So You Think You Can Be A Me To We Facilitator - Potash Edition

ME TO WE SURVIVOR:
EDITION
SO YOU THINK YOU CAN
FACILITATE POTASH?
BECAUSE WE SURE DO!
HEY FACILITATOR,
Welcome to the team! Were thrilled to have you on the team and so
excited that you can be here facilitating the Take Action! Camp with us
this summer.
Before we get started there are some important things to remember:
1. ME TO WE FACILITATORS:
Explore Perspectives
Search for Authentic Discovery
Are Self Aware
Build Inclusive Communities
Are Action Focused
Support Flexible Limits
Are Passionate Activists
Are Reflective Communicators
2. TAKE BREAKS
Make sure youre taking breaks every 90 minutes,
this camp is tough and youll get tired if you dont
Breaks can be 10-15 minutes long
Its important to break so that we can conserve
energy (both for the kids sake as well as our own)
3. PRESENT UNITED FRONT
Remember that facilitators are partners in crime,
teammates, and family. Stand together and have
each others backs
Kids will react better if they see you as united
4. HAVE FUN!
This is camp! Have fun with it!
Smile, laugh, and remember that YOU ARE AMAZING!
Potash Speech
Outline
POTASH THEME:
Outgrow Hunger!
*** Introduce Ourselves ***
(Intro slide + music is playing)
(slide)
Imagine being 6 years old, youre tired, and weak.
Although youve been eating, it hasnt been much, and the symptom of hunger makes
you
cold to the touch.
Its a reality you face, each and every day, gnawing at your stomach, the pain wont
go away.
This might not be your story, but it is a story, and it is one I know well.
Because as you see, its the story of Joel.
Joel, a sweet and charming 6-year-old boy that I met while working at a
school in Peru just a few years ago.
This was his story, and it is not uncommon.
Thousands of children a day are forced to feel the very real effects of hunger and
malnutrition.
Right now as we speak, people in the world goes to bed and wakes up hungry.
To thrive in a world with billions of people, we will ALL need to work together out
grow hunger,
(slide)
because every single person has the right to food. So what can we do?
(slide)
My name is Amar, pronounced like summer without the s, and this is my good friend
Ash, and were here today to give you guys 3 ideas on how you can
outgrow hunger, by making food available, accessible and applicable to
everyone.
Amar:
Together we have to outgrow a lack of knowledge about hunger,

because the impact is bigger than what we can see.
Outgrow that hunger because it is the biggest problem facing our generation.
Amar:
And outgrow the idea that the world knows how to solve hunger, but
yet we still allow it to happen.
with all of your help, we can outgrow hunger.
*** Thank you ***

Ash:
Ok, but before we get into how, we want to give a couple of shoutouts
and thank those that helped get us here today.
Amar:
Were here from an organization known as Free the Children, teaming

up with PotashCorp - a Canadian company who is a longstanding
champion of outgrowing hunger and supporting agriculture and food
security.Without the support of PotashCorp, Amar and I would not be
here with you today.
(Thank you for Potash people if theyre in the audience)
(slide)
Amar:
We want to give a huge thank you to your principal, Mr./Ms./Mrs.

_____, lets give them a round of applause.
Ash:
As well, thank you so much to (teacher) who organized this today.
(slide)
And last but certainly not least, we want to thank you guys. Thank you
for
spending your morning with us. Give yourselves a round of applause.
*** Introduce Ash and Amar ***

Amar:
Honestly major props to you guys for being generous enough to skip
class to be with us right now. You know Ash and I are speakers from
Free the Children, but I think if we are going to be standing up here
talking to all of you, its only fair that you know a bit more about who
we are first.
Welcome to everyones favorite childhood game, and my favorite game

still to this day: Guess WhoAmar and Ashley Style
*** Hunger Games Round 1 ***

Amar:
The aim of this game is simple, were going to be hitting you with a
couple of facts of things that either one of us might have done, and
through a round of applause, stomping, whistling and/or screeching
you are going to tell us who you think did what!
WHO DONE IT!?!

Who:
Has held a baby panda?
AMAR!
Who:
Competed internationally on Team Canada for 4 years ASH
Who:
Cries every single time they watch Frozenctually means is that this is
something that is affecting people we know, right here, right n
BOTH!
Who:
Ran an entire marathon!
BOTH!
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Amar:
Great job you guys! Now me and Ash are here today to talk to you
about food security anyone here know happen to know what that is?
(*Waits for response)
Amar:
Alright well thats perfect because that is what we are here for! Despite
common confusion food security isnt this, or this.
(slide of Food securely locked)
Amar:
Instead, food security is a state of being. Its what we call it when

people have access to a sufficient quantity of available, affordable, and
nutritious food. So it looks a bit more like this, or this.
On the flip side, being food insecure is when you dont know where your next meal is
coming from. We need to care about this because when people dont have the right
food, how can they be expected to grow, go to school or work the same way? It might
seem like pretty distant concept, but with 1/10 Canadians being food insecure right
now, maybe even in this room.
*** Ashley PS ***

...but I never believed it growing up. Its not that I didnt know, and not that I didnt
care. It just didnt affect me. You see, I had enough, and I never thought twice about
it.
The things I was thinking about were more along the lines of when my next ultimate
game was, if I fed my family of pet raccoons, and if I had enough money to buy those
new high tops.
You see, I was a dork. Ok thats a lie. Clearly by looking at this super duper awesome
picture here, you can see I was actually really, really cool. Yeah, not so much.
I liked school, I had friends, and I was involved, but it was more for the resume than
for anything else. I knew about the rest of the world, but I didnt exactly think about
it often, and I never actually thought Id have a hand at making any sort of difference.
That is, until I joined the We Club. I joined for the volulnteer hours and found myself
surrounded by bright eyed bushy tailed keeners who were annoying as heck, but also
wonderful and friendly, and incredibly good at challenging how I saw the world.
Being in that club forced me to get involved, meet new people, and start to actually
care.
It gave me something to do, well you know, other than checking facebook all the
time, and it allowed me to meet some pretty amazing people.
Like that impossibly cute guy in my geography class, and some friends that stayed
with me for life, like Nina, my vampire slaying and world changing best friend.
Double bonus, is that it led me down a path that involved fundraising for local and
global initiatives, stocking Food Lockers, and volunteering at some pretty incredible
places.
Amar:
Thats sweet! But Ive got a question for ya. Whats a Food Locker?
Ash:
A food locker is a pretty amazing thing we started at my school.
It didnt even come to mind that hunger could be a reality for anyone I knew until I
was sitting in my grade 10 social science class, listening to my teacher ramble on
about some social issues close to home, when he spit out this fact:
9% of all families all across Canada are food insecure.
Now to me, that seemed a little ridiculous. I mean, I knew a lot of people, and
although I obviously didnt know everyone, I knew enough to paint a picture - a
picture of a full Canada, a picture of a comfortable Canada, and a picture of a Canada
where no one went hungry But that didnt exactly add up with what my teacher was
saying.
...Because if the stats were right, what it meant was that 9% of the people I knew
were dealing with an issue that I didnt even think existed in my world. I started to
do the math.
If there were 2100 kids in my school, that meant that 189 of those students were food
insecure. 189 of those students were going hungry each and every day. And 189 of
those students didnt know where their next meal was coming from.
So to try and outgrow this problem, I decided to do a little experiment. I called up a
couple friends of mine at the We Club and we headed to the local grocery store,
bought as much food as we could afford, brought it back to school, and filled an
entire locker with everything we had bought.
The next morning we made an announcement letting the rest of the school know that
the locker existed and that any student, anywhere, at any time could access for free
should they need it. No questions asked, no payment required. All they had to do was
go to the office and ask for The Code.
Now for the vast majority of the kids at our school the locker remained a mystery, but
for those that did use it, it meant the world. Because it meant that they didnt have
to go hungry, it meant that they had enough energy to concentrate and learn, and it
meant that they could have a form of anonymous support for a very real problem.
How did we know this? Well we knew because as the amount of groceries
diminished, we would find letters of gratitude, messages of thanks, and heartfelt
stories of gratefulness from these anonymous people who were being helped each
and every day.
Hungers a big issue, a really big issue, but its one that is totally and completely
preventable, and its up to us to step up and decide that were going to do what we
can to end it.
*** Amar PS ***

Growing up I never would have thought having breakfast in the morning before
school made me LUCKY! Honestly I was always happy doing my own
thing playing guitar, basketball and just generally doing me. If I hit a
half court shot, or if I got a whole in 1, or if I won the lottery, THEN
you could talk to me about luck.
Until one night in grade 11, I was doing my nightly creep of Facebook, and something
changed. Because that night, instead of going through my usual
(slide)
buzzfeed articles,
(slide)
Candy Crush invites or
(slide)
Which Character Are You Quizzes?, I got a message from my friend Melissa. Melissa
was hosting a charity walk to fundraise to be able to go back and
volunteer in Uganda. And suddenly I couldnt stop myself from
messaging her back, and what I lacked in grammer let me tell you I
made up fo it in enthusiasm!
slide
10
I usually have a rule about sending messages after midnight, but in this case I made
an exception, and melissa sent me back a number of resources I could
use to get involved, one which was a charity some of you might have
heard about, it was the website for freethechildren.
(slide)
2 days later, at almost 4 am in the morning, I was letting her know I was sighned up
to go to India.
Let me go back and say though that when I signed up, fighting hunger or food
insecurity was the LAST thing on my mind. Instead to be completely
honest I had no idea what either really was, when I thought of being
food secure I thought of this
(slide)
and when I thought of being food insecure I thought of this
(slide)
I had never travelled alone before and had never volunteered for a day nevermind 3
weeks! All I knew was that it sounded like a cool adventure, it was going to get my
mom off my back from having a summer job, and I would FINALLY get a chance to
understand the stories my dad used to tell me, (slide) thats him.
He moved to Canada when he was 25, but before that, he was raised his entire life in
a farming village. He would have stories about his childhood for me
and my brothers growing up, and you couldnt help but think that
some of his stories were a bit wild but honestly that made you love
them even more. Stories about how him and his dad used to wrestle
with bulls, or hunt with bows and arrows, or how in the summer, when
the sun was beating down, he would go up on his roof and eat buckets
and buckets of the sweetest mangoes you could ever imagine.
11
(slide)
So THAT is what I was picturing when I flew from Calgary, to Toronto, to Frankfurt,
to Udaipur in India, and then drove to the village of Gayriawas. But
this wasnt my dads village.
(slide to picture of kids)
In rural India, the caste system still exists. For those of you who dont know, the
caste system places some people above others. Who you get married
to, what job you can get and your level of respect, all of that depends
on how lucky you happened to be to be.
(slide to caste system)
At the top are academics, then the warriors, then the business people, then the
servants, and then everyone else. And these kids were part of the
everything else.
I started to realize how lucky my dad must have been growing up. See he was part of
the Kshatriyas caste which meant that just by being born into his
family, he was entitled to a certain degree of respect. It also meant that
if his families crops died 1 year, it wouldnt affect him being able to
those mangoes I told you about. The village that I visited with Free The
Children, these people were of the Adivasi caste.
(slide)
12
They are the indigenous people of India, so just by being born, these kids were being
told they didnt matter.
All of the kids in the village still stand out, but one young boy named vajay comes to
mind in particular. Its because every morning for 3 weeks he would
come up and talk to me using the bits of English Hindi he knew, and I
would talk to him using the little bits of Hindi my dad had taught me.
And every day after our 5-10 minutes, Vajay would run back to
working in his familys farm. When we took breaks to get out of the
sweltering 45 degree heat, Vajay was still working. When we packed
into our jeeps to go home for the day, Vajay was still working. And I
can gaurentee you that long after I headed back to Calgary, that Vajay
is still working. But looking into both of our eyes, what made us so
different? Was it really just a roll of the dice that put him there and me
here? Forget school or basketball, none of that existed for vajay
because 100% of his energy was towards dedicated towards putting a
meal on the table. Food was not a luxury or a hobby. Insead, for small
farm families like Vajays, food is literally life and death. This, was not
my dads village. And it definitely wasn't my home in Canada. Just by
being born in this country, in this time, every single person here has
already won the lottery of life.
We often think of hunger as only a visible burden. You all know what a swollen belly
means, but what you see with your eyes is only the tip of the iceberg.
In the past 10 years alone, 100 000 farmers in India have committed
suicide to get away from the debts that they have had to incur to be
able to buy seeds to try and compete with large corporate farming.
This was not my dads village.
I went to India thinking I had something to give there, but I came back
knowing that I had a lot more to give right here at my own highschool.
And that if luck or chance was responsible for the children of the
village to be regarded as lesser human beings, then I could no longer
trust it to present me with an an opportunity to begin making a
difference. Leaders, difference makers and gamechangers are not born
but they are made, made by waking up one day and deciding they cant
wait any longer to start making an impact. Believe me when I say that
it can be uncomfortable to ask your friends if they want to start
changing the world and trust me when I tell you that its really scary to
be standing up here talking about the issues that we care about most,
but to become the people we want to be, we dont have to fake it till we
make it, instead we have to fake it until we become it.
13
I have a hard time trusting luck anymore because much like hunger, it
doesn't make sense why some have it and some dont. We must
outgrow luck, outgrow privilege, and outgrow the idea that we are ok
to stand idly by while our brothers, sisters, mothers, fathers, aunts
uncles, teachers and daughters go hungry.
Slide
HUNGER RANT
Ash:
Hunger is the number one health risk in the world. It kills more
people than AIDS, malaria, and TB combined!
143 million under-five children in the developing world are still
underweight for their age.
Ashley
Right now 925 million people do not have enough to eat, and 98 %
of this number live in developing countries
(Starts snapping every 3 seconds)
And every 3 seconds?
Every 3 seconds someone dies from hunger in this world. More

people will have died from hunger the past 3 years than in World
War 1 and 2 COMBINED.
Hunger is THE problem of our generation. And you know what?

