4-10, in which students are able to trace the journey of a specific ingredient in their favourite food, eg. sugar in ice cream. Students use information from worksheet to replicate a follow-on poster with a design similar to the art on the Social Justice Week poster. Draw a chain of eight images, showing how this ingredient transforms from seed to food. Share images with class and discuss implications of the food journey, eg. carbon footprints. Shared meal In groups, students study qworksheet 8: Last Supper images Y9-13. Using the information from worksheet, have a class discussion on the important aspects of the Eucharist as gift, effort and manaakitanga-hospitality at the Last Supper. Arrange a shared meal that has a focus on thanksgiving. Use q Worksheet 7: Plate template Y1-13 to plan what food they will bring (healthy). Keep it within a simple budget. Say grace-karakia. Encourage students to compose own grace-karakia to say before lunch for each day in Social Justice Week. Learning intentions Students will: Research, summarise and display results on food waste at home, and at school, and research wider waste issues. Discover how Caritas is working to alleviate the current food crisis in the Sahel. Recognise that there is a social obligation to ensure that others do not go without food. Explore an appropriate response to world hunger, and present this in a drama or prayer form. Waste Did you know that $750 million of food is wasted in Aotearoa per year? The equivalent of $450 per person. Conduct a class survey. What do you do at home with food waste after meals? What are different ways to make compost at home? What systems are in place at school? Collate this information into a class display and analyse. How are we doing as a class? What can we do better? Contact your local council. Research information about local solutions to food waste, eg. Wellington Council has a Kai to compost scheme, Christchurch City Council has detailed information on their website about their waste statistics. Caritas work in the Sahel 925 million people are extremely hungry in our world. Every 12 seconds a child dies of hunger. Hunger is a global tragedy because it is avoidable. Study qworksheet 12: Caritas in the Sahel Y7-10 about the current food crisis. Using information from worksheet, students work in groups and discuss the slogan that they created to alleviate world hunger. Each group presents their slogans to the class in the form of a presentation: drama, sculpture, speech, prayer. These presentations could be used to promote the work of Caritas at a school assembly. We cannot be indifferent to the deaths of thousands and millions of people when there is a possibility of sharing the food... Cardinal Rodriguez Maradiaga, Caritas Internationalis President 8

9 YEARS Spiritual food Our daily food Food and hunger Learning intentions Students will: Examine significant aspects of the miracle story, in which Jesus feeds the five thousand. Explore key aspects of thanksgiving and service in the Eucharistic story. Apply the Christian message to their own lives today. Jesus feeds the crowd Luke 9:10-17 This story is challenging. Jesus tells the disciples to give them something to eat. It is about our mission too. The leftovers are symbolic of the work of Christians through the ages to continue to feed the people. Jesus took the loaves and fishes blessed and broke them, and gave them... (v. 16). What messages for today can we learn from this miracle story of feeding the five thousand? Notice the links to the Last Supper when Jesus again blessed the bread, broke it and shared to those assembled. The Last Supper Luke 22:7-27 Then he took a loaf of bread, and when he had given thanks, he broke it and gave it to them saying, this is my body which is given for you. Do this in remembrance of me. (v. 19) Consider the links between the miracle, in which Jesus feeds the crowd, and his Last Supper. Consider the significance of thanksgiving, the breaking of bread and of giving. What did Jesus mean? What was his message to the disciples? How does this message apply to us, today? qworksheet 1: Five steps Y7-13 looks at practical steps we can make towards putting this message into practice. Learning intentions Students will: Understand the importance of consumer responsibility in relation to food and fair trade. Identify ways in which people can make food choices which are just. Recognise some key themes in Christian art, and relate them to the significance of the Eucharistic meal. Participate fully in a shared meal and reflect upon learning. Consumer responsibility Shared class discussion of Social Justice Week poster. Where does a piece of bread come from? In groups, students do qworksheet 5: A fair slice of the banana Y9-13, which helps students to understand the food journey and introduces them to the concept of fair trade. Discuss questions such as: Why is fair trade an issue of justice-tika? How can we create food choices which are just? Keep a food diary for a day. Analyse the details of each item you eat that day: ingredients of each item, where it comes from (look at food labels), cost etc. Students can analyse their responsibilities around food consumption, by completing qworksheet 3: Rights and responsibilities with food Y4-13. Shared meal In groups, students study qworksheet 8: Last Supper images Y9-13. Using the information from worksheet, have a class discussion on the key aspects of food as gift, effort and manaakitanga-hospitality in the Last Supper. For Y12, discuss key aspects of Christian art in the two images. Arrange a shared meal that has a focus on these key aspects. Link to previous session by allocating people to bring different fair trade items of food as offerings, as gifts-tākoha. Begin meal with grace-karakia and have a discussion at the table of each fair trade contribution, and the positive effects of eating together. Learning intentions Students will: Examine how food is unequally distributed globally. Investigate this moral issue in the light of Catholic social teaching. Discover how Caritas is working to alleviate the current food crisis in the Sahel. Explain how there is a social obligation to ensure that others do not go without food. Investigate the causes and effects of food insecurity. Global distribution of food In groups, students do Worksheet 11: A divided world Y9-13, in which they examine how food is unequally distributed globally and why it is a moral issue. Is this fair? Why is this happening? Study the Social Justice Week booklet Our daily bread - putting food on the table. Focus on the chapter Distributive justice p. 24 which discusses a Catholic response to this issue. Look at qworksheet 6: Food quotes Y11-13, which analyses the challenge of enough food for all through the lens of church teachings. Students choose a quote they like and use it as the starting point to write a personal response to the issue of the unequal distribution of food; worldwide and in Aotearoa. Caritas work in the Sahel 925 million people are extremely hungry in our world. Every 12 seconds a child dies of hunger. Hunger is a global tragedy because it is avoidable. In groups, study qworksheet 13: Caritas: love in action in the Sahel Y11-13 about the current food crisis, malnutrition, and why we have a social obligation to ensure that others do not go without food. qworksheet 18B: Problem tree Y1-13 (food insecurity in the Sahel) to consider and analyse the causes and effects of food insecurity in the Sahel. Share results with class. I am the bread of life. No one who comes to me will ever hunger; no one who believes in me will ever thirst.john 6:35 Ka mea a Hēhu ki a rātou, Ko ahau te taro o te ora. Ki te haere mai tētahi ki ahau, e kore rawa ia e hiakai; ki te whakapono hoki tētahi ki ahau, e kore rawa ia e matewai. Hoani 6:35 9

