Lesson Plan #1
Brief Description:
In this classroom simulation exercise, students investigate
(using selected web resources) issues related to North Carolina's hog industry.
They discuss and debate the issues, finally reaching their own conclusions
on how a family faced with an opportunity to sell the farm to a large,
corporate hog operator should respond to the offer.
Primary Goal and Objectives (from proposed new NC Science curriculum last updated 1/02/99):
Grade 6 Science
1.03 Evaluate ways human activities have affected the earth's pedosphere
and measures taken to control the impact.
Grade 7 Science
1.04 Evaluate human impact on the atmosphere.
Grade
8 Science
1.04 Evaluate human impact on water quality.
Grades 9-12 Science
7.04 Assess how society weighs the choices of economic progress, population
growth, and environmental protection and selects a balanced, responsible
course of action.
Other Subject Areas Covered: Computer, Information, Healthful Living, Social Studies, Language Arts
Other Goals & Objectives from the NC Standard Course of Study:
Grade 6 Computer
3.7 Evaluate electronic information from various sources as to validity,
appropriateness, content, and usefulness.
Grade 7 Computer
3.8 Evaluate the information from electronic sources as to validity,
appropriateness, content, and usefulness.
Grade
8 Computer
3.9 Conduct online research and evaluate the information found as
to the validity, appropriateness, content, and usefulness.
Grades 9-12 Computer
3.3 Use electronic resources for research.
Grades K-12 Information
2.2 The learner will engage in a research process to meet information
needs.
Grade
8 Healthful Living
3.6 Selecting personal behavior goals and strategies contributing
to environmental improvement.
Grades 9-12 Social Studies
3.4 Compare examples of tradeoffs and opportunity costs of economic
choices.
9.1 Evaluate the role of debate, consensus, compromise, and negotiation
in resolving conflicts.
10.1 Analyze individual and group decisions on the basis of a variety
of standards including aesthetic, pragmatic, and ethical.
Students will
1) Read the story, The Offer, aloud to students or have them read it to themselves - either in small groups or individually (Please note: Two versions are available. Choose the one you think will work best with your class). Ask students to write one sentence about what they think should happen to the farm.
2) Facilitate a discussion of student opinions and tally responses (Yes or No) to the question, "Should the farm be sold to a large, corporate pork producer?"
3) Provide an opportunity for students to explore the Whole Hog web site (This may be done using the laptops or in a regular classroom by projecting using the LCD).
4) Explain that the rapid growth of the hog industry in North Carolina may be viewed differently by different people, depending upon their interests. A list of Internet resources and NC Hog Site Resources are provided below.
5) Either (a) have each student independently review the selected websites, identify the issues involved, and prepare to present and defend his/her position; OR (b) have all those students meet as a group to cooperatively accomplish these tasks.
6) Depending on the option chosen above, EITHER (a) divide the class into small groups, and ask students to present, discuss, and debate their various positions within the group; OR (b) bring the class together as a whole, and ask representatives from group to present, discuss and debate their positions. This may be done before a simulated "family" which will meet afterward to reach a final decision on what to do with the farm. Ideally, members of the "family" should include the teacher and 2 or 3 adult volunteers (e.g., other interested teachers, media specialist, parent volunteers). If this is not possible, students who are not actively participating as stakeholders may serve as family members.
7) Facilitate a follow-up class discussion, using the stakeholder discussion
guide. Note the complex array of issues raised and categorize them as
- environmental
- public health
- social
- political or economic
Ask students to consider society's need to balance economic progress with environmental protection. Which kinds of tradeoffs are acceptable? Which are not? What can individual citizens and their families do to help to ensure that a reasonable balance is maintained?
8) Have students write a one-page essay on what they think the family should do with the farm and why.
9) Take a second tally of student responses to the question, "Should
the farm be sold to a large, corporate pork producer?" Note any discrepancies
between the two tallies. Ask students whether they think changes in opinion
occurred as a result of having more information.
- proficiency at conducting investigation of issues using the Internet
resources provided
- quality of participation in discussion and debate
- quality of video production stating personal position
Whole Hog Glossary
Debate Topics
Extended Activities
Stakeholder
Discussion Guide
NC Hog Site Resources
Websites with information relevant to Stakeholder's
position
Two versions of "The Offer" are available. Please read them over; then choose the one you think will work best with your class. In BOTH versions, family members must decide whether to sell the farm to a large, corporate pork producer.
Version 1: Sarah's ailing grandfather dies before he can share his decision regarding whether to sell the farm to a large, corporate pork producer. Now -- in the midst of their grief -- family members must determine what to do. They ask themselves, "What would Grandfather have wanted?"
Version 2: David's grandparents are getting too old to keep up with the farm. A large, corporate pork producer who already has bought several other pieces of land in the area has made them a very good offer. They are inclined to take it, but want to discuss the offer with the whole family before making a firm decision. Everyone will join them at the farm for a meeting next weekend.
Questions to guide a follow-up discussion may be found at the end of
each version.
Grandpa seemed to be breathing peacefully now. The sun streamed through the windows and touched his lined and leathered face. From years of wearing his hat in the fields, there was a distinct contrast between his smooth, bald head and weathered complexion.