The world already has the resources to fix it.
14
We cannot afford to not address hunger. Studies show that hunger

actually costs the world $250 Billion every year in lost income,
healthcare and aid. The World Bank took a second to calculate it all
and estimated that it would only take $30 billion to solve world
hunger.
Think about it, its costing us $250 Billion putting up with it and it
would only cost $30 billion to solve it completely?! That means its
actually CHEAPER to solve world hunger!
But instead what do we spend our money on?
It would only be $30 Billion, yet the world spends $45 Billion a year
on ice cream.
It would only be $30 Billion, yet this year we spent $25 Billion on
apps.
It would only be 30 billion to solve world hunger, and last year the
winter Olympics cost 51 billion.
It would only be $30 Billion, yet the US air force plans to spend $81
Billion on stealth bomber planes this year alone.
WHAT IS FOOD SECURITY

So if fixing hunger is not an issue of money or resources, it is an
issue of priorities, an issue of morals. Because clearly by looking at
these numbers we can see that we have more than enough to
actually solve this problem.
15
Its a matter of committing to outgrow World Hunger completely.
The cool thing is that after breaking down the issue, the World Health
Organization actually came up with three main steps that they think
could be the keys to solving world hunger.
Theyre known as the 3 As:

The first A is Availability. Is there enough food?
We know that there are 7.3 Billion people on the planet, but is there
actually enough food for all of us?
The second A is Accessibility Can we get the food? Maybe there is

enough food, everyone has to be able to access it
And the third A is applicability Is it the right food? Food cant just be
around, it has to be nutritious and healthy
If we can make sure each of these 3 A`s is taken care of, we can be the
generation that outgrows hunger.
Availability
Ash:
Lets start by talking about the first A, as you can probably imagine,
availability deals with the idea that there has to be enough food grown
and produced for 7.3 billion people.
16
And you know what? The world actually has enough. And not just
junk food either. Theres enough good stuff for everyone on
the planet to live a healthy and nutritious life.
Amar:
There is enough food for everybody.
Ash:
Part of the reason that food insecurity still exists is that one third of
food produced is just GONE. Approximately one third of the worlds
food is wasted before it is even consumed! Its used on animal feed, its
thrown out from grocery stores after going bad and its thrown out in
our kitchens when we have too much.
Think about when you go to the grocery story, I know there have been
plenty of times that we have put bruised fruit away. and imagine if
everyone did that, and if no one bought those pieces of bruised fruit.
And thats good food that could be made available to those who need it
most. The average adults needs 2,000 calories a day and just over 70
grams of protein and if it was split equally, every person on this earth
could have 2700 calories a day that would include 75 grams of protein
But thats not quite what it looks like does it? In fact, to give you guys
an idea of what a WEEKS worth of food looks like around the world,
we have something we wanted to show you. But first, I want everyone
here to think about everything you eat, you drink and snack on during
the week, then think of the exact same for your entire family. Got it?
Here is what it looks like for a few other families.
(slides)
Can you imagine your family living off some of those dinner tables
every week?
(slide)
17
Ok so why dont we just send our extra food over to them? Its because
thats not a long term solution. But what we can do to outgrow the lack
of food availability is to help people grow more themselves.
In fact its estimated that if we were to give farmers in parts of Africa

access to the tools and science that we already have available here in
Canada, they would actually see an immediate 50% increase in food
grown!
Accessibility
So if we can distribute what we have better, we can outgrow lack of
available food! But its not enough to just have food available, whats
the point, if you cant afford it? Its one thing to have a stocked grocery
store, its another to be able to buy that food and take it home. Which
leads us to the second A we need to tackle to outgrow hunger:
Accessibility of food.
Food cant just be around, you have to actually be able to get your
hands on it! For this were talking about things like:
Amar:
Geography:
Ash:
... can you physically get to it, is it in your region and sold in your
stores?
Amar:
Ability:
Ash:
Are you allowed to buy it? Do you have access to those stores? Do you
need a special card like Costco?
18
and most importantly
Amar:
- Cost:
Ash:
Can you even afford this stuff?! Food might be in grocery stores but
with 1.3 billion people living on less than $1 a day, we need to make
sure they can actually buy it.
Now, you might be thinking cool, but that doesnt actually affect us
here,
Well actually, it does. Lets take a quick look at hunger in your own
province.
(slide)
Amar:
Last March in Ontario. 412,998 people went to a food bank, meaning

that they werent able to afford to buy their own food. These are your
neighbours, your friends, your family, your community. Hunger is
right here in our own backyards
You wouldnt think that access to food is a problem in a country where

91% of households are food secure. However, this still means that 1 in
10 families, in Canada, dont know where their next meal is coming
from.
And these factors affect people everywhere, but it actually hits some
places a little harder than most. Like, if you go further north in
Canada, you may be shocked to see how much insecurity and poverty
is caused by people not being able to afford food.
19
So lets take a look a closer look!Its time to play, drum roll please...
HOW MUCH?!
***Hunger Games Round 2:

How Much?***
Ash:
The game works like this. We are going to present you with a number of
food items for sale in Canada's Northern Territories, and itll be your
job to guess whether the actual price is higher or lower than the price
displayed.
Amar:
We are going to need yoe to be pumped. As pumped as this guy right

here.
Ash:
Give us a thumbs up and yell higher if you think higher. Lower, youre
going to do the opposite. Make sense? Great here we go
Amar:
First up is this delicious head of cabbage. All yours for $7.00. Make
some noise if you think its lower than that price! Make some noise if
you think its higher
Ash:
(Click) Actually this head of is $28.54 in Nunavut.

Thats ridiculous. Especially considering the fact that I stopped by the
grocery store in Toronto just last week and picked up a cabbage just like
that for only $2.99.
Amar:
(Click) Next up, this can of coffee, all yours for the low, low price of
$7.99 - make some noise if you think its lower than that price. Ok
great. Make some noise if you think its higher than that price.
Ash:
(Click) Actually this can of coffee grinds would be $29.89 in Nunavut.

but I got a whole one here for just over $5.
20
(Click) Ok final product.

(Click) this 24 case of bottled water can be yours for the low low price of
$45.70. Do you think its lower or higher?
(Click) Actual retail price $104.99!
Who is shocked by these numbers? Yeah, no kidding right?!

(Click)
Ash:
I was shocked, actually outraged.
A typical family in Ontario would only spend about 27%

of their income on food a year, while families in the
North spend about 78% of their income on food!
One reason behind these prices is the fact that food providers face high
costs
getting food all the way up North.
Ok, now I know you might be saying, well, why dont these people
move then? Its much more complicated than that.
If you cant afford basic food, what are the chances that you have
enough money to fly and move?
Amar:
Ridiculous food prices like those are happening right here in Canada,
as well as abroad.
21
After the 2011 drought in East Africa, grocery prices increased by up to

250%! So food was available, it was there, but it wasnt accessible
because they couldnt actually afford it. Thats unbelievable, and
frankly, unacceptable.
Because hunger is not just empty stomachs, it has massive collateral

damage to an individual and to entire communities.
When kids go hungry, they are more likely to get sick,
can too weak to attend class, and without education,
arent able to get good jobs, and they fall into a cycle of
poverty.
Ash:
Our main goal at Free the Children is to break this cycle.
*** Adopt a Village ***

Ashley:
We start off by partnering with a community. We talk to them, find out

what they want and need. Then look at all the different elements that
impact the people who live there, we talk to those people, listen to
them, and work with them to try and develop a plan of action that
involves a partnered development.
We do this because although there is no single solution to end poverty,

there does seem to be something that works. And thats taking a
holistic approach, which means we look at the big picture
***Play AAV video***
*** Food Security ***
22
Amar:
It was in response to the 2011 drought in East Africa, that in 2012, Free
the Children decided to develop the Food Security and Agriculture
pillar. The goal of this pillar was to outgrow the problem of hunger and
food insecurity. By supporting this pillar, you help to provide
resources, tools and knowledge. We partner with these communities to
mentor them things like the healthiest kinds of food, or what
conditions certain crops need to succeed so that they could stop
depending on a volatile market, and instead be empowered to grow
their own food.
Ash:
And you know what, this is actually something Ive seen first hand.
Check it - this is me, on a farm, in China. And Im here because over

the past two years Ive had the wonderful privilege of actually working
with some of the incredible people in the community of Gufubao and
have been able to see first hand the issues, but also some the solutions.
In a country where over 150,000,000 people live off of less than a $1 a

day, food insecurity is a very real thing.
Ive heard kids like Johanna tell me about how since they couldnt
afford more, they used to only eat one small bowl of congee, a kind of
rice porridge, every single day.
Ive spoken to farmers like Yochi, who spoke about how when the
drought happened in China a few years back, dozens of farmers in
their community lost entire fields of maize and food security.
People got sick, children stopped going to school, and some of the very
young and very elderly in the community even died as a result.
...But what Yochi also told me about were all the local initiatives that
sprouted up as a result of the unfortunate circumstances. Initiatives
like the community garden where anyone living in Gufubao can come
and plant, grow made it so that they didnt have to spend so much on
food because they already had food in their own garden. They come to
this garden full of fresh corn, crisp green beans, and delicious lotus,
and they do what they can so that they can take what they need. This
community garden helps provide food for the schools lunch program,
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feed the resident teachers, and act as a source of commodity that the
townspeople can sell.
We CAN outgrow food being inaccessible by bringing food production

closer to home, making it more reliable and cheaper.
Applicability
Ok, so lets say that weve tackled availability and weve tackled
affordability. Thats great! The third and final A is applicability, which
essentially means...
(slide)
food has to be healthy too!
Amar:
Healthy food isnt a luxury, its a necessity. And there is If a child

doesn't get the right nutrition, the damage is irreversible.
(slide)
In fact the brains of malnourished children can be up to 40%
smaller in volume than those who have been nourished properly.
Hunger steals their potential from themselves and from
society.These kids who have their brain growth stunted aren't able
to learn the same way, focus in school or perform on tests, and as a
result, have their earning potential cut in half! Just like that.
Its why we need to commit to providing available, accessible and
applicable, nutritious food, because it can make a world of difference.
Studies show that children who eat breakfast perform better in school. Not
only that but eating a healthy breakfast can improve brain function, increase
memory, and can elevate mood.
When kids have enough iodine, the nutrient added to the salt we buy here,
their IQs are on average 12 points higher than those who dont get it.
Calcium from milk, cheese and yogurt helps to strengthen the childs bones as
they grow healthier.
The reason why were so passionate about focusing on kids eating is because the eating
habits that people pick up in childhood tend to stick with them for their whole lives. And
you might think that everyone knows what good nutrition looks
like, but unfortunately, that is not the case.
24
Ashley Costa rica story*

A couple of years ago I went to Costa Rica on a volunteer trip to open
up a medical clinic.
For days and days myself, and 18 other volunteers, would sit in a
sweltering hot room seeing patient after patient, many of whom were
women and children who complained of toothaches, cavities, and
aching bones. It was strange because on file they seemed relatively
healthy, and every one of them proudly shared with us that they were
getting more than enough vitamin C because of all the delicious orange
juice they were having... But that didnt exactly make sense you see,
because a lot of these symptoms seemed to be things that vitamin C
would fix, not cause.
One day I walked out of the clinic and I spotted one of our regular
clients Mary. Mary was sitting on a bench, smiling happily, rocking her
baby, and feeding it a bottle full of some neon looking orange bubbly
substance. I walked up to her with curiosity and asked what it was she
was feeding the baby. Why, thats orange juice! she said, and it was
then that I realized... Because I had seen this drink before as a child.
It was C Plus. and it had been confused for orange juice by the entire
community. These mothers, who knew that they should be giving their
children vitamin C, were going to the first thing with an orange that
they saw, and because they couldnt read, they confused the orange
soft drink for the juice. So for all their good intentions, these women
werent nourishing their children, they were malnourishing them.
Everyone wants to be food secure but WE need to be ensure that they
can be.
We need to ensure that people know about the reality of food
availability, that its not always easy to get.
We need to make sure that people know about the reality of food
accessibility, that even if its there, they cant always actually get it.
And we need to make sure that people know about the reality of food
applicability, that if food isnt nutritious, its not going to do anyone
any good.
We need to be the champions for this cause.
Because if not us, then who.

And if not now, then when.
25
There is already a movement of youth all around the world

who have committed to taking action.
After realizing the realities of hunger, Ash and I committed

to taking action, and were here today to ask you to step
up and do the same. Now that we know how many people
hunger hurts, and now that we know that the world has the
resources to fix food insecurity, then at the end of the day
theres no good reason why we shouldnt be able to put an
end to it.
All it takes is one champion of a cause to start a
conversation that can create real change.
Just think about the young people that have spoken up about:
the gender equality movement. (Emma Watson) (slide), the
right for girls to go to school (Malala) (slide) or the right for kids
to be free from child slavery (slide) (Craig).
CRAIG/IQBALS STORY *
Narrator:
It all started with a headline.
Craig:
It was April 19th 1995.
Iqbal:
It was April 19 1995.

th
26
Craig:
I was sitting at my kitchen table, eating a giant bowl of Cheerios,

and flipping through the morning paper trying to get to the comic
section.
Iqbal:
I was staring up at him, my face on the page, frozen in triumph.
Craig:
He looked up at me, and his eyes told his story.
Iqbal:
I told him my story.

