THE WORLDAROUND ME

A 4-H Curriculum in International and Cross-Cultural Education

“. . . AND MY WORLD” introduces a new curriculum for 4-H leaders to teach 4-H’erscross-cultural understanding and international interdependence in our ever developing andchanging world. This Curriculum has been prepared by the 4-H International Curriculum Com-mittee composed of representatives of the Extension Service, U.S. Department of Agriculture,the Cooperative Extension Services of the state land-grant universities, the Consortium for In-ternational Cooperation in Higher Education and the International Service Association forHealth.

Grateful appreciation is expressed to the Consortium for International Cooperation inHigher Education and the International Service Association for Health for their financial andtechnical support in helping to make the publication of this material possible. Additional finan-cial assistance was provided by Extension Service, USDA.

Program and educational materials of National 4-H Council are available to all persons re-gardless of race, color, sex, age, religion, national origin or handicap. Council is an equal op-portunity employer.

This manual may not be reproduced in total or part without written permission of the pub-lisher.

CURRICULUM COMMITTEEDr. Joseph R. Kurth (chairman)State 4-H LeaderUniversity of Washington

Mr. John AylsworthProgram Leader (emeritus)Michigan State University

Mrs. Olga Vazquez de VazquezState 4-H AgentUniversity of Puerto Rico

Ms. Patricia HarrellInternational Service Association

for Health

Mr. Gary HeuselExtension 4-H SpecialistUniversity of Georgia

Ms. Joan Joshiformer Manager, DevelopmentConsortium for International

Cooperation in Higher Education

Ms. Mary Kaye MerwinExecutive Director

Mr. David PaceExtension Specialist, 4-HUniversity of Minnesota

Dr. Michael StitsworthExtension Specialist, 4-HPurdue University

Ms. Ellen WrightInternational Service Association

for Health

Mr. Russell WeathersVice PresidentProgram Services DivisionNational 4-H Council

Ms. Eleanor L. WilsonInterim Deputy AdministratorHome Economics and Human NutritionExtension Service/USDA

Cooperative Extension Association of Nassau County

PRODUCTION TEAMWarren C. Pray Marilyn FenichelAssistant Director, Communications WriterNational 4-H Council Silver Spring, Maryland

Gwen El Sawi Ellen CohenCoordinator, International Programs Ellen Cohen DesignNational 4-H Council Washington, D.C.

PREFACE

“From space, there are noboundary lines. The earth appearsas one country, one people.”

llison S. Onizuka was a former 4-H memberand a dedicated astronaut. He was one of seven astro-nauts who lost their lives in the explosion of thespace shuttle Challenger. His impression of the earthin orbit encourages us to stress the ways we are con-nected, not the reasons for divisiveness.

Although we live in different countries, speakdifferent languages, and follow different customs,we all share the limited resources of the planet earth.

As adults, it is crucial that we realize that theworld’s collective survival depends upon:

Awareness of the worldUnderstanding of other cul-turesA commitment to im-proving the quality oflife worldwide.

We must pass thisresponsibility on to fu-ture generations by ed-ucating our youth now.

The 4-H inter-national curriculumdedicated to providingthat kind of assistanceThrough hands-on activities,the curriculum hopes toawaken young minds. By alerting young people toworldwide cultural, economic, and political issues,we are taking the first steps in meeting the chal-lenges of the 21st century.

CONTENTS

Introduction

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Make-Up of the Curriculum . . . . . . . . . . . . . . . . . 3How To Use the Curriculum . . . . . . . . . . . . . . . . . . . 4Teaching Objectives . . . . . . . . . . . . . . . . . . . . . . . 54-H Global Education Program Model . . . . . . . . . . . . . . . . 6Description of the Learners . . . . . . . . . . . . . . . . . . . . . 7Group Plan for Unit l . . . . . . . . . . . . . . . . . . . . . . . 9

Activity Sheet 1

Activities for Learning and for Fun

What Does the World Look Like?Describing the World . . . . . . . . . . . . . . . . . . . . . . . 12

Activity Sheet 2—“0utline Maps of the World” . . . . . . . 13The Earth’s Limited Resources . . . . . . . . . . . . . . . . . . 14

Activity Sheet 3—“Exploring the Ecosystem” . . . . . . . . 16The Earth’s Tools . . . . . . . . . . . . . . . . . . . . . . . . 18Water Is Precious . . . . . . . . . . . . . . . . . . . . . . . . 19

Activity Sheet 4—“How Do We Use Water?” . . . . . . . . 21Weather Watch . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activity Sheet 5—“Weather Chart” . . . . . . . . . . . . . 23What Makes It Go? . . . . . . . . . . . . . . . . . . . . . . . 24Food for Thought . . . . . . . . . . . . . . . . . . . . . . . . 26

Who Makes Up The World?The Center of It All . . . . . . . . . . . . . . . . . . . . . . . . 29Where Does Your Family Come From? . . . . . . . . . . . . . . 30Finding the World In Your State and Community . . . . . . . . . . 31American Salad . . . . . . . . . . . . . . . . . . . . . . . . 32The Grand Finale . . . . . . . . . . . . . . . . . . . . . . . 33Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Other

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . 35Outside Resources . . . . . . . . . . . . . . . . . . . . . . . 36

MAKE-UP OF THE CURRICULUM

he curriculum includes four units: TheWorld Around Me, Peoples and Customs of theWorld, What’s Happening to Our World andChanging Our World. Each unit is targeted to aspecific age group. Keep in mind that the infor-mation in the first unit is basic. Its conceptsshould be understood by all 4-H members. Forthis reason, take the unit in sequence, if possible.However, each unit can stand on its own. Ourhope is that after completing each unit, 4-H mem-bers will have a greater understanding of what itmeans to be a citizen of a global society.