10 YEAR 13 Spiritual food Our daily food Food and hunger Learning intentions Students will: Analyse important aspects of the Last Supper, including service, and describe how Jesus-Hehu is an example of human wholeness and holiness in this significant event. Apply the Christian message to their own lives. Understand how the work of Christ, through the Eucharist, continues after his death and resurrection. Apply the Christian message to their own lives. The Last Supper Luke 22:7-27 Consider the important aspects of sharing, noticing and anticipating during the Last Supper. Discuss what Jesus meant when he said, But I am among you as one who serves (v. 27). How is Jesus-Hehu an example of human wholeness and holiness at the Last Supper? Consider those most in need without food today what action can we take to alleviate hunger? How can we follow his example to serve others? The enduring Eucharist John 21:1-14 Jesus appears to his disciples for the third time after His resurrection. Consider the links to the Last Supper as Jesus again invites the disciples to eat with Him in (v. 12). Then Jesus came and took bread and gave it to them (v. 13). How does this story repeat the messages of His Last Supper and death? How does the Eucharistic meal empower a community to go out and serve with justice and compassion tika and aroha? How can we do this in our own lives today? qworksheet 1: Five steps Y7-13 looks at practical steps we can make towards serving others. Learning intentions Students will: Analyse the food journey through the lens of fair trade. Demonstrate why it is important to support those organisations who try to help those who have been treated unjustly. Recognise some significant aspects of the Eucharistic meal. Plan and participate fully in a shared meal. Reflect on Church social teachings in relation to food and living justly. Why support fair trade? Shared class discussion of Social Justice Week poster: Where does a piece of bread come from? In groups, students do qworksheet 5: A fair slice of the banana Y9-13 which helps them understand the food journey and introduces them to the concept of fair trade. How can we help those people affected adversely by the food journey? How can we help those who are promoting justicetika by promoting fair trade? Make a leaflet to promote fair trade, for Y7-12 students. Emphasise why it is important to work in solidarity to support those organisations who try to help those who have been treated unjustly. Shared meal Students study qworksheet 8: Last Supper images Y9-13. Have a class discussion on the key aspects of food as gift, effort and manaakitanga-hospitality, in the Last Supper. Students study the Social Justice Week booklet Our daily bread putting food on the table. Using the list of Catholic social teaching principles on p. 28, link examples from each chapter in the booklet with a principle. Discern how each principle is being violated or affirmed. Arrange a shared meal that demonstrates what students have learnt. Include discussions at the table about important aspects of the Last Supper, and of the Catholic social teaching principles connected to food and justice. What does the Church say about food and justice? qworksheet 6: Food quotes Y Learning intentions Students will: Explore the meaning of hunger in the world today. Respond to this injustice through an analysis of different sources from Church and Scripture. Discover how Caritas is working to alleviate the current food crisis in Sahel. Critique, from a Catholic perspective, why we have a social obligation to ensure that others do not go without food. Consider and analyse the causes and effects of food insecurity. Hunger 925 million people are extremely hungry in our world. Every 12 seconds a child dies of hunger. Students do qworksheet 16: Hunger Y13, in which they explore the reality of hunger in the world today and think about their response. Students study the Social Justice Week booklet Our daily bread putting food on the table. Focus on the chapter Food insecurity in affluent societies in which food insecurity in Aotearoa is analysed. Look at qworksheet 6: Food quotes Y11-13, which analyses food from the perspective of Church and Scripture. Ask students to choose a quote they like and use it as the starting point to write a response to the issue of hunger: worldwide and in Aotearoa. Caritas work in the Sahel Hunger is a global tragedy because it is avoidable. In groups, study qworksheet 13: Caritas: love in action in the Sahel Y11-13 about the current food crisis, malnutrition, and why we have a social obligation to ensure that others do not go without food. Use qworksheet 18B : Problem tree Y1-13 (food insecurity in the Sahel) to consider and analyse the causes and effects of food insecurity in the Sahel. Share results with class. Analyse these issues from a Catholic perspective. What does the Church say about food and justice? qworksheet 6: Food quotes Y A Eucharist that does not pass over into the concrete practice of love is intrinsically fragmented. Pope Benedict XVI Deus Caritas Est. 10