My story of freedom, my story of triumph, my story of a life sold,
and regained, and lost.
I told him how when I was only 4 years old I was sold into slavery so
that my parents could repay a debt, a debt of only $16.
I told him of the 6 long years that I worked, day in and day out,
chained to a carpet loom.
I told him of the struggle, and I told him of the escape, and I told
him of my death.
My name is Iqbal, and this was my story.

Craig:
My name is Craig, and his story changed my life.
(video)
*** 3 Actions ***
27
(school name) To tackle big issues we have to start with small actions.
If you want to help outgrow hunger, Amar and I want to put out 3
challenges to you:
Challenge #1 is to outgrow lack of available food!
Halloween is coming up in less then a month, so sign up your school for

We Scare Hunger! Everyone loves dressing up. but this year instead of
candy, try merging up with the We Scare Hunger Campaign and collect
canned goods for your local food bank to help provide food to those
who need it most right in your own community.
Challenge #2 is to outgrow lack of accessible food!
Support bringing cheap and reliable food to communities around the

world in India, China and Kenya through Free the Childrens We Are
Rafikis campaign. Selling these incredible rafiki friend chains that are
hand beaded by Mamas in Kenya is super easy way for you and your
friends to support the holistic development model that works towards
providing food security.
Buy one for $5, sell it for $10, and donate the revenue towards
something like helping a family in India plant nutritious vegetables.
Just one of these $10 rafikis can provide food for a child for an entire
month!
Challenge #3 is to outgrow lack of applicable food!
And lastly, if you are interested in seeing the pillar on the ground, join
us on a Me to We Trip! These trips are a great way to make a real world
difference. If you are interested in getting involved, please please
please come on up and talk to Me and Ashley after we are done. We
would love to help you start taking action.
28
slide
*** Poem ***

because I didnt know hunger
or should I say, it didnt know me.
it didnt know my home, family or friends.
To say I knew what it meant really depends.
Because 20,000 dying kids a day is 20,000 too many,
And with enough to feed all 7 billion
When it comes to a good reason why, we aint got any.
No reason not to know, no reason not to care.
...Because the more we talk about it, read about it, think about it, and
share
The more thatll get done, get invested, fundraised

To produce enough food to feed em for all their days .
Outgrow the idea that its not worth the fuss,

Outgrow the idea that its not about us.
Outgrow the idea that its not here but away,
29
Outgrow the idea it doesnt affect people just like you. Every. Single.
Day.
Outgrow the idea that the time isnt now.
And grow into the thought that we can turn things around.
Outgrow hunger.
Amar: Once again, thank you friends! (Click) And we will now pass it off to _______.
30
Quick Get to Know You

Games
31
Hand, Head, and Heart:

In pairs, share something that you are physically good at which you
would be willing to teach others (ex. sport, cooking, craft), share
something that you have knowledge about (ex. psychology, or facts
about another country), share something that you are passionate
about, that moves you into action (ex. Music, dance). Then each
partner introduces the other to the rest of the circle.
Get to Know You- Hat Trick:
Write down one crazy fact and put in a hat. Pass the hat around and
have each participant pick out a fact. The group has to decide who the
fact is about. This can lead into some fun discussion if time allows.
Zombie Apocolypse:
Tell a very detailed and suspenseful story of waking up one day and its
a zombie apocalypse go around the circle and have each participant
share what their name is what their zombie weapon of choice would
be, what their theme song would be, and who their sidekick is.
Mingle, Mingle:
Everyone wanders around singing mingle, mingle, mingle while
smiling and looking at each other until a caller hollers out a degree
that the minglers will have to turn. Ex. 90 Degrees, 180 Degrees, 360
Degrees. After they have called up a couple of degrees to loosen
people up they start calling out numbers that the minglers will then
have to get into for groups. The number indicates the number of
people needed to form a group.
Partner Stand:
Have group divide into partners and find a spot in the room. Get them
to sit down with their backs against each others. Must link arms and
stand up, without using their hands and without falling. For more
advanced groups, have the entire group make two large lines,
everyone still with a partner and back to back with them. This will look
like a long line of partners sitting beside one another. All people need
to link arms with those behind them and then the two on each end
must link arms to connect the chain. They must all stand up together.
32
Speed Dating
Set Up:
Line up 2 rows of chairs facing each other (closely). Make sure that
there is exactly enough chairs for each participant and that there are
an equal number of chairs in each row. Having music ready to play
during this activity also adds to the experience.
Instructions:
Once all the participants are sitting in their chairs facing each other,
explain to them that they are about to play Me to We speed dating!
The aim of this activity is to ask your partner as many questions as
possible in a certain amount of time. Name one row A and the other
B.
Row A always starts off by asking the questions. They must ask their
row B partner as many questions as they can before you call out B.
At this point, row B must ask their row A partner as many questions
as they can before you call out SWITCH. When SWITCH is called,
everybody in row B must shuffle on seat to their left (the person at
the end of the row runs to the empty seat on the other end).
The aim of this activity is to keep the participants moving and
engaged. Feel free to mix up the amount of time you give A and B to
ask questions (i.e. give them a minute or so for one round, then only a
few seconds for the next).
Once everybody row A has spoken to everybody in row B you can end
the game. For fun, I sometimes tell them that after speaking to
everyone in the opposite row, they now have to choose 1 person that
they would like to take on a date. Tell them that youre going to count
to 3 and then they need to get up and reintroduce themselves to that
person. I usually count to 2, and then tell them that I'm only joking
works as a good icebreaker, name game and/or energizer.
33
FOOD SECURITY MODULES
34
#1) CROSS THE LINE Potash Edition

This is a great game to get to know your participants and for
participants to get to know each other. If used with correct questioning
and positioning, it can also show two separate or divided groups how
they are similar. Be conscious that the questions can be very personal
and cause mild discomfort in invoking truthful responses. Make sure
they have enough space that they are not physically touching each
other and you may want/need to re-establish SAFE SPACE norms.
Questions.
1) Step up to the line if you are a fan of Drake
2) Step up to the line if you watch Game of Thrones
3) Step up to the line if you have siblings
4) Stay on the line if you have more than one sibling
5) Stay on the line if you have more than two siblings
6) Step up to the line if your parents were born outside of Canada
7) Step up to the line if you had breakfast this morning
8) Step up to the line if youve ever felt hungry
9) Step up to the line if there are certain foods you absolutely hate
10) Stay on the line if you would eat them if you absolutely had to.
11) Step up to the line if youve ever been in a food fight
12) Step up to the line if you have ever turned down food offered to
you
13) Step up to the line if you have ever seen hunger.
14) Step up to the line if you know someone affected by hunger or
food insecurity
15) Step up to the line if you or someone you know has ever used a
food bank
16) Step up to the line if you or someone you know has ever had to
go hungry.
35
17) Stay on the line if it was because they didnt have enough
money to buy food.
18) Step up to the line if you believe that we can solve food
insecurity.
19) Step up to the line if you consider yourself a leader.
20) Step up to the line if you genuinely believe that one person can
make a difference.
21) Stay on the line if you think that person is you.
***Get everyone to close his or her eyes.
22)Take a small step forward if you lied at any point during this
activity.
Cross the Line Debrief

Why do we play this game?
Which of the questions stood out for you?
Why is it important to see the similarities and differences
between each other?
How can some of the things we learned here be
translated into our every day lives
from here we transition into safe space.
Facilitator: So the reason why we do this is to understand the
support we have from other people around us. Weve got support from
many
36
#2) CHALLENGE ZONE

Question Examples Challenge Zone (China Edition):
1.
2.
3.
4.
5.
6.
Eat a chocolate covered grasshopper

Sing in front of your friends
Play a sport that youve never done before
Tell a member of your family, or a friend that you love them
Sit down in the cafeteria with someone who has no friends
Ask directions from a stranger on a street (youre in an unfamiliar
neighborhood, you dont know anyone, and there are only
foreigners around. You are surrounded by strangers, and you
dont know where you are.)
7. Do a very personal speech about you in front of your whole
school. (You walk into your school in the morning and on the
announcements there is your principal who singles you out and
calls you into the office. They tell you that they are having an
assembly today and that you are going to have to give a
personal story about yourself. You walk into the auditorium, and
all thats on stage is a microphone and a spotlight. All attention
is on you.
8. Traveling alone outside of the country
9. Move away to college/university
37
(*Note, when you ask the questions, make sure you tell a bit of a story
with it: ex. You walk into the cafeteria at school, you look around the
room and notice that there is one quiet boy sitting at a table in the
corner. No one is talking to him. He has no friends would you walk
over and sit down with him, knowing full well that your friends would
make fun of you?
Potential Discussion/Debrief Questions:
Why did we do this activity?
What scenarios stood out to you?
Which questions brought you to the challenge zone? Which ones
took you to the panic zone?
o Why?
Where would you prefer to live your life?
o Why?
Hopeful Outcomes:
o Wrap up: bring it back to the Theory of Knowing.
In order to live life to its fullest, we should spend as
much time as possible in our challenge zone.
That is how we live the most fulfilling lives.
Its easy to stay in our comfort zone, but if we
challenge ourselves, our lives will grow. Living is
about continually expanding our comfort zone.
#3) ISSUES BUS

Intro:
So before we get started I just want to have a brief discussion
about the difference between a conversation and an argument.
Can anyone tell me what the difference between a conversation
and argument is?
(Can write this out on chart paper or can simply discuss)
Excellent, now I want you to keep this in mind while we do our
next activity called Issues Bus. Because for the next little while
were going to be concentrating on having an open conversation,
being active participants, stating our position, and listening
attentively to the other side.
Set Up:
38
Get participants to line up two by two in front of each other, in

a long, thing line facing the facilitator. Facilitator should stand
on a chair if possible, or stand in front of the group. Tell them
that they are going on a bus ride around the world. As they
drive around the World, the bus will stop at different issues
and introspective questions. When the bus stops, there will be
one issue on either side. Ex. Coke vs. Pepsi.
Each participant must get off the bus, and must choose what
side they want to get off on. Stress that everyone must get off
the bus. Here, you can do this activity in absolute silence or
have participants discuss why they chose the side that they
did. After each stop, have everyone back on the bus.
Progress from simple, surface level questions to more difficult
choices (juice vs. water violence against women vs.
homelessness. Repeat this process 5-8 times; allowing them
to change sides if at any time they change their mind.
Depending on age and characteristics of the group you can
make it more silly or outgoing bounce on the bus, veer to
the right, sing songs, etc.
39
Bus Transitions:
left & right
Hydraulics
Rollercoaster
Flying Carpet
Underwater
Going to the moon
Ultimatums for China

Drake OR Justin Bieber
Books OR - Movies
Nutella OR Peanut Butter
Clean Water OR Healthy Food
Global Food Security OR Global Food Security
Debrief Questions
1) What was challenging about this? What challenges did you
face choosing a side?
2) Were any of the questions more difficult than others? How did
you choose one side over another? Was it difficult about
standing alone on a side (if this applies)?
3) What was the purpose of this activity? Why do you think we
made you make these decisions?
4) How can you apply this activity to standing up as a leader or
working in your community?
#4) WORLD MAP
Sources:
Population: http://www.prb.org/Publications/Datasheets/2011/worldpopulation-data-sheet/world-map.aspx#/table/population/northern_america
GDP: http://data.worldbank.org/indicator/NY.GDP.MKTP.CD
http://data.worldbank.org/indicator/NY.GDP.MKTP.CD
http://www.geohive.com/charts/ec_gdp4.aspx
HIV/AIDS: http://www.avert.org/worldwide-hiv-aids-statistics.htm
http://www.medicalnewstoday.com/articles/17131.php
http://www.amfar.org/about-hiv-and-aids/facts-and-stats/statistics-worldwide/
Resources
Videos If the world were divided in to 100 people, keeping todays
proportions (depressing music): http://www.youtube.com/watch?
v=i4639vev1Rw
Another Earth in 100 people shorter, better designed, ignore the first 5
seconds: http://www.youtube.com/watch?v=4DXGmMh6GBk
Another Earth in 100 people animated, very basic, good for young kids:
http://www.youtube.com/watch?v=FtYjUv2x65g
Very short video on why people choose to live in certain areas (rural,
urban): http://www.youtube.com/watch?v=s9dFy6xBOBM
The Story of Stuff 20 mins., follows production to distribution.
http://www.youtube.com/watch?v=s9dFy6xBOBM
Feeding Nine Billion: video on growing food prices and future projections
http://www.youtube.com/watch?v=raSHAqV8K9c
Articles See sources
How to contribute without spending money: http://lifehacker.com/how-can-i-
contribute-to-charities-without-donating-mone-1450001098
A 15-year-olds science project that could change things in a big way:
http://mashable.com/2013/09/10/hollow-flashlight/
Some ways that aid can go wrong: http://matadornetwork.com/change/7worst-international-aid-ideas/
Useful statistics
Wealth:
To count among the wealthiest half of the world, an

adult needs only $4200/USD once debts are subtracted.
To be in the top 10% each adult needs $82,000/USD
and to be in the top 1% each adult needs
$712,000/USD.
The other half of the global population together
possesses barely 1% of the global wealth.
The richest 1% holds 44% of global assets.
Countries with GDP over $100 billion.
Food:
One third of all food produced in the world goes to

waste.
906 million people in the world are hungry right now.
Food waste is responsible for 135 million tons of
greenhouse gases every year. Thats 400 pounds per
person!
HIV/AIDS:
More than 35 million people live with HIV/AIDS right

now. 3.3 million of them are under 15 years old.
In 2012, 1.6 million people died from AIDS 210 000
were under the age of 15.
Since the beginning of the HIV/AIDS epidemic, more
than 75 million people have contracted HIV and nearly
36 million have died from HIV-related causes.
Every day, nearly 6300 people contract HIV/AIDS
thats 262 every hour.
In 2012, an estimated 1.6 million people in Africa
became newly infected with HIV. 1.2 million people died
from related causes in the same year.
Population:
More people live inside this circle that outside of it:

