Food, Inc. Discussion Guide - TakePart

More documents

Recommendations

Info

U s i n g t h i s G u i d eThis guide is designed to help instructors maximize the educational impact ofFood, Inc. for their students.Applications The guide is aimed at the high school level and may be used tointroduce or explore subject themes in a variety of courses, including economics,environmental science, English, geography, science, social studies, and vocationalagriculture. The discussion questions and many of the suggested activities wouldalso be effective in college courses, community organizations, and other teen oradult group settings.Approach The guide is designed around the Socratic discussion approach toteaching. In this approach originally attributed to Socrates, the teacher or leaderasks provocative, probing questions to progressively challenge students’ thinkingand to help them attain a deeper understanding of complex ideas.Strategy The guide suggests sets of questions for facilitating rigorouslythoughtful Socratic discussions about the issues presented in Food, Inc., includinganimal welfare, workers’ rights, health, and sustainability. For each chapter of thefilm, a Focus Question presents the central issue to be explored, while DeepeningQuestions help students examine the issue more critically. Rather than presenta specific point of view, the discussion questions are designed to help studentsexplore the issues through a deeper and deeper exploration of their own thinking.Even if you choose not to conduct a Socratic discussion, you may use thequestions to deepen students’ understanding of the topics presented in Food,Inc. You may select questions from throughout the guide that you feel will furtheryour course objectives or best engage your students.Organization The guide is organized around the nine chapters of the film.In addition to a Focus Question and Deepening Questions, each chapter includesan Opener to get students thinking about the topics presented in the film chapterbefore watching it, as well as Ideas for Action to extend their learning beyond theclassroom. Depending on your course objectives and the time available, you mayshow the film a chapter at a time—stopping it to explore the chapter topics more1 0F o o d , I n c . D I S C U S S I O N G U I D E© P a r t i c i p a n t M e d i a
deeply—or show the film in its entirety and choose Openers, questions, and Ideasfor Action from throughout the guide to fit your curriculum.Note: The first 3-minute segment of the film introduces the topics and issuesaddressed in the film chapters. Even if you do not plan to show the entire film,we recommend showing this introductory segment before presenting any of theother chapters.O b j e c t i v e sThe film Food, Inc. presents a number of complex issues surrounding the U.S.food system. The discussion questions and activities suggested in this guide willhelp students:• Think through their own perceptions, ideas, and solutions so that they arebetter prepared to make thoughtful choices about food.• Make connections between ways of thinking about the food-related issuespresented in the film and the big questions we face in life.• Develop the knowledge and skills they need to participate in a meaningfulpublic dialogue about food and food systems.• Take action to address food-related issues in their own lives.1 1F o o d , I n c . D I S C U S S I O N G U I D E© P a r t i c i p a n t M e d i a
Page 8 and 9: L e t t e r f r o m Z e n o b i a B
Page 12 and 13: N at i o n a l S ta n d a r d s C o
Page 14 and 15: g Analyze the extent to which group
Page 16 and 17: About SocraticDiscussionsFood, Inc.
Page 18 and 19: to a deeper understanding of the is
Page 20 and 21: A s s e s s i n g S o c r at i c D
Page 22 and 23: 2 2F o o d , I n c . D I S C U S S
Page 24 and 25: In this factory farming model, a si
Page 26 and 27: • If we are in consensus that eve
Page 28 and 29: S t u d e n t H a n d o u tL u n c
Page 32 and 33: eakfast cereals, salad dressings, m
Page 34: S o c r at i c D i s c u s s i o nF
Page 37 and 38: S t u d e n t H a n d o u tC o r n
Page 39 and 40: c h a p t e r 3Unintended Consequen
Page 41 and 42: on contaminant tests that do not gi
Page 43: • The mother says, “Sometimes i
Page 48 and 49: B a c k g r o u n d I n f o r m at
Page 50 and 51: S o c r at i c D i s c u s s i o nF
Page 52 and 53: I d e a s f o r A c t i o n• Enco
Page 56 and 57: B a c k g r o u n d I n f o r m at
Page 58 and 59: S o c r at i c D i s c u s s i o nF
Page 60 and 61:
R e f l e c t i o nThe film describ
Page 62 and 63:
6 2F o o d , I n c . D I S C U S S
Page 64:
On the face of it, cheap, abundant
Page 67 and 68:
easons. Do you think economics is a
Page 69 and 70:
6 9F o o d , I n c . D I S C U S S
Page 71 and 72:
C h a p t e r 7From Seed to theSupe
Page 73 and 74:
As depicted in the film, companies
Page 75 and 76:
• Why might we care whether Monsa
Page 77 and 78:
genetic material—called deoxyribo
Page 79 and 80:
c h a p t e r 8The VeilS y n o p s
Page 81 and 82:
One of the issues of regulation poi
Page 83 and 84:
• In the film, Barbara Kowalcyk a
Page 85 and 86:
6 Do the Nutrition Facts affect whe
Page 87 and 88:
c h a p t e r 9Shocks to the System
Page 89 and 90:
S o c r at i c D i s c u s s i o nF
Page 91 and 92:
I d e a s f o r A c t i o n• From
Page 93:
Things You Can DoYo u c a n vot e t
Page 96 and 97:
ResourcesFor additional information
Page 98 and 99:
Center for Science in the Public In
Page 100 and 101:
p h o t o c r e d i t s©istockphot
Page 102 and 103:
A b o u t P a r t i c i p a n t M e
show all

Food, Inc. Discussion Guide - TakePart

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?