11 Catholic social teaching principle: Universal Destination of Goods The earth and all it produces is intended for every person. Private ownership is acceptable but there is also a responsibility to ensure all have enough to live in dignity. If we have more than we need, there is a social obligation to ensure that others do not go without. Full Prayers over the Gifts from Liturgy of the Eucharist Blessed are you, Lord God of all creation, For through your goodness we have received the bread we offer you: Fruit of the earth and work of human hands, It will become for us the bread of life. Kia whakapaingia koe, e te Ariki te Atua o ngā mea katoa, Nā tōu manaaki i whiwhi a mātou ki te taro ka tāpae atu nei ki ā koe: He hua nō te oneone, ā, nā te ringa tangata i mahi, Ka meinga ko te taro o te ora. PHOTO: ADRIAN HEKE 11

12 We bring our own hungers for food, for friendship and fellowship, for love, for justice, for God to the altar when we receive communion, and we share with the hungers of all those we share the communion meal with, both in our immediate community, and our global human family. As human beings and as a Eucharistic community, we must be involved in ensuring that people have enough to eat. Our daily bread putting food on the table, Caritas Social Justice Series No. 17, p 27. The Catholic Agency for Justice, Peace and Development

13 SOCIAL JUSTICE WEEK 2012 Worksheets by strand: Years 1 to 13 Spiritual food worksheets 1 Five steps Y Grace-Karakia Y Rights and responsibilities with food Y Zacchaeus helped the poor Y1-3 Our daily food worksheets 5 A fair slice of the banana Y Food quotes Y Image of plate blank template Y Last Supper images Y Map templates Y4-10 9A Blank map of the world 9B Blank map of New Zealand 10 No food wasted Y1-3 3 Rights and responsibilities with food Y4-13 Food and hunger worksheets 11 A divided world Y Caritas in the Sahel Y Caritas: love in action in the Sahel Y Class shared lunch Y1-3 Image of plate blank template Y Food detective Y4-6 6 Food quotes Y Hunger Y13 17 If I could rule the world Y A Problem Tree Y7-13 with suggestions (Not enough food to eat) 18B Problem Tree Y7-13 with suggestions (Food insecurity in the Sahel) 18C Problem Tree (blank template) Short commentaries Hunger Weblinks

14 WORKSHEET Y7-13 SPIRITUAL FOOD FIVE STEPS 1 Practical steps you can take towards serving others and deepening a just response. The five steps below indicate more clearly a process of deepening a justice oriented response in relation to food. Can you think of another example based on your local school community setting? Step 1. Collections eg. donating food to the food bank. Step 2. Direct service eg. helping serve food at the soup kitchen. Step 3. Service for empowerment eg. helping someone grow food; mow the grass. Step 4. Reflection and analysis Think, Research, Debate. Why isn t there enough food to go around? How can we avoid so much food being wasted? Step 5. Advocacy for structural change Getting involved in local advocacy linked to food injustices.

15 WORKSHEET Y1-13 SPIRITUAL FOOD GRACE-KARAKIA 2 Grace before a meal Bless this food, O Lord. Bless those who prepared it and please give food to the hungry. We ask this through Christ our Lord. Amen. Mo mua i te kai E tōku Atua, whakapaingia mātou me ēnei kai kua homai e koe kia ora ai mātou. Mā to mātou Ariki mā Hehu Karaiti. Amene. Simple karakia kai Bless this food For our physical well being Also feed our spirits Amen. Whakapaingia ēnei kai Hei oranga mō o mātou tinana Whangaia hoki o mātou wairua Amene. (From Karakia to sing Whakapaingia ēnei kai Hei oranga mō ō mātou tinana Ko tō Wairua Tapu, tō mātou Ariki Amene. Lord Bless this food For the wellbeing of our bodies Through your spirit Amen. Also check out karakia kai at

16 WORKSHEET Y4-13 OUR DAILY FOOD RIGHTS AND RESPONSIBILITIES WITH FOOD FISH DIAGRAM 3 RIGHTS E.g. enough food FOOD E.g. not wasting food RESPONSIBILITIES Source:

17 WORKSHEET Y1-3 SPIRITUAL FOOD ZACCHAEUS HELPED THE POOR 4 Colour in the pictures. I want to dine with you, said Jesus. Zacchaeus said he would use his money to help the poor. Acknowledgements