This is the population of the world if it were split in 7
equal parts of 1 billion people. Each colour is another 1
billion.
Some places are more densely populated than others,
especially big cities.
#5) LABEL GAME

***Prep have cue cards already prepped and laminated with labels.
Also have tape ready to tape up the signs.
Labels:
Hungry
Obese
Doctor
Teacher
Farmer
Street Vendor
Underweight Child
Overweight Child
Police Officer
Billionaire
Drug Addict
Mine Owner
Child Soldier
President
Monk
Street Cleaner
Homeless Person
Fashion Model
Nerd
Athlete
Cheerleader
Kung Foo Master
Actor
Debrief Questions:
1) What was the benefit of this activity?
2) What did it show you by treating others the way they are
expected to be treated?
3) How did you feel when you were treated the way that you were?
4) What is dangerous about the idea of someone always being
stereotyped?
5) What can stereotypes lead to? Stereotyping is a discrimination

and a generalization of a person, and discrimination is an act
that is taken on that person.
6) Are there positive stereotypes?
7) So what can we do as individuals to make sure that stereotyping
isnt happening within our own lives? Both towards us, and us
towards others.
#6) THE ALCHEMIST

* Have Marina print off the labels and get them laminated. Spoons
Bowl/Bottle of Water Signs-Happiness, Love, Family, Friends Wisdom,
Courage, Art, Personal Legend, Faith, Peace, Honor, Work, etc
The alchemist is taken from a book called the Alchemist. What

you do is you take these different labels that consist of words
like Compassion, Love, etc. and prepare to tape them to the
walls. Without the group seeing or knowing this is taking place,
tape pieces of paper with positive words or pictures on walls (or
if outside, on trees) along the path they are expected to take.
Have a easily defined route for participants to know exactly
where to go from beginning to end without guidance along the
way.
Give each participant a spoon full of water.
1) To begin the activity, read (the caption below) or from the bottom
of pg.30 in the The Alchemist which say:
A certain shopkeeper sent his son to learn about the
secret of happiness from the wisest man in the world. The
lad wandered through the desert for forty days, and finally
came upon a beautiful castle, high atop a mountain. It was
there that the wise man lived.
Rather than finding a saintly man, though, our hero, on

entering the main room of the castle, saw a hive of
activity: tradesmen came and went, people were
conversing in the corners, a small orchestra was playing
soft music, and there was a table covered with platters of
the most delicious food in that part of the world.
The wise man conversed with everyone, and the boy had
to wait for two hours before it was his turn to be given the
mans attention. The wise man listened attentively to the
boys explanation of why he had come, but told him that
he didnt have time just then to explain the secret of
happiness. He suggested that the boy look around the
palace and return in two hours. Meanwhile, I want to ask
you to do something, said the wise man, handing the boy
a teaspoon that held two drops of oil. As you wander
around, carry this spoon with you without allowing the oil
to spill.
Inform them that at the end the route the wise man will be
waiting, however they must wait in silence for the wise man to
call on them to talk about the secret of happiness. Instruct each
participant to grab a spoon and fill it with water (from the bowl,
or bottle). Tell them that they must keep all the water in the
spoon, hold spoon by only the handle, and there is to be NO
TALKING during the activity. Remember to emphasize that it is
not a race!
As participants go through the course, most will not notice the
signs posted along the way because they were focusing on the
spoon and rarely looked up. Once they come to the end of the
path the wise man (one of the facilitators) will call them over one
by one. Make sure no one can over hear these conversations, as
the responses will give too much away.
A good technique is to ask them to whisper the answer in your
ear. Here the wise man checks to see if they still have water in
the spoon. If they do, congratulate them and then ask them
What did you see?. If they saw the sign have them take a seat
near to you and remain silent. If they didnt see the signs, (most
of them will say they saw the ground, the spoon, maybe the
grass...etc) read them:
Well, asked the wise man, (feel free to adapt it so its
applicable to the module) did you see the Persian
tapestries that are hanging in my dining hall? Did you see
the garden that it took the master gardener ten years to
create? Did you notice the beautiful parchments in my
library?
The boy was embarrassed, and confessed that he had
observed nothing. His only concern had been not to spill
the oil that the wise man had entrusted to him. Then go
back and observe the marvels of my world, said the wise
man. You cannot trust a man if you dont know his house.
Ask them to walk back to the beginning and do the path
over again, meeting you back here in the same spot.
Repeat this with everyone until each person can tell you
that they noticed the signs (they dont need to recite each
sign). When everyone is finished, have everyone stand up
and check their spoons, congratulate anyone with a full
spoon and for any empty spoons ask the participants
where their water is.
Then read:
Where are the drops of oil I entrusted to you? asked the
wise man. Looking down at the spoon he held, the boy saw
that the oil was gone.
Well, there is only one piece of advice I can give you,
said the wisest of wise men. The secret of happiness is to
see all the marvels of the world, and never to forget the
drops of oil on the spoon. (pg.32)
Debrief Questions:
1) What did you see?
2) How many of you got it on the first try? 2nd try?...etc
3) For those who didnt get it the first time, what was it like for you to
do it over and over again? Was it frustrating? Why?
4) Why do you think we did this activity? Whats the bigger meaning?
5) How do you think this relates to you? ...(your experience in Hubei,
your action plan, working as a team...) Its the difference of being
selfless vs. selfish. Be able to focus on your own needs and the needs
of others around you.
#7) LOCK BOX
We need a long rope, and blindfolds.

Have the students put on the blindfolds, and tell them to gather
in the center of the room. You put the rope around them so that
they are blocked off, and then tie the rope (so really there is no
way out).
Once they are all blindfolded have one facilitator read out:
Listen to my voice and to my voice only. Using your hands
and your hands only, use the rope as a guide to find your way
out of the box. You cannot go under or over the rope, you
cannot go over or under any of the desks, and you cannot
untie any of the knots. Trust me when I say there is a way
out. Just raise your hand if you need help.
The Kids will first continue to walk around the outside of the box
using the rope to try and find a way out. What the kids do not
know is there is no way out of the box. The only way out is to
Raise your hand. During the activity kids will begin to get
frustrated and continue to ask questions how to get out. If any
kids just raise their hand, then the facilitator is to walk over and
gently guide them over or under the rope. They can take their
blind fold off and remain silent outside of the box.
During the activity you can continue to update the kids about
how many people have found the way out just to encourage
them to continue looking. You can repeat the instructions over
as many as times as you want. You may want to get some of the
kids who are blind folded to repeat the instructions as well.
Also to mess with the kids invite those who have already
escaped to read out the instructions for the other participants,
its funny and will drive them nuts!
Debrief:
Lockbox connects really well to the idea of leadership.
What aspects of this activity contribute to making a successful
leader?
It talks about leading and following and knowing when to ask for
help.
#8) LEADERSHIP WHEEL
Facilitator: So what does the word leadership mean to you guys.

write on board
Well actually a leader can be multiple things, and there are multiple
types of leaders.
Type
Warrior
(North)
Nurturer
(South)
Visionary
(East)
When things are going

well (you are
comfortable)
When you are under

stress (uncomfortable)
You like to get things done.

You are known as someone
who has courage. You like
new ideas and enjoy
challenges, and you will
easily take risks. You like to
be in charge making plans
and having others carry
them out. You can convince
people easily, and motivate
others with your energy.
You want things done your

way and you want them
done now. You have a
problem sharing duties,
because you dont think
anyone can do it as well as
you. You get annoyed when
the task is not getting done.
You will fight for your way,
often getting into a winlose battle. You find it hard
to see another perspective.
Other people may see you
as too strong.
You are too worried about
what everyone thinks. You
can be too trusting, give in
too quickly, and take on too
much in order to be seen as
a good person. You will take
the blame for something
even if you were not
responsible, especially if
this means there will be no
conflict. You are a rescuer
saving people even when
they dont want to be
saved.
You think that your big ideas
will carry you through, and
that you dont need to worry
about the small stuff. The
problem is that things often
get forgotten. You are not
good with details and often
dont follow through. You
may seem disorganized and
overly emotional. You
change your opinion
frequently. Others may see
you as unreliable.
You are good at being a

team player and getting
along with others. You are at
your best when supporting
other people. You are known
as a warm and friendly
person. You are loyal to your
friends and work. You are
trusting of others, and are
worried about fairness, how
people feel, and how things
are done.
You are creative. You think
of new ideas often and seek
ways of approaching a
problem and you like
looking at the big picture.
You are driven by your big
ideas you know what you
want and you go after it.
You dont mind changing
plans. Your social skills are
excellent, and you freely
share your feelings with
others.
Critical Thinker
(West)
You like to analyze using

facts and logic. You are very
careful with your work and
you like a plan. For you to
accept a new plan or idea, it
must have a practical
payoff. When you deal with
other people it is with a
purpose. You like to look at
all angles of a problem
before taking action, and
you will always have a
backup plan. You are always
seen as a very strong and
solid person.
You can be too critical of

others and their work. You
analyze problems too much,
and so may find it difficult
to make a decision. You
often provide too much data
and once you present your
idea, you may be unwilling
to change it. You often stick
to a traditional view rather
than accepting a new way,
even if the new way may
work better. You dont
express your feelings well,
and so some people may
find you cold.
Leadership Wheel Debrief Questions:

Objective: What happened here? What did you think about this
activity? Why did we do it?
Reflective: How did you feel about this activity
Interpretive: What is the value? What does this activity have to
do with your action plan?
Decisional: What are the takeaways
Debrief Questions:
1) What are 3 things that others leaders should know about you
2) What are some of the things of other leadership styles that you
would like to take as a leader
3) What are 3 insights that you had now that you didnt have before.
Who is one influential person that characterizes your leadership style,
famous or not, fiction or nonfiction, dead or alive?
#9) POWER SHUFFLE

Objective:
The following is an exercise to reveal deeply hidden class differences
within a group. Frontloading this activity is vital as it can be a very
sensitive module, and bring up intense emotions for the participants.
Have everyone line up in a row across the center of the space, with a
couple meters in front and behind them (you need to have the physical
space). Have people stand about a foot apart from each other. The
facilitator stands at the front of the row (in the center of the room),
facing the group of individuals. The facilitator remains in the same
position throughout the game as people stratify themselves across the
space. Remember to create the questions to fit the group/workshop
needs and personal dynamics, be conscious of how you word it.
FRONT LOADING:
Reaffirm the agreed upon factors of safe space and create comfort:
Inform them: This is an exercise to help you uncover information about
yourself, not about others.
We are going to be dealing with some sensitive issues for some people.
You do not have to identify yourself as a member of a group that is
called out if you dont wish to, but you should notice any and feelings
that come up about NOT identifying yourself. Encourage them to take
risks in this exercise, as its the best way for all of us to learn and grow.
-Ask that everyone:
1.
Unconditionally respect yourself and others.
2.
Honor confidentiality. Anything shared here stays within this group.
3.
Speak for yourself only.
4.
If you choose to discuss this experience with others at a later time,

omit anyidentifying characteristic when discussing other participants.
5.
Follow instructions in complete silence. (It is okay to express your

emotions, but not in conversation or "at" another.)
6.
Take responsibility for you own learning - ask for what you need.
7.
Notice who is with you and becoming separated, note feelings and
thoughts.
Activity:
1. If you identify as white, please take a step forward. You identify
as a person of color or a recent immigrant, please take a step
backward. If you are female, take a step backward.
2. If you are under 25 years old or over 60, take a step backward. If
neither of your parents or the people who raised you received a
college degree please take one step backward.
3. If, one or both of your parents received a graduate degree
please take one step forward. (take an extra step forward for
each extra degree)If neither of these are true for you, remain
where you are.
4. While you were growing up, if your family received Social
Welfare, Work Safety /Injury Compensation, food stamps,
disability, general assistance, or unemployment benefits more
than once please take one step backward.
5. *If you have ever discarded unfinished food, let food spoil, or
have declined the offering of food, please step forward.
6. If you ever received an opportunity because of family
connection, please take one step forward.If you were raised by a
single parent/guardian or currently are a single parent take one
step backward.
7. You or your parents have hired people to work in your home that
are not construction or repair workers please take one step
forward. If neither of these are true for you, remain where you
are.
8. If you have lived in a mobile home, on a family-owned farm, on a
subsistence farm, in government- subsidized housing, or First
Nations reservation please take one step backward.

