Food, Inc. Discussion Guide - TakePart

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to a deeper understanding of the issues raised by the film, and to help themrespect different points of view.4 As appropriate, help clarify students’ thinking; for example: “What I hear yousay is…”, “How would you compare Liam’s response to what Tamara said?” or“What in the film supports that view?”5 Invite and encourage participation by all students; you might say, for example,“I’d like to hear what Sophie thinks.” If need be, consider distributing an equalnumber of chips or tokens for students to “spend” each time they talk.6 If necessary, stop the discussion to commend positive behavior or to endnegative behavior.D e e p e n i n g t h e D i s c u s s i o n1 Ask “Deepening Questions” to help students probe further into the topic andclarify their thinking. Pose questions that seem appropriate for the discussionas it unfolds. At each stage of the discussion, allow time for an exploration ofideas by several participants.2 If the discussion gets quiet, wait and give students time to gather theirthoughts. Silence often allows the most insightful ideas to surface.3 The first time you conduct a Socratic discussion with your students, limitit to 30 minutes. As students become more familiar and comfortable withthis format, you can expect longer and more sustained discussions of 45–50minutes.P r o v i d i n g C l o s u r e1 When you determine that it is time to end the discussion, ask students tosummarize the main ideas explored in the discussion. Have them go around1 8F 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
the circle and comment on how the discussion went for them. Is thereanything they would improve for next time?S a m p l e G u i d e l i n e s f o rP a r t i c i p a n t s• Make sure your comments are appropriate and respectful.• Stick to the topic currently being discussed. (Take notes on ideas you want tocome back to later.)• Talk to each other, not to the teacher or leader.• Speak up so that everyone can hear you.• Listen carefully to others’ comments.• Try to add on to or make a link with something someone else has said.• Encourage others to join in the discussion.• Say “pass” if you want time to think before contributing.• Refer to the film when possible, citing examples from it or drawingconnections to it.the circle and comment on how the discussion went for them. Is thereanything they would improve for next time?2 After the discussion, allow students time to reflect on the ideas explored. (See“Reflection” sections for specific suggestions.)1 9F 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 10 and 11: U s i n g t h i s G u i d eThis gui
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 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 64: On the face of it, cheap, abundant
Page 67 and 68: easons. Do you think economics is a
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6 9F o o d , I n c . D I S C U S S
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C h a p t e r 7From Seed to theSupe
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As depicted in the film, companies
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• Why might we care whether Monsa
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genetic material—called deoxyribo
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c h a p t e r 8The VeilS y n o p s
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One of the issues of regulation poi
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• In the film, Barbara Kowalcyk a
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6 Do the Nutrition Facts affect whe
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c h a p t e r 9Shocks to the System
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S o c r at i c D i s c u s s i o nF
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I d e a s f o r A c t i o n• From
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Things You Can DoYo u c a n vot e t
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ResourcesFor additional information
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Center for Science in the Public In
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p h o t o c r e d i t s©istockphot
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A b o u t P a r t i c i p a n t M e
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Food, Inc. Discussion Guide - TakePart

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