18 WORKSHEET Y9-13 OUR DAILY FOOD A FAIR SLICE OF THE BANANA 5 Aim: This role-play activity asks students to consider the journey of the banana, from grower to consumer. Through this activity they will gain an awareness of the meaning and importance of fair trade. Instructions 1. Draw a whole banana on the board. Explain that the price tag is NZ$1. 2. Students work in six groups. Each group takes on the role of a particular group involved in the production of the banana: growers and pickers packing company shipping company importer (company that brings banana to the country) wholesaler (person who sells banana to shops) retailer (supermarket or shop). Each of these groups must discuss what they think is a fair share of the price of the banana. They should consider: what work they are required to do for this part of the production of the banana. Decide what cut the group should have, for the final banana price. 3. Each group presents their case for how much of the $1 they want to earn. Collate results on board. Does the total come to $1? If it is more, renegotiate with groups. Write the final amounts negotiated, onto the blank banana. Reveal the actual situation: growers and pickers: 10 cents packing company: 15 cents shipping company: 15 cents importer : 10 cents wholesaler: 15 cents retailer: 35 cents. Discussion How do the pickers feel? How do the other groups feel? Can the class think of better ways to give pickers and growers a better deal? Could the customers buying bananas do anything? Could governments do anything? Fair trade further research How do we know if a product originates from fair trade practise? Think about food labels etc. What products are covered by fair trade schemes? Why might consumers be encouraged to purchase these goods? Visit

19 WORKSHEET Y9-13 OUR DAILY FOOD/FOOD AND HUNGER FOOD QUOTES 6 Church leaders When I give bread to the poor, they call me a saint. But when I ask why they have no bread, they call me a communist. Dom Helder Camara (Dom Camara was a Catholic Archbishop in Brazil who was awarded the Pacem in Terris Award in recognition for his work for justice and peace. He was also nominated for the Nobel Peace prize in Today we might substitute his use of the word communist with terrorist.) We plant the seeds that one day will grow. We water seeds already planted, knowing that they hold future promise. We lay foundations that will need further development. We provide yeast that produces far beyond our capabilities. We cannot do everything, and there is a sense of liberation in realizing that. This enables us to do something, and to do it very well. It may be incomplete, but it is a beginning, a step along the way, an opportunity for the Lord s grace to enter and do the rest. Oscar Romero, Archbishop of San Salvador (assassinated in 1980) Scientists and technicians involved in the field of biotechnology are called to work intelligently and with perseverance in seeking the best solutions to the serious and urgent problems of food supply and health care. Pope John Paul II, Address to the Pontifical Academy of Sciences, Oct 1982 There would be enough food for everyone in the world if it were adequately distributed. Pope John Paul II, Message for World Food Day, 2000 When Jesus was at dinner in his house, a number of tax collectors and sinners were also sitting at table with Jesus and his disciples. Pope John Paul II, Ecclesia de Eucharistia, 2003 The hungry nations of the world cry out to the peoples blessed with abundance. And the Church, cut to the quick by this cry, asks each and every man to hear his brother s plea and answer it lovingly. Pope John VI, Populorum Progressio, 1967 Democracy only attains its full realisation when each person and nation is able to accede to primary goods life, food, water, health, education, work, assurance of rights. Pope Benedict XVI, Address to the Centisimus Annus Foundation, 17 May, 2006 Liberation from the yoke of hunger is the first concrete expression of the right to life. Pope Benedict XVI, Message for World Food Day, 2011 A Eucharist that does not pass over into the concrete practise of love is intrinsically fragmented. Pope Benedict XVI, Deus Caritas Est, 2005 How can we not open our ears and our hearts and start to make available those five loaves and two fishes which God has put in our hands. Pope John Paul II, Lenten Message, 1996 You are not making a gift of what is yours to the poor man, but you are giving him back what is his. You have been appropriating things that are meant to be for the common use of everyone. The earth belongs to everyone, not just the rich. St Ambrose Continued on the following page

20 WORKSHEET Y9-13 OUR DAILY FOOD/FOOD AND HUNGER FOOD QUOTES 6 Scripture God said, let the earth produce vegetation, seed-bearing plants, and fruit trees on earth. And so it was God saw that it was good. Genesis 1:11-13 On this mountain, for all peoples, God is preparing a banquet of rich food, a banquet of fine wines, of succulent food, of well strained wines. Isaiah 25:6 Now when he was with them at table, he took the bread and said the blessing and handed it to them. And their eyes were opened and they recognised him. Luke 24:30-31 Jesus said to them, come and have breakfast. John 21:12 Unless a wheat grain falls into the earth and dies, it remains only a single grain; but if it dies it yields a rich harvest. John 12:24 Jesus said to them, I am the bread of life. Whoever comes to me will never be hungry, and whoever believes in me will never be thirsty. John 6:35 Theological writers If you are neutral in situations of injustice, you have chosen the side of the oppressor. Archbishop Desmond Tutu. Do not look the other way; do not hesitate. Recognise that the world is hungry for action, not words. Act with courage and vision. Nelson Mandela. When people are serving, life is no longer meaningless. John Gardner. Every Christian meal reveals aspects of the Kingdom of God, where guests are welcome, people share with one another, broken covenants are renewed and all are reconciled. Eugene LaVerdiere, Dining in the Kingdom of God (preface, pg vii).