9. If you have lived in a gated community, an apartment building
with a doorman or front-desk security please step forward.
10.
If your family own a second home or cottage please take
one step forward.
11.
If you or the people who raised you work for an hourly
wage doing manual labor, maintenance, or clerical work to earn
a living please take one step backward.
12.
If during summer vacations, you worked at a wage-earning
job please take one step backward. During summer vacations,
if you went to a non-church camp paid for by your family or
traveled please take one step forward.
13.
If you or your family has own(ed) more than one new car
(less than two years old) at one point in time please take one
step forward. (take an extra step forward for each car over two)
14.
If you or anyone in your immediate family has never had to
live with an untreated chronic ill, disabled or has dead due to
lack of medical care because they had no access to medical
facilities please take one step forward.
15.
If you have access to immediate emergency services being
police, fire, and ambulance - please take one step forward.
16.
If you or adult member of your immediate family have
visibly missing or decayed teeth please take one step
backward.
17.
153
18.
You or members of your immediate family have had a
cosmetic procedure - please take one step forward.
19.
Take a step backward if you or your parents/ grandparents
have ever been: Holocaust/ genocide survivors; non-Englishspeaking immigrants; homeless; or incarcerated.
Facilitator has kept track of what steps she would take in which
direction, and joins the group where she belongs, then says
Please notice who is with you/ notice who is not. Notice who has full
view of the gaps between us, and who has her back to the gap. Notice
how you feel about this. (pause)
Now, please come back together again.
Potential Debrief Question:
*Remind participants to use I statements
First (Small group discussion):
Gives a chance to personally reflect on exercise and express
their feelings and thoughts without judgment or interpretation by

others.
Second (Larger group discussion):
1. What did you notice?
2. What was challenging about this activity?
3. What surprised or confused you?Would you consider
yourself to be someone who is privilege, average, or not
very privileged?
4. How did it make you feel?
#10) FOOD MODULE

In this water module you divide the students into different groups.
Each group represents a different country.
In each group have some students blindfolded who will be the
Builders and some students who are not blindfolded who will
be the Director.
The Builders be trying to construct a tower that they cannot
see and must rely on the Director, who can see, who will tell
the Builder where to put the blocks.
Ultimately they will be trying to construct a structure that only
the Director can see.
You will be playing music, and every time the music stops you
are going to be giving cards/reading out challenges to the
communities/countries and they will have to react
appropriately to whatever the scenario.
COMMUNITY CHEST CARDS
Kenya cards:
OPPORTUNITY
A school from Canada has agreed to fundraise for a community
garden in your community! This provides the funding for you to
continue growing on pace!
OPPORTUNITY
A vegetable washing station was built at a local school in your
community! As a result, diseases and sickness have decreased this
year. The health of your community improves and they continue
building at a quicker pace!
(you may take off blindfold for 5 seconds)
OPPORTUNITY
Agriculture and food security have proved successful in your
community! As a result, your community was able to save from the
money usually needed to treat sickness. Increased funding for
construction help your garden projects! (additional lego pieces)
CHALLANGE
The Crops youve planted did not grow due to drought! You must start
over again. (take apart your pieces and start over again)
CHALLANGE
Your garden project has run out of money! You have not planted
enough, but it is too expensive to plant any more. You must take wait
for more funding to come before you continue (you must stop building
for 1 minute)
CHALLANGE
The tools you have been using to garden have broken. (facilitator will
take away 5 pieces of lego)
CHINA cards
OPPORTUNITY
A school from Canada has agreed to fundraise for a garden project in
your community! This provides the funding for you to continue growing
on pace!
OPPORTUNITY
The Chinese government has agreed to provide electricity to your

community. Gardening can now continue past sunset and more plants
will be able to be planted before the frost! (you may remove blindfold
for 5 seconds)
OPPORTUNITY
A sponsor from North America has offered to match every dollar that is
fundraised through Free The Children! You receive more materials for
your project! (facilitator will give you more lego pieces)
CHALLENGE:
Your vegetables have been damaged in a floor and must be replanted!
(Take apart your pieces and start again)
CHALLENGE:
Your water source from the mountains has been contaminated by
animal feces. You must build an additional water filter to get water to
the plants. (ask facilitator for water filter lego model)
CHALLENGE
You no longer have funding for your garden project! (wait for one
minute)
INDIA cards
CHALLENG
E
Seeds for your garden have become scarce and are not available in a
nearby community. You must wait for new seeds (stop building for 1
minute)
CHALLENGE
Due to drought, your garden has run dry. You must start another
garden. (take off all the pieces and start over again)
CHALLENGE
Your community has not taken ownership over maintaining your
garden. As a result, crops that you planted dried up. (facilitator will
take away 5 pieces)
OPPORTUNITY
A school from Canada has agreed to fundraise for a food security
project in your community! This provides the funding for you to
continue growing on pace!
OPPORTUNITY
Since Free The Children has provided education for your
community, your farmers have acquired new skills! (build for 5
seconds without blindfold)
OPPORTUNITY
A sponsor from North America has offered to match every dollar
that is fundraised through Free The Children! You receive more
materials for your project! (facilitator will give you more lego
pieces)
Debrief Questions:
1. How well does this activity represent reality?
2. Who do the blindfolded people represent? The staff from
Canada or the people in our FTC communities?
3. Who represents the builders and who are the directors?
End Goal: Help the students to understand that the blindfolded people
are actually us, because we need them to help us build these things.
We need their materials in case we run out, if something breaks down

they know how to fix it, they know where the water sources are, they
know where to build the school because they know where they can
allocate the most students.
#11) TOUCHED
This affirmation circle works best with groups who have had a
substantial amount of time to get to know each other, or have gone
through intense/intimate experiences together. This deeply impactful
activity can help reinforce, unify, or reconnect group cohesiveness and
become highly EMOTIONAL. Be prepared to respond effectively, hold
the safe space, and react to group needs. For example some may need
to take a break others play a highly physically active fun game, others
a really chill, relaxed, place to reflect internally.
You will need to NORMALIZE the experience at the end of the module.
Acitivty:
Collect a handful of group members to stand in the middle of a circle
made up of all other group members. The people in the circle will be
sitting with their backs inward, so they are facing away from the
people in the centre. The facilitator will ask a series of well thought out
questions applicable to their group dynamics. The people in the middle
will go around and touch the backs of the group member who best
reflects the question asked. Every couple questions have the people
put their hand in the air right after being touched. Instruct everyone in
the middle they can only touch the back of one person, and they
cannot touch the back of anyone who has their hand up..
Questions: TOUCH THE BACK OF....

1. Someone you think
has courage
4. Who surprises you

the most
2. If you were stranded

on an island who would
you want to be there
with you
5. Someone who has

brought a positive
energy to the group
3. Whose stand up
comedy act would you
go to see
6. Someone who would

save you from a
burning building
7. Choose one person

you dont talk all the
time but its not
because you dont care
(When touched please
put your hand up, you
cannot select anyone
whos hand up)
Anyone with their
hand please exchange

spots with the people in
the centre.
8. Someone who you
are thankful to have in
this class with you
needs a hug
10. Someone that you
think will change the
world
feel has great inner
strength
12. Someone whose
smile you think lights
up a room
13. Someone who has
shown you genuine
kindness
wish both of you would
talk more often
whos hand up)
170
Anyone with their
the centre.
15. Someone you
would trust as your
partner in crime
16. Someone who you
think is going to
change the world.
17. Someone who has a

different view point
than yours, but who
you respect anyway
18. Someone who has
knowledge and wisdom
beyond their years
19. Someone you will
pray for
is admirable.
whos hand up)
Anyone with their
the centre.
21. Somebody that you
would like to keep in
touch with after high
school
22. Someone that (in
their way) has made a
difference in your life
think is really awesome
but probably wouldnt
say it to their face
24. Somebody who
brings up your mood
and you feel energized
around.
25. Someone who you
think wouldnt expect it
from you.
26. Somebody who has
inspired you at
sometime.
(Please put up your

hand if you have not
been in the centre yet).
You may need to do
this more than once
depending on group
numbers.
Make sure there is
the same number of
people
touched as who is
standing and then have
them switch spots
27. Someone who you
has taught you
something about life.
28. Somebody who
would is going to
change the world.
29. Somebody who you
think should be
acknowledge because
not enough people
acknowledge them on a
regular basis
30. Someone you
would want in the seat
beside you as the plane
was going down.
(Switch again if
needed.)
should believe in
themselves more
32. Someone you want
to see succeed more
than you
#12) PASSION + ISSUE = CHANGE

Give student approx 1-2 minutes to brainstorm as many ideas/points
for each of the questions in their groups:
Write down all the things you enjoy doing (activities, hobbies)
Write down all the issues your groups is passionate about (not
any issues you can think of, only ones that you are interested in)
Write down all the ways that you can connect what you enjoy
doing with the issues you are passionate about.
Have them choose their top 2 ideas
Coordinate a time with everyone in your group to meet up again

to plan out this (these) events.
Choose one person to share their top 2 ideas with the rest of the
class
PASSION +ISSUE = CHANGE
#13) S.M.A.R.T. GOALS

Objective:
This module takes a S.M.A.R.T approach by breaking down action the
overall goal of action planning into the specific details, and the small
actions that construct it. It creates a Specific, Measurable, Achievable,
Relevant, and Time Oriented plan of action for social change.
4 skills and/or messages to get across:
1) S.M.A.R.T
2) 3 Pillars to Social Change: Awareness, Fundraising, and
Political change.
3) Ability to take large goals or obstacles and break them
down into smaller more accomplishable tasks.
4) Provide an alternative approach to action planning, to
help find the support that works best with an individuals
personal style.
S.M.A.R.T Model:
Specific: Plan your action down to the specific details.Measurable:
What do you consider to be a success, and how will it be measured?
Achievable: Is it reasonably realistic and doable within the give
parameters? Relevant: Is it clearly linked and connected to issue being
addressed?Timeline: When do things need to be accomplished by? In
what order should things be completed?

Activity:
Highlight the three main pillars for social change which an Action Plan
can focus on, 1) Awareness-raising, 2) FUNd-raising, and 3) Political
change. A plan of actions can be designed to focus on one, two, or all
three of the pillars. Deciding which pillar(s) you are focusing on, helps
to define the approach and steps that you will take. Once the
participants have chosen the pillar of social change they are working
with, first have them decide on a major goal, or define the larger
picture of their plan of action. Second, have them break this large goal
down into all the specific, concrete details that need to be considered.
Be sure that these details are tangible, clear, and concise. Finally, have
the group specify the small actions that are going to be taken, by
whom, and when? Have them create a chart, writing down which
pillar(s) they are focusing on, as well as the major goals, specific
details, and concrete actions they can refer back too whenever
needed.
#14) ROOTS CAUSE ANALYSIS

Get students to divide into groups of 4-7 and show a power point (an
example is available).
Get students to write down (in chart) different issues they are
passionate about and what they want to change about that
issue.
Have each group decide on their top 2 issues. Have the group
share with class how they are personally connected to the issue.
Discuss things like who are the main players, whos benefiting
and how, what are they getting out of it, who is affected and
how, and what are some of its roles or functions in society?
Root Cause issues tree: {attached}
Look at Ourselves: Where do I fit in? How do I contribute to it?

What do we gain / loose through participating in it directly or
indirectly? What impact can I have on it?
Quick Brainstorming
-60 seconds to list all things they love
to do..ie/basketball, -60 seconds to list all the ways they can
connect what they love to do with the issue they are passionate
about.
Students choose top 2 ideas to take action. One representative

from each group presents their top 2 ideas. Write each groups
top 2 ideas on the board.
Dot-mocracy: Everyone comes up to board to distribute their dots

on ideas they like best.
Logos and slogans. Students separate back into groups, and

brainstorm logos and slogans for top ideas voted in dot-mocracy.
Set up next meeting.
Leaves/branches: Visible problems. What happens because your issue

exists? What visible consequences does it have on people?
Trunk: Supporting problems. Sometimes a systematic problem
Roots: Deepest unseen causes. Sources that perpetuate and feed the
problem.
ISSUE
Specific Problem, What you

want to change?
QUADRANTS
#15)
Have kids go through their Action Plan and map out how they are going
to accomplish it. Quadrants
Roles and Responsibilities
Challenge and Solutions
Allies and Resources

Timeline
#16) RAPID FIRE GOAL SETTING

Objectives:
Big changes are created through a series of small actions done separately.
Have the group break down their larger or long-term goals into smaller
elements until they arrive at the primary action that they can take almost
immediately. This form of action planning/ goals setting activity is stellar
with groups doing individual action plans. Particularly groups with super
short attention spans, strong levels of apathy, or trouble focusing.
Activity:
High Energy:
Depending on the group and the facilitator, this activity can be incredibly
energetic, creating lots of excitement, movement, and volume. This style is
not for the weak! It involves a lot jumping, moving, yelling, and intensity.
Tons of LEV3L energy from the facilitator and hyper music in the
background all help to create a level of urgency and adrenaline. You pretty
much yell at the kids throughout.
Chilling Vibes:
This is the mellow and relaxed but still active form of goal setting/ action
planning which you can totally play up and play into. Create the
atmosphere by dimming lights if possible, playing relaxed or meditative
music, talking softer, slower, and less often.
Start off with a quick discussion about goal setting. Why things like
resolutions and goals fail, and how planning and dedication can prevent
failure. For the high energy group, create energy, intensity, and a sense of
urgency that get the kids to jump up and down as they visualize each of
their dreams or goals. For the low energy participants, have them practice
breathing and different stretches.
Create questions that are suitable for your specific group depending what
you want them to get out of this activity. Give them one minute to start, in
order to allow them to adjust to the atmosphere you have created. Ask
them a question and then given them a set time to answer. Once they have
answered the question, recreate the atmosphere once again for a brief
period before posing the next question. Continuously change back and
forth between the two environments until all questions have been
answered.
Potential Questions:
You get one minute to write down all the things you want to start doing
differently when you get home GO! Then give them one minute or until
the majority has stopped writing.
You get one minute to write down all the things you want to accomplish
[at school, or in the next year] GO! Give them the time.
You get one minute to write down all the things you want to accomplish in
your lifetime GO!
You get thirty seconds to highlight the 3 most important things in
question #1.
You get thirty seconds to highlight the most important in question #2
you get thirty seconds to highlight the number one 1 most important
thing in question #3 GO!
You have thirty seconds to write down the first 2 steps that you WILL
take for the highlighted actions in question #4 GO!
You have ten seconds to write down the first step you WILL take for the
highlighted action in question #5. GO!
You have ten seconds to write down the first step you WILL take for the
highlighted action in question #6. GO!
Get them to again write out the 5 most important things from # 4,5,6. As
well as the first steps that they are going to take, on a fresh sheet of paper,
then have them sign it and refer back to it as needed throughout the
workshop/activity.
Potential Debrief Options:
If the group is having difficulty setting goals:
You have to want to do it, that what will keep you motivated until the end.
Writing it down makes it more final, clear, and concrete.
Step by step plan: small, attainable steps.
Tell others about it: notes, calls, post your goals somewhere they can be
seen.
Become the example: do the first steps in front of others.
Share goals with group: create accountability.
#16) ISSUES PICTIONARY