Level I The World Around Me

The curriculum aims to accomplish the following goalsTo help young people realize the importance of knowing about other coun-tries and cultures.To instill positive cross-cultural attitudes and skills that enhance mutual un-derstanding and acceptance.To point out similarities and differences among families around the world.To provide incentive for young people to assume their global citizenship re-sponsibilities in today’s interdependent world.

This curriculum fits into the larger mission of the 4-H:

I pledge...My head to clearer thinking,My heart to greater loyalty,My hands to larger service, andMy health to better living,for my club, my community, my

country, and MY WORLD.

HOW TO USE THE CURRICULUM

This First Unit “The World Around Me” inthe AND MY WORLD 4-H International cur-riculum is designed to provide basic informationabout both the physical properties of the world andthe people who live here. It is made up of hands-onactivities covering these subject areas.

The Leader’s Guide is designed to prepare you,the volunteer leader, to work with 4-H youth ages 9to young adult (19) in an informal educational set-ting. It is critical that the concepts be understood by4-H’ers of all ages. Please keep in mind to take theliberty to adopt the activities to meet the intellectuallevel of your group. To help you access both theknowledge level and emotional maturity of yourgroup, note the section entitled “Description of theLearners” on page 7 of this guide.

TEACHING OBJECTIVES

After completing this unit, 4-H’ers should be able to:Recognize the make-up of the world through an understanding of physicalcharacteristics, political boundaries and the location or distribution of naturalresources.Identify the make-up of the world’s peoples and explore their interrelation-ships.Become involved in activities that demonstrate the world’s interdependence.

Teaching Methods

Activity Ideas To introduce each activity, review the background informationthat may help you better understand the activity’s concepts. The activity’s objec-tives, how to do it, what materials are needed, and approximately how long it willtake to complete are also explained.

It is critical that you become familiar with all the activities before meetingwith the 4-H’ers. We urge you to pick and choose from activities in this andother units. Supplement the activities with additional resources of your choos-ing. Select and use those activities that best meet the needs of your 4-H’ers.

Activity Sheets At the end of some activities are activity sheets for use by the4-H’ers. You will need to make additional copies of the activity sheets so eachmember will have one of their own.

Action Ideas All the activities include action ideas, which expand upon the coreactivity. The action ideas fit one or more of the following categories:

Learn More Read, study, take family trips. Learn a foreign language. Inter-view people you know who come from other countries.

Join Others Team up with an overseas 4-H sister club. Join church or syn-agogue groups, trick or treat for UNICEF.

Teach Others Involve your family. Involve classmates, members of Sundayschool class, community groups, etc.

Get Involved Correspond with an international pen pal. Join Partners-of-the-Americas, sister cities, UNICEF, others.

4-H GLOBAL EDUCATION

4-H INTERNATIONAL

PROGRAM MODEL4-H Global Education programs focus on developing the knowledge, attitudes, and skills which

will better prepare participants to more effectively interact in our globally interdependent society.The following model identifies skills as the foundation of learning experiences, beginning with

knowing, understanding, and managing oneself and one’s relationships with others. The skills forliving, lifeskills, include activities, such as learning how to ask questions, find information, use in-formation, how to communicate. The activities outlined in the international education and globalawareness curriculum are designed to help participants develop these skills in relationships withothers, family members, peers, at the local, state, and global levels. The knowledge and skills ac-quired in the learning experiences focus on economics, political, social, and physical environmentissues.

This model has been used with 4-H citizenship programs, as well.

DESCRIPTION OF THE LEARNERS

Many psychologists, including Erik Erik-son and Jean Piaget, have spent many years re-searching children’s behavior. From their studieshave emerged theories about children’s interests,skills, and emotional needs at different stages ofdevelopment. To help you work with your4-H’ers, here are descriptions of children’semotional and intellectual needs at differentstages of their development.

Understanding Young People

Belonging: The desire to belong is natural and helps. bring young people in con-tact with others. By becoming part of a group, young people develop a feeling ofpersonal worth, gained largely from what others think of them.

Independence: It is essential for young people to become independent of theirparents. Although this desire may be troubling to parents and leaders, it cannot beavoided if the child is to mature. Signs of an urge for independence include im-patience with adult guidance and a preference for making up their own minds.

Achievement: Young people want to know that their efforts are worthwhile andappreciated. Projects need to keep pace with ability, but keep in mind that the rateof achievement varies with each member. Doing things for others as well as forthemselves should be included.