21 WORKSHEET Y1-13 OUR DAILY FOOD PLATE TEMPLATE 7

22 WORKSHEET Y9-13 OUR DAILY FOOD LAST SUPPER IMAGES 8 The Last Supper: art images of the most significant shared meal in history The following two images of the Last Supper were painted by two important artists; Fra Angelico was an artist from the Middle Ages and Salvador Dali is a more contemporary artist. Look at the paintings, and read the Scripture reference, both of which convey some key aspects of this significant event in the life of Jesus-Hehu. Scripture reference for the Last Supper: Luke 22:14-20 Institution of the Eucharist, Fra Angelico c Sacrament of the Last Supper, Salvador Dali, Discussion questions appear on the following page

23 WORKSHEET Y9-13 OUR DAILY FOOD LAST SUPPER IMAGES 8 General questions for discussion 1. Study the content and visual elements of each painting to understand how each artist has conveyed the spiritual meaning behind this significant event. What are the actions of Jesus-Hehu in each painting; which part of the Last Supper is portrayed in each image? How are the disciples portrayed? Look at the setting in each painting. How is the sacred table laid out? How do these aspects enhance the overall spiritual meaning which each artist wanted to convey? 2. Describe the significance of Jesus words: Then He took a loaf of bread, and when He had given thanks, He broke it and gave it to them saying, This is my body, which is given for you. Do this in memory of me. What was His message to the disciples about gift, effort and manaakitanga-hospitality? What is the spiritual message for us today? 3. Which painting appeals to you the most? Why? Specific questions for Year 12 Topic G: Christian art, architecture and music 1. Think about how Christian symbols are conveyed in these paintings, eg. how is the Trinity expressed? 2. Can you recognise some key themes of Christian art in these paintings? How is the sacredness of Jesus portrayed? 3. Research other art images of the Last Supper, to compare and analyse the way a meal is shared. Look at art images from different time periods in art history and from different cultures. Acknowledgements Art images from

24 WORKSHEET Y4-10 OUR DAILY FOOD WORLD MAP TEMPLATE 9 Here are ten common food items with their country of origin. Bananas from Ecuador Tomato sauce from Hawkes Bay Rice from Thailand Coconuts from the Cook Islands Dates from Turkey Sugar from Queensland Salmon from Canada Cocoa for chocolate from Ghana Coffee from Papua New Guinea Salt from Marlborough Use an atlas and your own knowledge to find out where exactly each food item comes from. Use the map on the next page to mark the journey that some food makes to Aotearoa New Zealand. Which of these foods do we grow in Aotearoa New Zealand? Which food has travelled the furthest? What can you find out about food miles? You could begin with these websites: food_miles.html

25 WORKSHEET Y4-10 OUR DAILY FOOD BLANK MAP OF THE WORLD 9A

26 WORKSHEET Y4-10 OUR DAILY FOOD BLANK MAP OF NEW ZEALAND 9B

27 WORKSHEET Y1-3 OUR DAILY FOOD NO FOOD WASTED 10 Where do we put our leftover food? Draw a line to match the words to the picture. Apple core Egg shell Chicken bone Yoghurt pot Cheese Raw carrot Nuts Kumara chips

28 WORKSHEET Y11-12 FOOD AND HUNGER A DIVIDED WORLD 11 Aim: This activity helps students understand how the world s food is divided unequally on a global scale, and how this impacts on people s rights. You will need: Information from global food distribution diagram (see below); paper and pens; 30 bananas that represent food. 1. Refer to the global food distribution diagram. Around the classroom, stick up seven sheets of paper representing each one of the countries/continents. 2. Explain that the group represents the six billion people living in the world. Divide the group according to the figures on the diagram, which reflect the relative breakdown of the world s population. 3. Explain that the bananas represent all the food in the world. Each group must decide what share of this food, they should be entitled to. How should it be divided amongst the different countries/continents? Groups share their responses. 4. Divide bananas around according to diagram, eg. China gets four bananas, Asia gets one banana. Explain that this is the reality of how food is distributed globally. These figures are based on relatively recent food distribution and population trends. Discussion questions 1. If you didn t have enough food, how would this affect you? 2. Do people have the right to food? (Read the Universal Declaration of Human Rights, Article 25.) What if they can t afford it? Who is responsible for ensuring this right? 3. Think about the way that food is distributed globally. Is this fair? Why does this happen? 4. Why is this a moral issue? Think about the consequences for those who do not have enough food. What is our moral obligation, as people who have enough food? Further research The inequity in food distribution is a constantly changing global dilemma. This game is sourced from The Rights Stuff!, an education resource on the United Nations Convention on the Rights of the Child Therefore the statistics of certain countries/continents on the graph may have changed slightly, depending on changing political and social landscapes. Find out what the very latest population statistics and daily food consumption is for places such as China. To get you started, here is a useful interactive world map about global daily food consumption: Global food distribution diagram Country World populations (for a group of 30) World populations (for a group of 20) Everyone has the right to a standard of living adequate for the health and wellbeing of himself and his family, including food. The Universal Declaration of Human Rights 1948, Article 25 The number of bananas for each group China Asia Russia Europe Africa North America South America Acknowledgements Trócaire educational resources, Ireland