Objectives:
To energize the group and provide an opportunity for creative,
active expression, while leading students into Issues Web and
Action Planning.
Info:
Length - 10- 25 min.
Age - Any age group
Space - Indoor/ Outdoor (Must have flat, firm spaces for

chart paper)
Activity Level -Moderate to High activity level
Group Size- 6-40 students
Suggested Use As an active transition into Issues
Web/Action Planning
Equipment:
Marker and Chart Paper
List of Issues prepared
Instructions:
Break the group into teams of approx. 4 - 6, and spread them
out around the room
Each team needs a large piece of chart paper and a marker
Group members take turns running to the facilitator to get the
issue they are supposed to draw while the other group
members try to guess what they are drawing.
The person drawing the issues is not allowed to speak
Once the first group member draws the issue and it is
guessed, another member runs to the facilitator to get the next
issue, and returns to draw it for the team
This continues while teams race to be the first to finish
drawing and guessing all the issues Its important to build
suspense and energy during the race groups never know
how the other teams are doing or if they are the ones only one
clue away from winning. This keeps energy high and ensures
no team gets discouraged because they are behind.
Rules:
The person drawing is not allowed to speak

Group members must give the facilitator the last issue that
they guessed before receiving the next issue (this is because
all groups will be at different stages)
Example Issues; Hunger, Applicability, Accessibility,
Availability, Starvation, Food Security, Food Insecurity, Food
Locker, Community Garden, Food Waste, Equal Distribution,
You would be surprised at teams creativity and ability to draw even the
toughest issues!
Some things to look out for:
It can be helpful to start with simple objects (Tree, Elephant, House), and
then once they are into the race begin introducing Issues. Once Issues
begin however, try not to go back to objects, because knowing the drawing
is an Issue, helps with the thinking/guessing process
Tailor difficulty to age/ability level
Its good to have at least 3 objects and 8 issues prepared
Make sure teams are small enough that everyone gets a
chance to draw
If a team is really stuck, the drawer can ask the facilitator to
enlist a partner and they work together to draw for the group.
Debrief:
The intention is to move into Issues Web

Once the majority of group/teams have finished, congratulate
students and have them create a semi-circle facing the white
board or some blank chart paper
Ask students to start by writing down some of the issues that
they just drew/guessed in Speed Pictionary
Move into Issues Web by getting students to add other
issues that were not a part of the Pictionary
#17)
LocalFoodChallenge
Eatinghealthyvs.Eatingenough:Whatisrealistic?
Type:Issuesmodule
Group:Age:Any(questionscanbeadjustedasneeded)
Size:Recommendedminimumof4
Advancementlevel:Goodintroprogram,themodulecouldbemademoreadvanceddependingon
thedifferentlevels/optionsyoubringintoit.
Placement:Anytimeyouwouldtypicallydoanissuesmodule.Itcouldbedonerightbeforeaction
planningifthestudentswantedtofocusonlocalissues.Itcouldalsobedoneonatripafteradayinthe
markettoexamwhatfoodproblemslooklikebackhome.
Levelofactivity/tone:
Energy:relativelylow
Location:
Size:Roomlargeenoughforgroupstoworkin4s.Thereneedstobeasurfaceparticipantscan
writeon,andnonoisedistractions
Time:
Averagetime:301hour
Objectives:Participantswillhaveabetterunderstandingofthecostsbehindbuyingfoodandthe
implicationsitcanhaveonanindividualandfamily.Itlooksatthebarrierstogettinghealthyfoodoptions
forlowerincomefamilies,andhavingtochoosebetweeneatingenoughoreatinghealthy.
Backgroundinforequired:Lookingatthefoodpyramidandunderstandingthedifferentfoodgroups.
Knowledgeoffoodstatisticsishelpfulaswell(someareprovidedinthismodule)
Materials/preprequired:Drawingthefoodpyramidonalargesheetofpaper.Havingenoughchartpaper
andmarkersforeachfamilyprintedsheetsofthefooditemsandprices.Ifyouaredoingthefoodbank
option,havethoseitemswrittendownonachartpaperforthegroupaswell.
Procedure:
1. Introduce the module by telling the students that the average family of 4 spends
$400 a month on food. Therefore $100 a week on groceries. We are going to get
into group of 4 representing a typical family of 4 and will see how far $100
dollars will feed you.
2.
Getthemintogroupsof4representingatypicalfamily.Givethemchartpaper,markers,anda
printedlistofthefooditemsandprices.
3.
Theyarethengiventotasktoshopfortheirfamilyof4for1weekwith$100attheirdisposal.
Theyhavetocreate7daysworthofmealsincludingbreakfast,lunch,anddinneratthe
minimum.Theyhavetotrytokeepitwithinthehealthyfoodpyramid.
4.
Onceeveryoneisdonethattask.Giveoutanothersheetofchartpaper,andtellthemthatthey
nowonlyhave$65toplanaweeksworthofmealsfortheirfamilyof4becausethisrepresents
theaverageamountatypicalalowerincomefamilyhastospend.Theycanusetheirfirstlistasa
referenceandswitchouttheitemstomeettheirbudgets.
5.
Geteachfamilytosharetheirfirstmealplanwiththe$100budget,andgetthemtosharetheir
nextmealplanwitha$65budget,gettingthemtohighlightthemaindifferencesandsubstitutions.
6.
Debrief
Debrief:
- What did we just do?
- Can each family give an idea of a typical daily meal based on the $100
budget, what changed with the $65 diet?
- How did it feel to create $65 worth of meals for the week compared to the
$100?
- What were the major differences in food choices between the two budgets?
- Why did you decide to do that? (Unhealthy options are cheaper and more
filling)
- What impact could an unhealthy diet have on an individual? (stigma,
concentration levels (affecting school and grades, job opportunities)On a
family?
What are the underlying barriers people face in accessing healthy food?
(*cost, location, culture, time)
How do we make it more accessible? (More subsidies, more food available
(healthy options) at food banks, healthy cooking classes, community gardens,
buy fresh produce seasonally)
** Note: some of the food will be hard to figure out which food category itll
go in (i.e. ketchup), can ask what they means for the food we eat if we dont
know which one they go into.
Variations:
1.
Ifyouareshortfortime,dividethegroupinto2(butstillcreatingfamilyunitsof4),butgetone
sidetocreateamealwith$100,andtheothergroupwith$65.Shareandcompare
2.
Youcanwriteoutthelistofwhatatypicalpersonwouldgetinaweeksworthoffoodatafood
bank.Geteachpersontocreateaweeksworthofmealsfor1personbasedonthatlist:
3.
This is the list of a typical basket a person would receive at the food bank:
2 litres of milk
3 granola bars
1 can of chickpeas
3 eggs
1 small jar of peanut butter
2 cans of green beans
2 cans of soup
3 servings of rice
1 loaf of bread
1 potato
2 boxes of kraft dinner
Apotentialactionplan/activitytheycoulddoistoassessthefooditemstheyhaveintheirown
cafeteriaandgetthemtoseehowhealthyitis,andhowitfitsintothefoodpyramid
4.
Youcanthrowinrandomchallengestothegroup(i.e.therehasbeenanaturaldisasterinX
countryandthepriceofXhasgoneupbyXamount)
Resources
http://www.competeprosper.ca/uploads/ICAP_The_poor_still_pay_more.pdf
The Hunger Count:
http://www.foodbankscanada.ca/FoodBanks/MediaLibrary/HungerCount/Hun
gerCount2013.pdf
Food Pyramid:
http://lifehacker.com/5660495/understanding-the-food-group-pyramid-andhow-to-use-it-for-better-eating
Item
Homogenized milk
Skim milk
Butter
Processed cheese
slices
Evaporated milk
Pork chops
Sirloin steak
Prime rib roast
Ground Beef
Chicken
Bacon
Wieners
Canned Salmon
Eggs
Bread
Soda crackers
Macaroni
Flour
Corn flakes
Apples
Bananas
Grapefruit
Oranges
Amount
1 Litre
1 Litre
454 g (1 block)
250 g (8 slices)
Price $
2.43
2.29
4.34
2.76
385 ml
1 kg
1 kg
1 kg
1 kg
1 kg
500g
450 g
213 g
1 dozen
1.91
11.10
18.28
23.61
9.77
7.01
5.48
3.60
4.50
3.28
1 loaf
450 g
500 g
2.5 kg
675 g
1 kg (9 apples)
1 kg (10
bananas)
1 kg (7
grapefruit)
1 kg (7 oranges)
3.00
2.58
1.35
5.21
4.81
3.74
1.64
2.51
3
Canned apple juice

Canned orange juice
Carrots
Celery
Mushrooms
Onions
Potatoes
1.36 Litres
1 Litre
1 kg (9 carrots)
1 kg (1 stalk of
celery)
1 kg (60 button
mushrooms)
1 kg (7 onions)
4.5 kg (20 med
potatoes)
1 kg
1 can
1 large can
1.36 Litre
1 Litre
2 kg
200 g
72 bags
1 Litre
1 can
1 jar
2 Litre bottle
5 bars
8 packages
12 dogs
1 bag
1 bag
1.2 pint
1 head
6 cakes
10 slices
1 package
12 patties
38 nuggets
8 fillets
1 can
1 bottle
1 bottle
1 bottle
1 bottle
1 can
Frozen French fries

Canned baked beans
Canned tomatoes
Canned tomato juice
Ketchup
Sugar
Coffee
Tea
Cooking oil
Canned soup
Peanut butter
Soft drink
Granola bars
Oatmeal
Hot dogs
PC Chocolate chips
Oreos
Raspberries
Broccoli
Joe Louis
Sliced ham
Bacon
Frozen burgers
Chicken nuggets
Frozen fish fillet
Canned pasta sauce
Ketchup
Mustard
Mayonnaise
Salad dressing
Canned
carrots/peas/asparagu
s
Oil
1.47 litre bottle
2.01
3.79
1.61
2.54
7.92
1.71
5.38
2.40
1.16
1.50
2.41
3.39
3.00
6.00
4.44
4.12
1.00
3.44
1.93
3.99
4.30
4.00
2.00
4.50
4.00
1.80
3.50
3.80
5.77
7.50
7.99
9.50
1.30
3.97
2.32
3.00
3.00
.90
5.60
Spaghetti noodles
Lasagna noodle
Frozen peas
Frozen peas
Frozen french fries
Gold fish
Premium plus
crackers
Canned tuna
Instant noodles
Canned soup
Cheerios
Granola bars
Popcorn
Yogourt
Sliced cheese
Chips
Frozen pizza
Eggos
Concentrated juice
Minute maid orange
juice concentrated
1 package (900g)
1 package
Medium bag
Large bag
1 kg
1 bag
Small box
2.00
2.30
3.00
4.00
2.00
3.00
3.00
1 can
1 package
1 can
1 box
6
3 bags
8
24 slices
1 bag
Medium (6 slices)
8
1 can
1 can
2.00
.80
1.10
4.25
3.00
3.00
5.20
5.00
3.00
5.00
3.00
.70
1.80
Canned food items:

- Can often have huge amounts of sodium, therefore go for lowsodium options
Many canned foods contain high amounts of sodium to mask any change in taste that comes
with age and the heating process. For example, a can of chicken noodle soup may contain nearly
1,800 milligrams of sodium. According to the Centers for Disease Control and Prevention (CDC),
that's more salt than the majority of American adults should consume in a single day
http://recipes.howstuffworks.com/menus/everything-you-ever-wantedto-know-about-canned-food.htm
Helpful stats:
- 1 out of every 3 Canadians aged 5-17 are considered obese or
overweight
- 1 out of every 3 kids born past the year 2000 will develop
type 2 diabetes in their lifetime, 80% of them will die from
heart disease or stroke
- 1 out of every 5 people in the world are overweight
- Low income cut-offs (LICO) are families that have to spend
20% more of their income on the basic needs like food,
shelter, and clothing
- In 2012, 40% of people going to food banks have skipped
meals for a whole day because they cant afford it
Grocery Items and Price List