New Experiences: Young people both need and want to grow up and be active.They need new and different experiences to expand their horizons.

Affection: Affection and love are essential in personality development. We needto know that we are wanted and loved despite our shortcomings.

Age Differences

Childhood (9-11): At this age, children are interested in making things. Largemuscle control is fairly well developed, although fine finger control may not beachieved until 12 years or later. Children are largely dependent on adults, butbegin to want to do things on their own. It’s important to help children developleadership skills by assigning appropriate tasks. Members of this age group willbe active and energetic. Remember to plan instruction carefully, and in smalldoses. Activities should be chosen to ensure that the members experience earlysuccess.

Preteens (12-14): Preteens want, most of all, to feel accepted by their peers.Therefore, provide situations where members feel at ease and have a chance toshow their skills and grace before the group.

At this age, young people are striving for increased freedom from adults. Set reasonable boun-daries of behavior. Let members help make decisions. Also, activities centering around personalgrooming begin to be important. There is a preoccupation with the body and a concern aboutbelonging.

Teens (15-19): Teens can plan and carry out activities on their own. Leaders need to act as advisersrather than as leaders.

These young adults often need someone to talk to outside of the family. Be willing to lend an earto their problems. Teens also are very concerned about being part of a coed group. Social and recre-ational activities are of high interest.

GROUP PLAN FOR UNIT 1 Activity Sheet 1

Use this sheet to plan which activities you wouldlike to pursue.

1. What Do We Want to Learn?

2. Which Activities Will Help Us Learn?

3. List Activities We Have Completed.

4. What Will We Share With Others?

5. How Will We Get Involved?

ACTIVITIES FOR LEARNING AND FOR FUN

The following activities will help you plan group learning experiences. Modifythem as necessary to meet the needs of your group. Also, you may want tosupplement the activities with additional materials

Describing the World

The Earth’s Limited Resources

The Earth’s Tools

Water Is Precious

Weather Watch

What Makes It Go?

Food for Thought

DESCRIBING THE WORLD

The world is made up of seven continents,numerous islands, and one big ocean that hasfour different names. The earth’s continents areNorth America, South America, Europe, Asia,Africa, Australia, and Antarctica. Its oceans arethe Atlantic, the Pacific, the Indian, and the Arc-tic. Political boundaries separate countries withina continent from one another.

OBJECTIVESTo introduce young people to maps.To explain the concept of politicalboundaries.To help young people locate conti-nents and oceans on a world map.

TIME20 to 30 minutes

MATERIALSA world map or globePaper and pencilsHandouts of a world mapActivity Sheet 1Optional:VCRTape of a National Geographic

special

PROCEDURE1. Pass out outline maps of the

world. Divide the group into twoteams for a game of “Find the Place.”

2. Put names in a hat of places forteams to find on their maps. Foryounger children include continentsand oceans. For older children expandthe selection to include countries.Draw the names of places out of thehat and ask children to find them ontheir maps.

3. Have each team pick a leader.The leader should raise his or her hand

when the team has figured out wherea place is located on the map. The firstteam to answer ten questions correctlywins the game.

4. As the group is playing thegame, each member should be fillingin an individual map. By the end ofthe session, everyone should have amap labeled with the places the groupleader drew out of the hat.

5. To make a group map, tape amap to a wall at the front of the room.Put a pin, a piece of tape, or a mark onthe places you asked the group to findon their own maps.

6. To learn about some of theplaces you have just located, watch aNational Geographic special on video-tape. Find the places it features onyour group map.

ACTION IDEASLEARN MOREFind additional places on the map.Have members color in their maps.Pick a continent or country to ex-

plore. Collect articles and picturesabout it.

Make a club exhibit about yourcontinent.

TEACH OTHERSShare the places your group dis-

covered with other 4-H groups.Invite friends to view the club ex-

hibit.

OUTLINE MAP OF THE WORLD Activity Sheet 2

THE EARTH’S LIMITED RESOURCES

ur planet earth is the only planet in thesolar system known to support life. That’s be-cause the earth has five essential features: heatand light from the sun; water from the world’soceans, which cover more than 75 percent of theearth; a protective atmosphere that contains oxy-gen living things need to breathe; and plants,which we eat as food. Each of these features is de-pendent on the other. Without each one, lifewould not be possible. Together, these elementscreate a balanced ecosystem, a closed environ-ment including light, air, and forms of life. Be-cause each element in the ecosystem is dependenton all others, it is imperative that we take goodcare of our delicate planet.

OBJECTIVESTo illustrate how the earth is aclosed ecosystem with limited re-sources.To learn about the basic elementsneeded for survival on planet earth.To understand the need to conserveand maintain the purity of those re-sources to ensure future survival.

TIMETime may vary; approximately 1

hour (if possible, prepare ahead oftime).