29 WORKSHEET Y7-10 FOOD AND HUNGER CARITAS IN THE SAHEL 12 Caritas building sustainable communities in West Africa (the Sahel) Read the following paragraph: There is a severe drought in the Sahel. This is due to limited rain resulting in poor harvests and rising food prices across several countries in sub-saharan Africa including Burkina Faso, Mali, Mauritania, Senegal, Niger and Chad. As of June 2012, about 19 million people are malnourished and at risk of dying from lack of food and water. We have droughts in New Zealand but this is different. The Sahel is one of the most under-developed regions in the world. Each year over 200,000 children die from preventable causes. Caritas Aotearoa New Zealand is working in partnership with Caritas Niger, CAFOD and CRS to prevent this situation becoming an even greater disaster. How? Caritas is helping to support the following: Distribution of food eg. bags of food such as beans and maize. Food-for-work programmes eg. digging pipelines. Cash-for-work schemes eg. taking provisions to market. Distribution of seeds for food crops eg. maize and legumes. Providing more drought resistant seeds eg. Maize. Using newer technologies eg. drip irrigation on seedlings. Caritas is currently promoting an Appeal. We pledged $75,000 in May 2012 to help prevent this crisis, but we need more. For detailed information and to donate go to: Photo: Caritas Internationalis Activity Go to the Caritas Aotearoa New Zealand website and click on Students. Go to the Frequently Asked Questions (FAQ) page: schools/students Print off the page choosing simple, intermediate, or advanced version. Using a Pair Share activity read these FAQs. Together, think of a question about how to stop hunger in the Sahel. As a class discuss the different questions from each group. If you have any questions for Caritas staff to answer please your question/s to: Catherine@caritas.org.nz What can we do? Photo: CAFOD

30 WORKSHEET Y11-13 FOOD AND HUNGER CARITAS: LOVE IN ACTION IN THE SAHEL 13 Caritas building sustainable communities in West Africa (the Sahel) We must be more human, we cannot be indifferent to the death of thousands and millions of people when there is the possibility of giving them a better life and sharing the food... it s a tragedy that hunger continues in the world, when there is enough production of food everywhere... Caritas Internationalis President Cardinal Oscar Rodriguez Maradiaga WHY is Caritas Aotearoa New Zealand involved in emergency humanitarian work in this large corner of Africa, the Sahel? About 19 million people (as of June 2012) are at risk because they face severe food shortages. Food shortages have caused a developing food insecurity crisis. The Sahel is one of the most under-developed regions in the world. Even at the best of times, the lives of over 200,000 children are lost each year as a result of poverty, so you can imagine how this crisis has made people s lives so much worse. Malnutrition is prevalent (see definition on the following page). The crisis is most intense in Burkina Faso, Mali, Mauritania, Niger and Chad. This is due to severe droughts, poor harvests and rising food prices across the region. People across the region have switched to survival measures such as rationing food, selling off cattle and leaving their farms to go to urban centres to find food. WHAT is Caritas Aotearoa New Zealand doing? We are working in partnership with Caritas Niger, CAFOD (England) and CRS (USA) to carry out the following work: provide direct food and cash transfers; distribute food; set up food and cash for work schemes; provide drought resistant seeds and restock communities with drought resistant animals; and support children, and pregnant or breast feeding mothers. The situation is grave, but if we act now it is not too late to prevent a major humanitarian crisis. Caritas Internationalis President Cardinal Oscar Rodriguez Maradiaga Caritas Sahel Food Crisis Appeal information Photo: Nick harrop/cafod Time to EnD the HUnGER If we work together and act now. The Sahel area of West Africa stands on the brink. Crops have failed and food prices are rising. More than 19 million people are facing extreme hunger, and one million children under five are at risk of severe malnutrition. Together, we CAN prevent the crisis becoming a famine but we need to act NOW. SaHEL FooD crisis Worksheet continues on the next page

31 WORKSHEET Y11-13 FOOD AND HUNGER CARITAS: LOVE IN ACTION IN THE SAHEL 13 CST principle: Universal Destination of Goods The earth and all it produces is intended for every person. Private ownership is acceptable but there is also a responsibility to ensure all have enough to live in dignity. If we have more than we need, there is a social obligation to ensure that others do not go without. Malnutrition Malnutrition is when a person is not getting enough food or not getting the right sort of food. Disease is often a factor, either as a result or contributing cause. Even if people get enough to eat, they will become malnourished if the food they eat does not provide the proper amounts of micronutrients to meet daily nutritional requirements million children under five die in developing countries each year. Malnutrition and hungerrelated diseases cause 60 percent of the deaths. Malnutrition is measured using the following indicators. Wasting is an indicator of acute malnutrition that reflects a recent and severe process that has led to substantial weight loss. This is usually the result of starvation and/or disease. Stunting is an indicator of chronic malnutrition that reflects the long-term nutritional situation of a population. It is calculated by comparing the height-for-age of a child with a reference population of well-nourished and healthy children. Underweight is measured by comparing the weight-for-age of a child with a reference population of well-nourished and healthy children. An estimated 146 million children in developing countries are underweight. Pictured right: Plumpynut is a ready-to-use therapeutic food used to help cure people who are seriously malnourished. Haoua s story, Niger For me, the most important thing is the health of my children and getting enough food for them. The rest is for God. If I hadn t come here, I don t know what would have happened to my baby. I don t want to think about the worst. Luckily, we did come. Haoua s daughter was assessed at St Augustine Health Centre, managed and funded by CADEV (Caritas Niger), whom Caritas Aotearoa New Zealand is working in partnership with. Haoua s daughter was found to be seriously malnourished. The centre treats about 200 people mostly small children for malnutrition each week. It normally takes just 21 days to cure a severely malnourished child. Haoua Balma, St Augustine Health Centre, Niamey, Niger. Photo Nick Harrop/CAFOD Worksheet continues on the next page