Item
Homogenized milk
Skim milk
Butter
Processed cheese
slices
Evaporated milk
Amount
1 Litre
1 Litre
454 g (1 block)
250 g (8 slices)
Price $
2.43
2.29
4.34
2.76
385 ml
1.91
Pork chops
Sirloin steak
Prime rib roast
Ground Beef
Chicken
Bacon
Wieners
Canned Salmon
Eggs
1 kg
1 kg
1 kg
1 kg
1 kg
500g
450 g
213 g
1 dozen
Bread
Soda crackers
Macaroni
Flour
Corn flakes
Apples
Bananas
Grapefruit
Oranges
Canned apple juice
Canned orange juice
Carrots
Celery
Mushrooms
Onions
Potatoes
Frozen French fries
Canned baked beans
Canned tomatoes
Canned tomato juice
Ketchup
Sugar
Coffee
Tea
Cooking oil
Canned soup
Peanut butter
Soft drink
Granola bars
11.10
18.28
23.61
9.77
7.01
5.48
3.60
4.50
3.28
1 loaf
450 g
500 g
2.5 kg
675 g
1 kg (9 apples)
1 kg (10
bananas)
1 kg (7
grapefruit)
1 kg (7 oranges)
1.36 Litres
1 Litre
1 kg (9 carrots)
1 kg (1 stalk of
celery)
1 kg (60 button
mushrooms)
1 kg (7 onions)
4.5 kg (20 med
potatoes)
1 kg
1 can
1 large can
1.36 Litre
1 Litre
2 kg
200 g
72 bags
1 Litre
1 can
1 jar
2 Litre bottle
5 bars
3.00
2.58
1.35
5.21
4.81
3.74
1.64
2.51
3
2.01
3.79
1.61
2.54
7.92
1.71
5.38
2.40
1.16
1.50
2.41
3.39
3.00
6.00
4.44
4.12
1.00
3.44
1.93
3.99
Oatmeal
Hot dogs
PC Chocolate chips
Oreos
Raspberries
Broccoli
Joe Louis
Sliced ham
Bacon
Frozen burgers
Chicken nuggets
Frozen fish fillet
Canned pasta sauce
Ketchup
Mustard
Mayonnaise
Salad dressing
Canned
carrots/peas/asparagu
s
Oil
Spaghetti noodles
Lasagna noodle
Frozen peas
Frozen peas
Frozen french fries
Gold fish
Premium plus
crackers
Canned tuna
Instant noodles
Canned soup
Cheerios
Granola bars
Popcorn
Yogourt
Sliced cheese
Chips
Frozen pizza
Eggos
Concentrated juice
Minute maid orange
juice concentrated
8 packages
12 dogs
1 bag
1 bag
1.2 pint
1 head
6 cakes
10 slices
1 package
12 patties
38 nuggets
8 fillets
1 can
1 bottle
1 bottle
1 bottle
1 bottle
1 can
4.30
4.00
2.00
4.50
4.00
1.80
3.50
3.80
5.77
7.50
7.99
9.50
1.30
3.97
2.32
3.00
3.00
.90
1.47 litre bottle

1 package (900g)
1 package
Medium bag
Large bag
1 kg
1 bag
Small box
5.60
2.00
2.30
3.00
4.00
2.00
3.00
3.00
1 can
1 package
1 can
1 box
6
3 bags
8
24 slices
1 bag
Medium (6 slices)
8
1 can
1 can
2.00
.80
1.10
4.25
3.00
3.00
5.20
5.00
3.00
5.00
3.00
.70
1.80
#18) State of the World

Examining issues within our current population
Type: Issues (education, wealth, healthcare, hunger), can lead into
action planning
Group:
-Age-14-18
-Size-Group of 100+
-Advancement level-medium
-Timing-Approximately 1-1.5 hours
Level of activity/tone:
-Moderate energy
-Standing, sitting, walking, discussions
Location:
-See attached map
-Size-10m x 10 m = 100m2
-Preferably indoor but adaptations can be made for outdoor
-loud noise level
Time:
-Approximately 1-1.5 hours
Objectives:
This is a module that demonstrates the harsh realities of the
world through the examination of population. Students are asked to
reflect on the statistics given and come up with solid actions to
eradicate the disparity.
Background info required:
-There is no background knowledge necessary to run this module
or participate in it.
Materials/prep required:
-100 population cards
-continent cards/posters
-100 chairs
-each participant brings a pen and paper
-projector if possible
-markers
-chart paper
-a few extra facilitators (2 or 3)
Procedure:
We will be examining large statistics and often large statistics can be too
large to understand. They are just a number. You will be part of a simulation
that will reveal the true meaning of these statistics.
We have shrunk the world population to 100 individuals to help you see
visually what these numbers mean. Therefore, each of you holding a
population card represents approximately 65 million people. Together you
represent the human population of Earth. When you see a person standing
during this simulation try to look beyond that single face and see the 65
million faces they represent and the 65 million lives that that person is
representing.
For this simulation to work we need you all to commit to being a part of it.
Throughout the simulation we ask you to be considerate and respectful of
your role and the role of others:
When asked to stand and represent a group of people consider the
lives of those you represent.
When you see somebody standing consider the statistic they are
representing.
Take this opportunity to meet new people and fully explore the ideas we are
presenting.
You will be given a perspective card. Your perspective cards are colour coded
and contain information which will be used throughout the simulation. Please
take a few seconds to read and become familiar with the information on your
card.
The taped areas on the floor of the space represent the continents of earth.
They are proportional to their actual size. Please do not move chairs from the
continents. One person per chair and if all the chairs are full then people can
sit on the floor. If there are empty chairs please leave them in the continents.
Part 1: Population
The first set of facts we are going to discuss today concerns the
population of Earth. We are going to look at how our population has
evolved when the earth only had 65 million people and what is looks
like now when we have close to 7 billion. As I call out a date, look at
your card, if you have that date please stand up. Then you will be
directed to your continent and once there you should sit down. As each
continent becomes populated by its first person, give that person the
continent banner and lead them to their continent.
**A few reminders, please do not move the chairs, you may sit one
person per chair, or on the floor.
Africa
Asia
Europe
1
1
9
2
14
1
2
4
5
10
35
4
61
1000
BCE
500 BCE
1 CE
1000 CE
1750 CE
1850 CE
1950 CE
2000 CE
2008 CE
Total
Can/US
Oceania
Latin
Am.
-
1
1
2
4
2
10
2
6
1
9
3
2
5
1
1
Part 2: Health
The second set of facts examines the health status of the Earths
population. A persons health is an important factor in their daily life.
This first set of statistics demonstrates food consumption and food
security.
What is food consumption? Ingestion of food to provide nutritional or
medicinal needs, particularly for energy and growth
Food security? Having reliable access to a sufficient quantity of affordable,
nutritious food
Nourishment:
Severely
undernourished
(SU)
Unreliable source
of food hunger
some or all of the
time (US)
Always have
Africa
Asia
Europe
Can/US
Latin
Am.
-
Oceani
a
-
12
39
10
10
enough to eat
(ETE)
Could all participants with SU on their card stand up now and remain
standing. PAUSE and wait until everyone is standing and if necessary
call for quiet. SU means SEVERELY UNDERNOURISHED. This means
that a person has had little or no food over a prolonged period of time
and risks starving to death.
Please remain standing.
Could all participants with US on their card stand up now and remain
standing. PAUSE and wait until everyone is standing and if necessary
call for quiet. US means that these people standing represent the 3.3
billion, half the worlds population, who have an UNRELIABLE
SOURCE OF FOOD and experience hunger some, or most of the time.
This could be due to the lack of wealth in a country, natural disasters,
conflict or unequal distribution of resources.
Please notice on which continents these people are located. Wait 10
15 seconds for students to consider this group.
-The world produces enough food to feed everyone in the world
3 times
-40-50 million people die each year of starvation or related
illness
Could all students please sit down again? Wait for students to take
their seats and call for quiet if necessary, before continuing.
Could all students with ETE on their cards stand up and remain
standing. These 30 people represent those on Earth who have
ENOUGH TO EAT. These are the lucky 2 billion people who dont have
to worry about where their next meal is coming from. You know who
you are and how lucky you are.
-More people have died in the last 3 years from hunger than in
World War 1 &2.
-5 years from now more people will have died from hunger
than in the last 150 years of war
Please notice on which continents these people are located.
Turn to a new person on your continent and start with IMPACTS and see
if you can generate some good ideas concerning the HUMAN and
ENVIRONMENTAL impact of these statistics. Then share with one
another your FEELINGS. Finally take some time to come up with some
ACTIONS you could take to address the issues raised.
At this time the facilitators will come around to listen and record some
of the impacts and feelings generated in each of the continents.
1. Environmental Quality
Lack of
sanitation
(LS)
Lack of safe
water (LW)
Air pollution
(AP)
Africa
Asia
Europe
Can/US
Oceania
Latin
Am.
3
28
10
12
29
Could all students with LS on their card stand up and remain standing.
LS stands for those people who live with a LACK OF SANITATION.
Lack of sanitation means no proper toilets or sewerage systems. This
can also often mean that their drinking water is polluted by human
waste.
Wait 10 15 seconds for students to consider this group. Can all
students please sit down again? Wait for students to be seated, call for
quiet if necessary.
Can the students with LW on their card stand up and remain standing.
LW stands for a LACK OF SAFE WATER. This means there is no
source of clean drinking water - no tap, no well - in their town or village
and they must travel to obtain safe water. In some cases people,
mostly women and children can spend half of their day collecting water
for local water sources (rivers, streams, springs).
Wait 10 15 seconds for students to consider this group. Can all the
students with LS please stand up once again? Wait for LS students to
stand.
This combined group represents those who have difficulties obtaining
safe water. Please notice on which continents these people are located.
Wait 10 15 seconds for students to consider this group. Could all
students please sit down?
Finally for our focus on Human Health could the students with AP on
their cards please stand. AP represents those who live in areas with
severe AIR POLLUTION. Turn to a person next to you and discuss the
air quality in your home city.
Have all students sit down.
Turn to a new person on your continent and start with IMPACTS and see
if you can generate some good ideas concerning the HUMAN and
ENVIRONMENTAL impact of these statistics. Then share with one
another your FEELINGS. Finally take some time to come up with some
ACTIONS you could take to address the issues raised.
At this time the facilitators will visit each continent. Please share with
them some of the ideas, feelings and impacts generated in this
discussion.
Part 3: Education
This next statistic has a far reaching effect on many people in the
world, limiting the ease with which they can improve their standard of
living.
Illiteracy (*)
Africa
Asia
Europe
11
Latin
Am.
1
Can/US
Oceania
Could students with a * (star or asterisk) please stand up. The star,
or asterisk, means that each one of the people standing represents 65
million people who are illiterate. This is a total of 1.3 billion people who
are unable to read or write. Most of these people are women who have
restricted access to education simply because of their gender.
Why did we use an asterisk to represent this statistic? Raise your hand
if you have an answer.
(Perhaps talk about Iqbals story and parents acknowledging the
contract by a finger print)
-57 million primary school-aged children are not in school, and 31 million of them are
girls.
-An estimated 215 million children are engaged in child labour.
-Only 1 in 5 working children is in paid employment. Most are unpaid family workers.
-774 million adults (15 years and older) cannot read or write. Two-thirds of them are
women.
Lets discuss again the IMPACTS, your FEELINGS, and some ACTIONS
we could all take to address this issue. At this time the facilitators will
visit each continent. Please share with them some of the ideas,
feelings and impacts generated in this discussion.
Part 4: Wealth & Income
The chairs represent the worlds wealth. These chairs represent the
stores of value that are held in each continent which includes all the
natural resources, infrastructure such as roads and bridges and
hospitals and schools and ports precious metals, cash and stocks and
bonds. Essentially, wealth is everything that adds value to the
countries or continent.
We wouldnt allow you to move the chairs around for a good reason.
Because often wealth is difficult to move and major adjustments in who
holds the wealth can take a long time to make a real difference. Wealth
doesnt travel very easily.
Take a quick look around you. What do you notice about the
distribution of wealth? Now count your own continents chairs and
people and see what your share of the wealth is and whether that
seems fair.
The US & Canada have 5 percent of the people and 34 percent of the
wealth. Africa on the other hand has 14 percent of the people and only
1 percent of the wealth.
-Richest 20% have 83% of the worlds wealth
-Poorest 20% have 1.4% of worlds wealth
-Since 1980-20% of the population has received 82% of the
worlds new wealth, bottom 10% has received 2%
-richest 3 individuals have more wealth than the poorest 40
nations
Chair allocation (Percentage of World Wealth)
Africa
Asia
Europe
Latin Am.
1
30
29
4
Can/US
34
Give the students about 1 minute or so to discuss the chairs and the
people and then quiet them down.
The facilitators will bring you a sealed bag. Please keep it sealed until
you are told to open it. The contents of this bag represent the total
annual income of your continent. Income is what your continent earns
Oceania
2
by working to produce goods and services. Income comes in each year

and is much more fluid and mobile. It can be used easily for a range of
different purposes. Its really up to the people who are spending it to
decide what it is used for.
Annual income of the continent is represented by pieces of candy. So
when you are asked to open your bag we want you first to count the
number of candies that your continent was able to earn.
Wait for each continent to count their candies, allow discussion within
continents and across continents. Once it seems all groups have
counted call for quiet.
Check in on all of the continents. How many candies do you have?
Candy distribution (Percentage of World Income)
Africa
Asia
Europe
Latin Am.
2
37
23
8
Can/US
25
Oceania
5
We are interested in hearing your FEELINGS, and the ACTIONS we could

take to deal with the inequality represented by the chairs and the
candy.
At this time the facilitators will visit each continent. Please share your
feelings, impacts, and some of the actions you as a student leader can
make to change the disparity between continents.
Discussion:
Please note:
To ensure each participant's voice is being heard in the event the group is
especially large (i.e.35-45 participants), have participants get into small
groups of 3-4 and discuss three key questions amongst themselves before
sharing them with the rest of the group:
1. What did you see throughout the module?
2. How did it get this way?
3. What can we do to correct this imbalance?
Debrief
Say one word that describes how you feel about this.
What did you see during this module?
What surprised you? What did surprise you? Why?