MATERIALSOne five-gallon mineral water

bottle (clear glass if possible) or anaquarium with a glass top

One cork to fit top of bottleFive pounds of natural aquarium

gravel

One bunch of live green aquariumplants

Two or three small goldfishWaterA light source (ideally, a plant

growlight)Small stick or dowel rod about 30

inches longAnti-chlorine treatment (available

at pet supply shop)Snails or scavenger fishFood

PROCEDUREl. Rinse the glass bottle and

aquarium gravel with clean water anddrain. Fill the bottle halfway withroom temperature water and place theaquarium plants in the bottle. Usingthe dowel rod or stick, anchor theplants in the gravel.

2. Pouring slowly, fill the bottle towithin six inches of the top. Add anti-

chlorine treatment according to thedirections on the bottle.

3. Add the animal life to your en-vironment. Place the goldfish andsnails in the bottle. Make sure thewater is at room temperature.

4. Put the cork tightly on the bottle.Place the bottle either at a windowwhere it receives strong natural light,or place a growlight near the bottle.

5. Distribute Activity Sheet 3. Haveyour 4-H’ers try to fill it out individu-ally. Then discuss the answers as agroup.

ACTION IDEASLEARN MOREContact your Soil and Water Con-

servation District. Find out moreabout our natural resources.

JOIN OTHERSDo a project with a local en-

vironmental group, such as the SierraClub. Example: Clean up a park or abeach front.

Conduct a campaign to recyclepaper or aluminum products.

Write to Smoky the Bear Forest Re-serve, USDA, Independence Avenue,Washington, D.C. 20580.

TEACH OTHERSHelp younger siblings make an

aquarium at home.Take the club aquarium to a hospi-

tal or nursing home.

See if you can answer these questions about yourmodel of the earth's ecosystem.

1. Name the elements in the constructed ecosystem.What are their equivalents on earth?

2. How is your ecosystem different from that of theearth?

3. What is the only animal that needs food? Why?

4. Why can the cork remain on the bottle and thegoldfish not die?

5. What would happen if any of the following eventsoccurred in your constructed ecosystem?

The light was turned off for several days.

Food for goldfish was not introduced.

Too much food was added, and the water be-came dirty.The snails were taken out of the system.

Too many goldfish or snails were in the system.

6. What would happen if any of the above eventshappened on earth?

THE EARTH’S TOOLS

Throughout the world, there are many differ-ent types of land. In some areas, there are deserts,which are dry, rocky, or sandy. Plains in otherareas have rich soil that is good for farming. Rainforests have soil that supports varied vegetation.

The people who live in each of these areas havelearned how to adapt to their environments tosurvive.

OBJECTIVESTo show how geography affects theway people live.To identify different types of geo-graphic regions on a map.

MATERIALSHandouts of a world map (Activity

Sheet 2)Colored pencils

PROCEDURE1. Distribute copies of the world

map and colored pencils. Pick appro-priate colors to show the followingareas: Desert (yellow), Rain Forest(green), Arable Land (brown), andPolar Regions (white).

2. To help the children fill in theirmaps, bring in an atlas that has aphysical map of the world. If youhave trouble finding one, consult yourlocal librarian.

ACTION IDEASLEARN MOREAsk your county Extension agent

to discuss different soil types in yourarea.

TEACH OTHERSMake an exhibit about a desert or a

rain forest. Invite family and friends.TIME30–45 minutes

WATER IS PRECIOUS

ater is our most precious natural re-source— and our most limited. Although watercovers more than 75 percent of the earth’s sur-face, most of it is salt water, which cannot be usedto meet our basic needs without extensive andcostly treatment.Each day, a person in the United States uses

about 70 gallons of water. But millions of peopleliving in developing countries around the world(about 65 countries in Africa, South and South-eastern Asia, and Latin America) cannot getclean, safe water. They must walk miles each dayto watering holes or collect water from dirtypuddles, streams, or ditches.Women and young girls carry more than 90 per-

cent of the water their families need. It takesabout 40 minutes for each mile walked to pro-cure the water.

OBJECTIVES MATERIALSTo help young people becomeaware of the importance of water toliving things.To participate in an experimentusing a limited amount of water andto compare the experience to theirnormal water usage.To prepare a demonstration, an ex-hibit, or an illustrated talk on theirexperiment.

TIMEOne introductory session of about

an hour and home follow-up.

Four small jars with the followingwater samples: pure, clean tap water;half clear water, half rubbing alcohol;muddy water; and water filled withsand or gravel

Newsprint and markersWorld map or globeHandout of Activity Sheet 1Handout of Activity Sheet 4

PROCEDURE1. Begin the activity by telling the

group that water is our most preciousnatural resource and that a person canlive at most for a week without it.

2. Ask the members what partwater plays in their lives. Some ex-amples include for drinking, bathing,

cooking, irrigation, and recreationsuch as fishing and boating.

3. Take out the four jars of waterthat hold the different samples. Askthe group which samples they woulddrink. Give them a chance to smell thesamples. Tell them that sometimeseven water that appears clean andclear can contain hidden chemicals orbacteria.

4. Now introduce another experi-ment to show how much we dependon water. Tell the group that for oneday, they are only allowed to useabout 1.5 gallons of water.