32 WORKSHEET Y11-13 FOOD AND HUNGER CARITAS: LOVE IN ACTION IN THE SAHEL 13 Questions for discussion 1. Why is Caritas involved with humanitarian emergency work in the Sahel? 2. Read the CST principle Universal Destination of Goods. Why do we have a social obligation to be concerned for those who are hungry? 3. How does Caritas show aroha-love, and put this into action? How can you show your aroha? 4. Read the section about malnutrition. Find out what essential nutrients are needed for human growth. 5. Read Haoua s story from Niger. Her daughter is suffering from malnutrition. She could be given a ready-to-use therapeutic food called plumpynut (see picture). What are the ingredients of plumpynut? Find out what else could cure her? 6. Discuss malnutrition in your home economics class when you study about food nutrients. Have a look at the Hunger Map 2011 on the World Food Programme website: Use this worksheet to accompany qworksheet 17: Hunger Y11-13 Acknowledgements Sahel Map Video of speech of Cardinal Rodriguez in which he comments on the G8 Summit Conference for world leaders Photos: Caritas Internationalis.

33 WORKSHEET Y1-3 FOOD AND HUNGER CLASS SHARED LUNCH 14 I can Count the people. 2. Find the plates. 3. Put the plates out. 4. Think of a question to ask our visitor.

34 WORKSHEET Y4-6 FOOD AND HUNGER FOOD DETECTIVE 15 What if on average, each person in New Zealand wastes $450 worth of food in a year into the bin! To the dump! Oh no you say!!! BUT THIS IS TRUE! That s the equivalent of $8 per week per person. What food could you buy for $8 that would feed a person a meal? Let s find out! Look at the latest advertising from your local supermarkets and put together a meal for three people for under $25 for a special occasion. Can you stretch that $25 to feed a family of 4? Research a recipe for a healthy yet very cheap meal. Write it down here.

35 WORKSHEET Y13 FOOD AND HUNGER HUNGER 16 There are more hungry people in the world than the combined populations of the United States, Canada, and the European Union (EU). We (shamefully) present the top five world hunger statistics... About 25,000 people die every day of hunger or hunger-related causes (that s one person every three and a half seconds!). Hunger is the world s No. 1 health risk. It kills more people than AIDS, malaria and tuburculosis combined. One out of four children in developing countries is underweight. One in seven people in the world will go to bed hungry tonight. What is hunger? Hunger is the body s way of signalling that it is running short of food and needs to eat something. Hunger can lead to malnutrition. See qworksheet 13: Caritas: love in action in the Sahel Y11-13 for more information about malnutrition. Most of the world s hungry live in developing countries. There are 925 million hungry people in the world and 98 percent of them are in developing countries (source: Food and Agriculture Organization (FAO)). They are distributed like this: 578 million in Asia and the Pacific 239 million in sub-saharan Africa 53 million in Latin America and the Caribbean 37 million in the Near East and North Africa 19 million in developed countries. Unfortunately, it is children who die most often. Yet there is plenty of food in the world for everyone. The problem is that hungry people are trapped in severe poverty. They lack the money to buy enough food to nourish them. Parents often have to leave their villages; (read over the page Halarou s story of his family in Niger). When people start to become malnourished, they become weaker and often sick. Halarou explains how his learning is affected at school. You can see how not enough food causes many problems, and creates a downward spiral of poverty. Sourced from 22 May Worksheet continues on the next page

36 WORKSHEET Y13 FOOD AND HUNGER HUNGER 16 Halarou s story, Niger When I am really hungry, it hurts my stomach, and then it ends up giving me a headache. When I m hungry, I don t have any concentration. I can t even hear what the teachers are saying. Because of the disastrous harvest in 2011, Halarou s mother and father have left his village to find work so that they can send money home. Halarou is living with his grandmother. With seven months to go until the next harvest, the family s food stores are empty. Caritas is working in Niger, in partnership with CAFOD, to help people affected by this food crisis. Activities and questions for discussion 1. Where do most of the world s hungry people live? Look at the statistics which portray the amount of hungry people in each part of the world. What is your first reaction to these statistics? Create a pie graph, using these statistics. 2. Explore the underlying causes for the existence of hunger. Use qworksheet 18A Problem tree Y7-13. This activity helps you to analyse the causes, problems and effects of hunger. 3. What solutions do you have to solve the problem of world hunger? Find out more about what Caritas is doing in Niger to help children like Halarou. 4. Read Halarou s story. How does hunger affect his learning at school? Have you ever been hungry like Halarou? What was it like? 5. How does Aotearoa New Zealand rate with regards to our own malnutrition statistics, in comparison to other developed countries? See Caritas booklet Our daily bread putting food on the table. Right: Make Poverty History protest, Sacred Heart School, Wellington Halarou, Dosso Region, Niger Photo Nick Harrop/CAFOD Look at the Hunger Map 2011 from the World Food Programme website: org/students-and-teachers/teachers/blog/new-teaching-tool-hunger-map-2011 This worksheet can accompany qworksheet 13: Caritas: love in action in the Sahel Y11-13 which looks at the work of Caritas in the Sahel (and malnutrition) in more detail. Acknowledgements Photos: Caritas Internationalis