How do you think the world got this way?
What can we do to mitigate these inequalities and impacts?
What relationships/patterns do we notice between the different
statistics?
#18) The Hunger Banquet

by Dr. Jonathan White
Set-Up and Execution:

Staff should have the room set up just as you want it at least an hour prior
to the time the youth will be arriving. Usually, this :includes a) 1st world
sitting at tables, nicely set up with table cloths, napkins, candles, etc. (or
some such thing that makes it :look affluent) b) 2nd world should be sitting
on floor in medium-sized area that allows them enough room to be
comfortable. If :there is some way to make their section of the floor not only
larger than that of the 3rd world but also more comfortable that is :a good
thing also c) the 3rd world sits on the floor in pretty cramped quartersenough room to eat and not be completely on top :of each other, but close
enough to not have much moving room and to be a bit
uncomfortable.When the youth arrive, we will want to :randomly give each
one a piece of paper which will ultimately determine which group they are
in. (High Income, Middle Income, Low :Income)
High Income group should be 15% of all youth participants. Since you have
60 kids at this Academy, there should be 9 in this
category.
Middle Income group should 25% of all youth participants. At this

Academy, that would be 15 kids.
Low Income group should be 60% of all youth participants. That would be
the remaining 36 youth.
Food should be ordered appropriately ahead of time and the below should
give some good ideas about that. But basically, you want to order
High Income group should have a feast. Good food that includes some
meat options, desserts, fine breads and side dishes, etc. They should be
served by staff acting as waitresses and waiters, and everything about their
experience (and what the 2nd world and 3rd world observe about their
experience) should be high class and overabundant. They can have as
many servings as they want, etc.
Middle Income group should be served a simple dinner of rice and beans.
They can have seconds and should walk away from the dinner full, but
unsatisfied nutritionally and also in terms of variety. They should have
water as their drink. Staff can serve them at the buffet but not wait on them
as waiters and waitresses.
Low Income group should be served beans and water only and should
have just enough for one good-sized portion that is bordering on enough to
fill them but that should leave them unsatisfied. No seconds.
Of course, all water should be served in pitchers or coolers.

Once the students are seated and have had a chance to just
look around and chat with each other to try to make some
sense of what is going on, I will get up in front of the group
and give a 30 minute or so talk on hunger.
During the dinner, our role should generally be to walk around
and answer questions (sometimes vaguely) and to serve the
1st World youth their meal and to let the youth experience the
simulation. Especially, though, it will be important for a couple
of us to really help observe everything that is going on.
When dinner is over, I can get up and read one of my poems
and make a quick statement about hunger, poverty, and
privilege. (Just to bring the energy/excitement level of the
room back to a point where we can then lead a good
debrief/discussion).
Then perhaps myself and a couple of staff (if they want) can
lead a discussion. I have done this many times (Ive spoken at
over 100 of these Hunger Banquets) and can add support and
just keep the conversation focused and directed if a couple of
staff members would like to take the lead. If this is the case,
they and I should be communicating consistently throughout
the banquet and should take 5 minutes prior to the end of the
dinner portion of the evening just to get on the same page
before leading the discussion.
I can then just bring the evening to a close by offering some
very quick (1 minute or so) final thoughts, reflections, and
hopes. Some of the youth will leave the Banquet feeling rather
hungry or at least unsatisfied. This is a generally good thing
and helps the simulation further, but is also something we
need to be aware of (we should make sure that facilitators
have extra healthy snacks available just in case... and on
request, I would think). We also probably should make sure
that the really young kids are in the High Income and Middle
Income groups I would think?
Debrief Questions:
Begin debrief by explaining how everyone was divided into
groups based on how the world is divided.
15% of our world is high income,

25% of our world is middle income
60% of our world is low income.
Facilitators can also explain more statistics to paint the
picture of how our world.
Ie. 40-60 million people will die of starvation this year.

-50% of the world lives on less than $2/day. Inside the
household, for adults (family income) over the age of
15 (why 15, bc in many countries they leave their home
bc of poverty) -$2 is a daily strugglein some places its
enough for one or 2 meals, in some places its enough
for kids to go to school. But in no country, is $2/day
enough for securityie/ if there is a drought, sickness,
war Next, you can read some of the comments you
heard as the activity was happening.
Questions:
1.
What was it like for people in each category?
2.
I noticed xyz happenedtell me more about why you chose to do that.

(make this question specific to observations you noticed, like a protest
starting, people yelling, boycotting foodetc)
3.
Do you think this simulation was realistic? Why or why not?
4.
Do you think people in the low income group bracet are able to speak out
as you have during this activity? Do you think its easy or difficult for them
to have their voices heard Its hard to speak out when your stomach is
empty.when you havent had enough food to eat and you dont have the
energy to stand up. When you cant afford to eat, you cant even speak out
to protect your human rights.
5.
What did you learn from this activity? Why do you think we did this hunger
dinner?
Wrap up:
Many of you may be feeling upset, frustrated, sad, or guilty. If

you are feeling guilty, allow yourself to feel it for a second
and I want you to let it go right NOW. Because guilt can
paralize you into inaction. Guilt can lead to hopelessness and
actually add to this problem. You are all here today because
you are leaders who are willing to take action on these issues.
Later, we will begin to talk about how you can actually make a
difference
#19) Country of 10
Objectives: This is an issues module. Participants will use estimation
and visual representation to examine local and global inequalities.
Participants will also begin to discuss how they feel about these
inequalities. There are two variations of this activity:
The module can focus on global inequalities: A World of 10

The Module can focus on local inequalities: A Country of 10
Information: This module is ideally facilitated with a classroom sized

group. This is an indoor or outdoor activity.
Source: Its important to source this activity before you use it. The
World of 10 concept was taken from an activity originally put together
by another NGO in Canada (World Vision).
Instructions: Invite 11 volunteers to come up in front of the group.
Designate one person as the Director, with the remaining 10 students
to be divided into groups later. Ask the group to imagine that the 10
remaining volunteers represent the entire population of Canada (34
million people), or the world (over 7 billion people) - depending on
which version of the activity you wish to do.
Ask the 10 volunteers to stand in a line. You will begin to read out a
series of statistics. The Director will ask several volunteers to step
forward (to represent the statistic), until the rest of the group is in
agreement. The group indicates their wishes by snapping, clapping, or

stomping their feet. The group snaps if they feel the director is getting
warmer, and they stomp if they feel that the director is getting
colder.
When the group has come to an agreement, the facilitator will read out
the correct statistic to the group. If needed, the director can move the
volunteers to visually represent the correct number. The facilitator can
then read out the statistical explanation which is provided with the
fact.
The Facts
A World of 10
If these 10 students represented all of the people of the world,

how many would be children? (4)
Children under 18 make up 35% of the worlds population. 50%
of the population in developing countries.
How many people in our world of 10 live on less than $2 a day?

(5)
One-half of the worlds population, or roughly 3 billion people.
How many dont have access to safe, clean drinking water? (2)
1.3 billion people dont have access to safe drinking water.
How many people dont have access to the internet? (8)

Approximately 1 billion people use the internet.
If these people were all adult women, how many couldnt read or
write? (3)
Worldwide, 26% of women are illiterate. The number for men is
less-16%. In developing countries, these numbers are 58%
(women) and 38% (men).
If these 10 people represented all of the high school aged people

of the world, how many wouldnt be in high school? (4)
38% of high school aged youth arent in school. In the leastdeveloping countries, this number is 72%.
If these 10 people represented all of the children in the world

under 5 years of age, how many would be underweight? (3)
27% of the worlds children under 5 are underweight.
Crunching the Numbas (Consumption Statistics)

Now imagine that each person in the group represents 100 billion US
dollars
How many billions of dollars are spent worldwide on military

expenses each year? (8)
Every year, more than 800 billion is spent on military expenses.
How many billions of dollars do North Americans spend on fast

food every single year? (1)
We spend more than 100 billion on fast food alone.
How many billions of dollars do North Americans spend on

foreign aid every year? (0)
The US and Canada spend a total of 18 billion on aid every year.
A Country of 10
Hunger
If these ten people represent the percentage of children under

five who die from malnutrition each year?
45% of dealths in children under 5 is caused by poor nutrition
If these ten people represent the children in developing
countries, how many of them are underweight?
16.6%
If these ten people represent the children in developing
countries, how many of them are stunted in growth due to
malnutrition?
25% of children in developing countries are stunted in growth
due to hunger and malnutrition.
If these ten people represent all people on earth, this many
people do not have enough food to lead a healthy active life?
11% (1 in 9)
Poverty & Homelessness

If these ten people represent those in Canada who use food
banks, how many of them are kids? (4)
38% of food bank users are children.
If these 10 people represent the people living in shelters in
Canada, how many of them are children? (1)
14% of people living in shelters in Canada are children.
If these ten people represent food banks who do not have

enough food to feed their current need?
31% of food banks do not have enough food to fill their current
need.
If these 10 people represent all of the homeless people in

Canada, how many of them are families with children?(4)
37% of homeless people in Canada are families with children.
If these 10 people represent the homeless in Canada, how many

suffer from mental illnesses (3)
25% of the homeless in Canada suffer from mental illness

suffer from alcohol and substance abuse? (4)
40% of homeless people suffer from alcohol and substance
abuse.

are likely to experience a violent attack in the next year? (5)
50% of homeless people in Canada will be violently attacked this
year.
Debrief Questions:
-Whats one word that describes how you feel after doing this activity?
-What statistic really stuck out? What do you remember?
-What was shocking or new?
Consumption Questions:
-How we spend our money tells us something about uswhat does
North Americas spending reveal about us?
-Should we be spending more on aid? Why or why not?
-What influences how we spend our money?
Canada-Specific Questions:
-Were the facts about Canadian poverty new or shocking?
-How can we have such poverty and wealth in Canada at the same
time?
-How do you think it got this way?
-What can we do about it?

-What is one way that you can address some of these statistics?
Sources:
Canadian Food Bank: http://www.cafb-acba.ca/

One Night Out, Free The Children:
http://www.freethechildren.com/getinvolved/youth/campaigns/campaigns.php?type=onenightout
UNICEF: http://www.unifef.org
http://www.teenchallenge.ca/tci/canadian-drug-stats
CAMH:http://www.camh.net/Research/Areas_of_research/Population_Life_Course_Studies/OSDUS/Highlights_DrugReport_20
09OSDUHS_Final_Web.pdf
CAMH 2:http://www.camh.net/news_events/key_camh_facts_for_media/addictionmentalhealthstatistics.html
Stats Canada: http://www.statcan.gc.ca/pub/85-002-x/2009002/article/10847-eng.htm
Stats Canada 2:http://www12.statcan.ca/census-recensement/2006/as-sa/97-558/p4-eng.cfm
MADD: http://www.madd.ca/english/youth/stats.html
Bullying Canada http://www.bullyingcanada.ca/index.php
Here to Help: http://heretohelp.bc.ca/publications/factsheets/unemployment

So You Think You Can Be A Me To We Facilitator - Potash Edition

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ME TO WE SURVIVOR:

SO YOU THINK YOU CAN

Imagine being 6 years old, youre tired, and weak.

Because as you see, its the story of Joel.

school in Peru just a few years ago.

This was his story, and it is not uncommon.

Together we have to outgrow a lack of knowledge about hunger,

*** Thank you ***

Were here from an organization known as Free the Children, teaming

We want to give a huge thank you to your principal, Mr./Ms./Mrs.

As well, thank you so much to (teacher) who organized this today.

*** Introduce Ash and Amar ***

Welcome to everyones favorite childhood game, and my favorite game

*** Hunger Games Round 1 ***

WHO DONE IT!?!

Has held a baby panda?

Competed internationally on Team Canada for 4 years ASH

Ran an entire marathon!

(*Waits for response)

(slide of Food securely locked)

Instead, food security is a state of being. Its what we call it when

*** Ashley PS ***

A food locker is a pretty amazing thing we started at my school.

9% of all families all across Canada are food insecure.

*** Amar PS ***

Candy Crush invites or

and when I thought of being food insecure I thought of this

(slide to picture of kids)

(slide to caste system)

(Starts snapping every 3 seconds)

And every 3 seconds?

Every 3 seconds someone dies from hunger in this world. More

Hunger is THE problem of our generation. And you know what?

We cannot afford to not address hunger. Studies show that hunger

But instead what do we spend our money on?

WHAT IS FOOD SECURITY

Its a matter of committing to outgrow World Hunger completely.

Theyre known as the 3 As:

The second A is Accessibility Can we get the food? Maybe there is

There is enough food for everybody.

In fact its estimated that if we were to give farmers in parts of Africa

and most importantly

Last March in Ontario. 412,998 people went to a food bank, meaning

You wouldnt think that access to food is a problem in a country where

***Hunger Games Round 2:

We are going to need yoe to be pumped. As pumped as this guy right

(Click) Actually this head of is $28.54 in Nunavut.

(Click) Actually this can of coffee grinds would be $29.89 in Nunavut.

(Click) Ok final product.

Who is shocked by these numbers? Yeah, no kidding right?!

I was shocked, actually outraged.

A typical family in Ontario would only spend about 27%

After the 2011 drought in East Africa, grocery prices increased by up to

Because hunger is not just empty stomachs, it has massive collateral

Our main goal at Free the Children is to break this cycle.

*** Adopt a Village ***

We start off by partnering with a community. We talk to them, find out

We do this because although there is no single solution to end poverty,

***Play AAV video***

*** Food Security ***

Check it - this is me, on a farm, in China. And Im here because over

In a country where over 150,000,000 people live off of less than a $1 a

* Thank you *

* Introduce Ash and Amar *

* Hunger Games Round 1 *

* Ashley PS *

* Amar PS *

* Adopt a Village *

Play AAV video

* Food Security *

* 3 Actions *

* Poem *