This is the amount of water usedeach day by most people in the world.Encourage the 4-H’ers to involve theirfamilies in the activity and to keepdetailed records of the amount ofwater they used. (You may want tosupply record forms for the group.)

5. The next time you meet, discussthe results of the experiment. How dideach member use his or her allocatedsupply of water? Prepare a group chartshowing all the different ways we usewater.

ACTION IDEASLEARN MORELook at the water samples under a

magnifying glass or a microscope.Visit a water treatment plant.Find out how floods or droughts af-

fect countries around the world.Learn about monsoons—where

they are and what they are.

JOIN OTHERSWork with a local environmental

group to purify the water in your com-munity.

Find out about industrial and agri-cultural uses of water.

TEACH OTHERSEncourage friends to conduct the

water experiment.

HOW DO WE USE WATER? Activity Sheet 4

Record how you used your assigned 1.5 gallons of water.

AMOUNT OF WATER USED HOW WE USED IT

WEATHER WATCH

eather conditions around the world affecthow people live. For example, people in India de-pend on the monsoons, the summer rains, towater their crops. Farmers around the worldneed rain at certain seasons to ensure that cropswill grow. By learning how to track weather pat-terns, 4-H’ers will discover the many waysweather influences our lives.

OBJECTIVESTo track weather in the UnitedStates and in one other country.To discover the different variablesthat determine weather conditions.To think about how weather affectsour lives.

TIME

Several sessions could be plannedlasting 20 to 30 minutes each.

MATERIALSLocal newspaperUSA TodayWeather chartActivity Sheet 5

PROCEDURE1. Share with the group the weather

section of the local newspaper. Telleach member to use their own news-papers to keep track of local weatherconditions for a week. Use theweather chart to record the informa-tion.

2. As a group, pick another countryand track its weather conditions for aweek. USA TODAY should provideall the information that is needed. Usethe same chart to record the data.

3. Collect stories about howweather affects people’s lives in thiscountry or in the country your groupobserved. Cut out newspaper and ma-gazine clippings to make a groupscrapbook.

Examples: Hurricanes in FloridaFires in CaliforniaDrought in Africa

ACTION IDEASLEARN MOREInvite a county Extension agent to

your group to discuss how weather af-fects country life.

Invite a local meteorologist to yourgroup.

JOIN OTHERSVisit a local TV or radio station to

discover how local broadcasters pre-dict the weather.

WEATHER CHART Activity Sheet 5

Fill in the chart as you track the weather in the U.S. and abroad.

WIND WIND CHILLPLACE TEMP PRESSURE DIRECTION RAINFALL HUMIDITY FACTOR HEAT INDEX

WHAT MAKES IT GO?

In industrialized socie-ties such as our own, wedepend on sources ofenergy—coal, wood, oil,natural gas, nuclearpower, geothermalenergy, solar energy, andmany others—to run ourcars, heat and light ourbuildings, and to powerthe machines in our facto-ries. We use many ofthese sources so muchthat they are becomingharder to find and moreexpensive to use.People in the United States use considerably

more energy than the rest of the world does. Overthe years, the price of some energy sources, suchas oil, has fluctuated greatly because we buy mostof it from Saudia Arabia and other countries inthe Middle East. This activity is designed to showchildren all the different ways we use energy andto explain why it is important to conserve ourvaluable energy sources.

OBJECTIVESTo discuss the different ways weuse energy.To discuss different energy sources.To point out why the United Statesis such an energy-intensive countrycompared to the world’s developingnations.

TIME30–45 minutes

MATERIALSPencils and paperNewsprint and markers

PROCEDURE1. Divide the group into teams.

Make each team approximately thesame size.

2. Have each team pick a countryto explore. Try to have bothdeveloped (US, Canada, WesternEurope) and developing (nations inLatin America, Asia, and Africa) coun-tries represented.

3. Have one team draw a typicalscene in a developed country. Includea variety of energy-dependent dev-ices: cars, power plants, home appli-ances, and factories.

4. Have the second team draw ascene from a developing country. Beaware that the scene will have fewercars, fewer power plants, fewer in-dustrial facilities, and fewer home ap-pliances.

5. Use these two murals as visualreminders of the differences betweendeveloped and developing countries.

ACTION IDEASLEARN MOREVisit a local power plant. Find out

how energy is converted to electricity.Invite an energy expert to come

talk to your group.

JOIN OTHERSEncourage 4-H’ers and their fami-

lies to conserve energy at home.Begin with simple changes such asturning off the lights when you leave aroom and limiting the amount of airconditioning you use in the summer.

Think of other ways to conserveenergy.

TEACH OTHERSShare what you have learned about

energy with friends.Show films about energy conserva-

tion to local community groups.