37 WORKSHEET Y7-10 FOOD AND HUNGER IF I COULD RULE THE WORLD 17 Top four hunger statistics Hunger is the world s number one health risk. Hunger kills more people every year than AIDS, malaria and tuberculosis combined. One in seven people in the world will go to bed hungry tonight. Can you describe how it feels to be hungry? How would it feel if you were ALWAYS REALLY hungry? Did you know? Women make up a little over half the world s population but account for over 60 percent of the world s hungry. 65 percent of the world s hungry live in only seven countries: India, China, the Democratic Republic of Congo, Bangladesh, Indonesia, Pakistan and Ethiopia. One out of four children in developing countries is underweight. That s roughly 146 million children. More information is at There are more hungry people in the world than the combined populations of the United States, Canada and the European Union. That s 925 million people and 98 percent of those live in developing countries. (Source: An A3 map of hunger around the world: public/documents/communications/ wfp pdf Worksheet continues on the next page

38 WORKSHEET Y7-10 FOOD AND HUNGER IF I COULD RULE THE WORLD 17 Activity When I read these facts what do I think about? What is unfair about these facts? Now turn this thought into a simple slogan. Write your slogan on this T-shirt outline. If I could rule the world so that people have enough food to stay healthy, one thing I would do is

39 WORKSHEET Y7-13 FOOD AND HUNGER PROBLEM TREE (NOT ENOUGH TO EAT) 18A CAUSES PROBLEM EFFECTS not enough water food boycotts slow at work Hungry family poverty Not enough food to eat the weather ruins plants growing war - less food to sell transport poor get sick can t learn at school

40 WORKSHEET Y7-13 FOOD AND HUNGER PROBLEM TREE (FOOD INSECURITY) 18B CAUSES PROBLEM EFFECTS population increased food prices limited education overgrazing refugees loss of plants and seeds loss of animals family work limited poor harvests Food insecurity in the Sahel climate change drought frequency increasing conflict sickness water shortages malnutrition learning difficulties desertification death

41 WORKSHEET Y7-13 FOOD AND HUNGER PROBLEM TREE (BLANK TEMPLATE) 18C CAUSES PROBLEM EFFECTS

42 SHORT COMMENTARIES ON THE SCRIPTURAL REFERENCES Christ Jesus, as we share in the bread of life that only you can give, may we be inspired to make a change so all people may claim their fair share of the goods you give for all. Amen. Bible passages Exodus 16:13-21 Bread from heaven God sent manna which means in Hebrew What is it? There was enough food for everyone for a long time. God intervenes, with compassion, to help feed the hungry. The same happens when we celebrate Eucharist. It is God s way of giving us food for our spiritual journey, just as he did for the Israelites. 1 Kings 17:7-16 Elijah and the widow This story reminds us too that the secret of life is for everyone to share generously of what they have. When that happens, no one is in want. When everyone gives, everyone gets. For more information go to: Matt 25:35-40 Jesus teaches us to love God and our neighbour This is the call to respond to our neighbour s needs and to share with others. Jesus message concerns our inner purity, concern for justice, and love for God shown by giving alms to the poor. Luke 19:1-10 Jesus meets Zacchaeus Zacchaeus is keen to meet Jesus and goes to great lengths to do so. Jesus accepts the invitation to dine with Zacchaeus. During this encounter Zacchaeus is transformed to become a just man who shared his wealth with the poor. This story associates Eucharistic hospitality with justice, concern for the poor and salvation. Luke 9:10-17 Jesus feeds the crowd Jesus challenges the disciples to give them something to eat. It is about our mission too. Notice the words Jesus looked up to heaven, thanked God for them, broke them, and gave them to the disciples to distribute to all the people. They all ate and had enough. vv The leftovers are symbolic of the work of Christians through the ages to continue to feed the people. Luke 22:7-27 The Last Supper Sharing a meal implied solidarity and communion. Eucharist calls us to conversion and challenges us with demands to follow. At Mass we assemble to do what Jesus did on the night of his Last Supper. To hear and put into practice His teachings. To be transformed into his visible presence. Eucharist is a sharing event in community; it calls for giving alms and sharing with the poor, both within the assembly and outside it. Sharing is required by a sense of justice and the love of God, Creator of all. Luke 6: 17-31; Matt 5-7 The sermon on the mount This section in the gospels includes the Beatitudes, the Golden Rule, and the Lord s Prayer. Some of Jesus teachings here are quite radical. Jesus indicates that his teachings provide true spiritual food: I am the bread of life. Most of the teachings of Jesus are contained in this sermon to the multitudes. John 21:1-18 The enduring Eucharist The third time Jesus appears to the disciples after the resurrection. Jesus invites the disciples to Come and eat. Jesus takes the bread and gives it to them. Again we read of this symbolic action broken and shared. The resurrected Jesus tells Peter three times to feed his sheep. Reflect on Jesus sheep as all the people of the world.