FOOD FOR THOUGHT

ood provides energy and nutrients needed byour bodies for growth, body maintenance, activ-ity, reproduction, and lactation. By eating a widevariety of different foods each day, we take in es-sential nutrients: proteins, carbohydrates, fats, vi-tamins, minerals, and water.In many parts of the world, people do not have

access to a wide range of food products. They eatmostly staple food, a product eaten regularly andin large enough amounts to supply a major partof a person’s energy needs. Examples of staplefoods include rice, wheat, maize, millet, sorghum,potatoes, roots, and tubers.The latest U.N. Food Council report estimates

that 512 million people in developing countrieswere hungry in 1985. But this is not because of afood shortage. Even in drought-stricken Africa,farmers produce 92 percent of all the food thecountry needs. The problem lies with the wayfood is distributed. Distribution depends uponjobs, income, trade, land ownership, and manyother factors. The net result is that many poorpeople go to bed hungry.

OBJECTIVES TIMETo learn that food is not distributed 30-45 minutesequally around the world.To develop a greater understanding MATERIALSof the emotional impact hunger hason people around the world. Two or three apples or sticks of

gum

PROCEDURE ACTION IDEAS1. Use the apples to illustrate food

distribution around the world. For ex-ample, for a group of 25 people, cutinto quarters and distribute in the fol-lowing way:

Six people will receive nothing orslivers.

Seven people will receive one sliceeach.

Six people will receive three sliceseach.

Five people will receive ten sliceseach.

One person will receive 25 slices.2. This exercise illustrates that

around the world, there are very fewrich people, many middle-incomepeople, and a small number of peoplewho go hungry.

3. Talk about countries in the worldwhere people are hungry. Find thosecountries on a world map or globe.

LEARN MOREContact your county Extension

agent to learn more about hungeraround the world.

JOIN OTHERSFind out what UNICEF, CARE,

World Food Day, and other groups aredoing about world hunger.

GET INVOLVEDSend a 4-H care package to a hun-

gry family either in this country oroverseas.

ACTIVITIES FOR LEARNING AND FOR FUN

Who MakesUp the World?

The Center of It All

Where Does Your Family Come From?

Finding the World in Your State and Community

American Salad

The Grand Finale

THE CENTER OF IT ALL

he family is the basic unit of society. In somecases, it includes the mother, the father, and child-ren. In other cases, there maybe only one parentand children. Some people live in extended fami-lies; these include other relatives, such as grand-parents or aunts and uncles. But whatever thespecific arrangement, a family serves to protectand nurture its members and to provide for theirbasic needs: food, shelter, clothing, and love. Thisis true of families around the world.

OBJECTIVES ACTION IDEASTo understand what a family is. LEARN MORETo share family experiences with Have 4-H’ers ask older familyother members of the 4-H club. members to share anecdotes about

when they were young. Record the in-terviews on video or audiotape.T I M E

20-30 minutes GET INVOLVEDCorrespond with a pen pal about

MATERIALS family life abroad. Contact the follow-ing groups for more information:

Poster board or bulletin board

PROCEDURE1. Have members bring in family

photographs. The photographs mayshow anything at all: family membersplaying a game, eating a meal, or justrelaxing.

2. Discuss the people in each mem-ber’s family. What makes each child’sfamily unique? How do family mem-bers support each other?

3. How does each family celebrateholidays or birthdays? Have these ritu-als become family traditions?

4. Make an exhibit of the groupphotographs. Use either poster boardor a bulletin board.

American Sharing Program, 3255Gateway #57, Springfield, Oregon97477The League of Friendship, Box509, Mount Vernon, Ohio 43050World Pen Pals, 1690 ComoAvenue, St. Paul, Minnesota 55108

WHERE DOES YOUR FAMILY COME FROM?

People are interested in their family roots:where their family came from, why they left theirnative country, when they came to the UnitedStates, and how connected they still are to theirroots. What do 4-H’ers know about their familyroots? What would they like to learn?

OBJECTIVESTo encourage young people to askquestions about their family’s his-tory.To help young people learn how touse resource materials that might beuseful in tracing their familial roots.To encourage young people to visu-alize where their families livedhundreds of years ago.

T I M EVariable; this activity could extend

over several weeks.

MATERIALSPencils and paperHandouts of a world mapCassette tape recorderOptional: geographical dictionary

or world atlas

PROCEDURE1. Have each member of your

group make a family tree. Encouragethe children to interview older familymembers to learn about their families.Have the members tape their relatives’responses:

Sample Questions:Where did your family come from?How long have they been in thiscountry?What connections do they still havewith their native country?2. If no older relatives are available

or if the children want to go fartherback than their relatives’ memories,have them go to the library to find outhow to do more comprehensivegenealogies. Or write to the NationalArchives & Records Service, 8th andPennsylvania Avenue, Washington,D.C. 20408. They have informationabout how to do more detailedgenealogies.

3. Suggest that the 4-H’ers trace theroutes their families took when travel-ing to the United States on a world map.

ACTION IDEASLEARN MOREHave members find out what their

family name means.Find out if they have a family crest

or motto.

TEACH OTHERSInvite a newcomer to the United

States to discuss his or her familybackground.

FINDING THE WORLDIN YOUR STATE AND COMMUNITY

A ll around our country, there are remind-ers that people from many different cultures havesettled here. You see signs in foods, names, cloth-ing, and even in common slang. Are 4-H’ersaware of our cultural links to the past? Whatsigns are there in your hometown?

OBJECTIVESTo discover geographical place-names in the United States that re-flect other cultures.

To learn more about county/stateand world geography.

TIMEApproximately one hour

MATERIALS

State and/or county map (one forevery two people)

Pencils and paperWorld AlmanacSet of encyclopediasWorld mapGeographical dictionary

PROCEDURE1. Divide the group into pairs. Give

each pair a map of their county orstate, a piece of paper, and a pencil.

2. Have 4-H’ers search the mapsfor names of towns, roads, rivers,mountains, and other landmarks thathave been borrowed from other placesin the world. List each world place-name in their county or state that canbe identified. Write a statement ex-plaining the significance of the place-name.

For example, in Iowa you mightfind the following names:

Montezuma, Iowa, which wasnamed for an Aztec ruler.

Argyle, Iowa, which was namedfor the town Argyle in the westernpart of Scotland.

Saint Ansgar, Iowa, which isnamed after a Norwegian saint.

Elkader, Iowa, which is namedafter Abdel Kader, Emir of Algeria.

Pisgah, Iowa, which is named aftera Biblical mountain in the MiddleEast.

3. After finding all the place-nameson the local map, use an atlas with agood index to find the countries wherethe place-names originated. Have acontest to see which pair finds themost place-names.

ACTION IDEASLEARN MOREUse a geographical dictionary tofind out more information aboutplace-names.Find different towns around thecountry that have the same name.Examples: Columbus, Springfield

AMERICAN SALAD

For many years, people referred to thiscountry as a “melting pot.” This meant that theUnited States was made up of people from manydifferent countries who had blended together.Today, the United States is more like a tossedsalad. Each part is distinguishable from the other.The point is that this country includes peoplefrom many ethnic groups who have brought theircustoms and traditions with them.

OBJECTIVESTo help members examine the cul-tural diversity that exists in theircommunity and in the US.To help members appreciate cul-tural diversity that exists in the na-tion.To realize that in spite of our differ-ences, we are all North Americans.

TIMEOne session, 45-60 minutes

MATERIALSMagazines and catalogsScissorsGlue and markers

PROCEDURE1. Have 4-H members collect ma-

gazines and catalogs containing pic-tures of people of different races andethnic groups.

2. Cutout a large outline of theUnited States and tape it to a wall inthe front of the room. Have the mem-bers glue all their “people” on to thissilhouette of the United States.

3. When they have completed thetask, have them select a name for theirpeople poster. Have the group identify

what they think the different racial, re-ligious, and ethnic groups on it are.

4. Look at your club. Are ethnicgroups represented?

(Adapted from David A. Shiman inThe Prejudice Book, Anti-DefamationLeague of B’nai B’rith, New York,1979, p. 47.)

ACTION IDEASLEARN MOREPick a religious or ethnic group

to study in more detail.Name famous members of that

group. Discuss their contributions.Write for a map from the National

Geographic Society called “Peoplesof the World.”

JOIN OTHERSInvite a person from another cul-

ture to talk to your group. Have themshare what life has been like for themin this country.

THE GRAND FINALE

his last activity is designed to summarizemany of the points covered in the guide: what theworld looks like and who makes it up. In theprocess, 4-H members also will begin to be awareof the interdependence of the world’s nationsThis concept will be reinforced in future guides.

OBJECTIVESTo summarize the key points of thisunit.To introduce the concept of globalinterdependence.

30 minutes—2 hours

MATERIALS

Pencils and paperNewsprint and markers

PROCEDURE1. Divide the group into teams. Tell

each team that they will go on ascavenger hunt. The purpose of thehunt is to discover as many ways aspossible that your community islinked to the rest of the world.

2. To organize the scavenger hunt,collect the items beforehand and hidethem in or near your meeting place.Collect as many items as you can.

3. Each team should search for thefollowing items.

A food that is imported fromanother country.An item of clothing from anothercountry.A drawing of one of the countriesfrom which the goods came.A flag from another country.A foreign coin or stamp.A travel brochure from anothercountry.

A toy manufactured in anothercountry.4. Whichever team finds all the

items first wins the scavenger hunt.Present that team with a prize, such asa pin, a certificate, or a free ethniclunch on the group. You also mightwant to list the winning items on agroup chart.

5. During the award ceremonies,ask the 4-H members what theylearned from this activity and how itshows the ways we are linked to otherparts of the world.

TIME

CONCLUSION

You have just completed the first unit of the 4-Hinternational curriculum. Your 4-H’ers should nowhave a better idea where places are located on aworld map and why it is so important that we shareour natural resources. Despite the fact that it is soeasy to get caught up in our lives, we cannot affordto shut our eyes to the rest of the world The possibili-ties for discovery and involvement are endless.

In the words of Martin Luther King, Jr.: “Wemust learn to live together as brothers . . . or we willperish as fools. We are tied together in the single gar-ment of destiny, caught in an inescapable network ofmutuality. And whatever affects one directly affectsall indirectly.

“The world in which we live is geographicallyone. The challenge that we face today is to make itone in terms of brotherhood.”

We have just come one step closer to making thathappen.

GLOSSARY OF TERMS

This list includes those terms that are the most complex and technical used inthe guide.

Developing Countries: They include 65 countries in Africa, South and South-east Asia, and Latin America. These countries are so poor that they struggle tomeet their basic needs. To help improve the overall quality of life, these countriesmust strengthen their economic base.

Ecosystem: a closed environment that includes light, air, and forms of life.Planet earth is an example of an ecosystem.

Energy Sources: materials such as coal, oil, and natural gas that can be burnedto run cars, heat and light buildings, and power machines.

Nutrients: materials our bodies need to function. They include proteins, carbo-hydrates, fats, vitamins, minerals, and water.

Photosynthesis: the process by which plants use energy from the sun, carbondioxide, and water to make food. The plants give off oxygen as a waste product,thereby replenishing earth’s supply of this essential substance.

Pollution: the process of contaminating the air or water with man-made waste.

Population: the number of people living in a given area.

Staple Foods: a product eaten regularly and in large enough amounts to supplya major part of a person’s energy needs.

OUTSIDE RESOURCES

The following organizations offer both edu-cational and resource materials on internationalissues. Most welcome inquiries on subjects re-lated to their area of expertise:AMERICAN ASSOCIATION FOR

WORLD HEALTH2001 S Street, NWSuite 530Washington, D.C. 20009(202) 265-0286

AMERICAN HOME ECONOMICSASSOCIATION

2010 Massachusetts Avenue, NWWashington, D.C. 20036(202) 862-8300

AMERICAN RED CROSS18th and D Streets, NWWashington, D.C. 20006(202) 639-3000

COOPERATIVE FOR AMERICANRELIEF EVERYWHERE (CARE)

660 First AvenueNew York, New York 10016(212) 686-3110

THE CENTER FOR TEACHINGINTERNATIONAL RELATIONS (CTIR)

University of DenverDenver, Colorado 80208(303) 871-3106 or 2426

GLOBAL PERSPECTIVES INEDUCATION, INC.

218 East 18th StreetNew York, New York 10003(212) 732-8606

INSA, THE INTERNATIONAL SERVICEASSOCIATION FOR HEALTH

P.O. Box 15086Atlanta, Georgia 30333(404) 634-5748

NATIONAL COMMITTEE FOR WORLDFOOD DAY

1001 22nd Street, NWWashington, D.C. 20437(202) 653-2404

NATIONAL COUNCIL FOR THESOCIAL STUDIES (NCSS)

3501 Newark Street, NWWashington, D.C. 20016(202) 966-7840

NATIONAL GEOGRAPHIC SOCIETY17th and M Streets, NWWashington, D.C. 20036(202) 857-7000

PEACE CORPS PARTNERSHIPPROGRAM

806 Connecticut Avenue, NWWashington, D.C. 205261-800-424-8580

SAVE THE CHILDREN1340 Spring StreetAtlanta, Georgia 30309(404) 885-1578

UNICEF – THE INFORMATIONCENTER ON CHILDREN’SCULTURES

331 East 38th StreetNew York, New York 10016(212) 686-5522

UNITED NATIONS FOOD ANDAGRICULTURE ORGANIZATION

Liaison Office for North America1001 22nd Street, NWWashington, D.C. 20437(202) 653-2402

WORLD HEALTH ORGANIZATION(WHO)

525 23rd Street, NWWashington, D.C. 20037(202) 861-3200

WORLD BANK1818 Street, NWWashington, D.C. 20433(202) 477-1234

4-H is the youth component of the Cooperative Extension System. It maintainsacademic ties to the land-grant universities located in each of the 50 states, theDistrict of Columbia, and US territories, as well as the Department of Agriculture.4-H also has ties to similar youth programs in more than 80 countries around theworld.

4-H is designed to help young people develop skills that will help them becomehappy, productive adults. These skills include developing a positive self-concept,establishing effective interpersonal relations, learning how to take care of one’sbody, and cultivating practical life skills. How well they learn these skills dependson effective communication and interaction.

Programs and educational materials of National 4-H Council are available toall persons regardless of race, color, sex, age, religion, national origin or handicap.Council is an equal opportunity employer.

National 4-H Council7100 Connecticut AvenueChevy Chase, Maryland 20815(301)961-2800

Cooperative Extension Service, Kansas State University, Manhattan, Kansas4-H 635 February 1990Issued in furtherance of Cooperative Extension Work, acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils,Extension Districts and United States Department of Agriculture Cooperating, Richard D. Wootton, Associate Director. All educational programs and materialsavailable without discrimination on the basis of race, color, national origin, sex, age, or disability.File Code: 4-H and Youth–2 2-90—300; 9-96—100

Kansas State University Agricultural Experiment Station and Cooperative Extension Service

4H635 February 1990

It is the policy of Kansas State University Agricultural Experiment Station and Cooperative Extension Service that all persons shall have equal opportunity and accessto its educational programs, services, activities, and materials without regard to race, color, religion, national origin, sex, age or disability. Kansas State University isan equal opportunity organization. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University,County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, Marc A. Johnson, Director. File code: 4-H and Youth–2