Sarah sat watching him from the chair by the bed. She held his hand as she had done off and on throughout the night. She worried about his getting the care he was going to need when she went home today. Spending the time by Grandpa's bed this summer had been hard. While her friends went to parties and talked on the phone about plans for their senior year in high school, she had been asked to spend the summer fifty miles away on the family farm helping her grandfather. As she watched him she knew he would not be here much longer.
She was grateful for having had the time to learn more about her family from Grandpa. She especially enjoyed hearing the stories and seeing the photos of her father and her aunts and uncles when they were children. Grandpa talked a lot about his life on this farm. Things sure seemed different today. It was hard to imagine the place with all the livestock, equipment, and people she had seen in the pictures. Today most of the land was leased and the barns were empty.
Grandpa stirred and opened his eyes. Even though he was ill she knew that the disease had not affected his mind. She still could see the alertness in his eyes. "Have you been sitting there all night? You must be tired," he said. "I'll be all right," she said. A smile crossed his face. "I'm sure looking forward to the family reunion next week. I know people don't want to talk about my dying, but I think we need to talk about what to do with the farm after I'm gone." He sounded funny without his teeth.
Sarah knew that Grandpa's attorney would be coming by this afternoon after she left to talk with him about his will and whether he wanted to consider the possibility of selling the farm. Many farmers in the area had already sold their farms to the large, corporate swine operator. Sarah knew Grandpa had spent a lot of time talking with different people about what to do with the farm and that he planned to share his decision with the family at the reunion. She gave her grandfather a kiss. "I know the whole family will support whatever decision you make about the farm. I've got to leave, Grandpa. See you at the reunion."
While Sarah was driving home, she wondered what her grandfather would decide. She knew her family could use their share of the money Grandpa would leave them if he sold the farm. She also knew her whole family would miss the farm she had known all her life if it became one of the corporate farms she passed on the county road.
During dinner that evening, as Sarah's family discussed Grandpa's decision,
the phone rang. Sarah's dad answered the phone and tears began to
stream from his eyes as he listened. Before anybody said anything, Sarah
knew what the news would be. Her grandfather had died that afternoon.
1. Why is this story called "The Offer?"
2. What is your opinion about what Grandpa should do?
3. What do you think Grandpa was going to do?
4. Why do you think this?
5. Whom do you think Grandpa was talking to about his decision?
6. What are the benefits of selling to a hog corporate operator?
7. What are the benefits of not selling to a hog corporate operator?
8. To whom would you speak if you had to make this decision?
David, who lives in the city, still loves to visit his grandparents' farm. It has changed a lot over the past few years, though. All but two cows are gone now, and what is left of the once lush green pasture is overgrown with weeds. The rest, leased to neighbors, has been planted in tobacco. The house, barn, silo and outbuildings -- as well as the wooden fence that surrounds them -- badly need to be painted. Some major repairs also must be done, especially to the sagging roof of the barn. David's grandfather says he is getting too old to keep up with such a large place. His grandmother agrees. Just handling day-to-day chores has become more difficult with time.
David's father and his two aunts have fond memories of growing up on the farm. It was a busy family dairy operation back then. They are sad to see it looking so run-down and would like to be around more to help. Unfortunately, all three live a distance away and have other jobs and responsibilities. They've encouraged Grandpa to hire someone else to come in to do the heavy work. He has tried, but with limited success. Good help is hard to find and harder to keep.
Last Sunday, David's grandparents phoned to tell his father they are thinking about selling the farm. A large, corporate swine operator who already has bought several other properties in the area has made them a very good offer. If they accept it, they will be able to buy a smaller, newer home in the nearby town where they already shop, get their medical care, and attend church. There also will be money left over to put into college accounts for David and his cousins. Grandpa and Grandma don't want to make a firm decision, however, without first discussing the offer with the whole family. They have asked everyone to join them at the farm for a meeting next weekend.
David is looking forward to seeing his cousin Alvin again. The two are close in age and have shared many happy hours together on the farm. At the reunion last year, they stuffed themselves with Grandma's homemade biscuits, took turns shifting gears and driving the rusty tractor that normally sits parked behind the house, and bedded down in sleeping bags on old mattresses in the attic. Rain hammered the tin roof, awakening them, so they lay on their backs and talked. David can't recall what they talked about -- nothing important really. This time, however, the conversation will be serious.
David's family doesn't know much about hogs. They know even less about
large corporate hog farms like the ones the swine operator runs. David's
family decides to do some research in preparation for the family reunion
next weekend. They decide to begin by contacting a number of different
people who should be able to provide information. The very next day, they
start making calls. There is a lot to learn and not much time.
1. Why is this story entitled "The Offer?" Could it just as easily be called "The Decision?"
2. Although David's grandparents will make the final decision themselves,
they have asked the rest of the family to meet and discuss the offer with
them.
- Can you guess their reasons for wanting family members to openly
share ideas and opinions?
- Do you think everyone at the meeting will agree on what should be
done?
- How might differences of opinion affect Grandpa and Grandma's decision?
3. David's family has decided to do some research on corporate hog farming
before the family meeting.
- With whom do you think they will talk?
- What sorts of questions do you think they will ask?
- Based on your present knowledge of the issues involved, what do you
think they will learn?
4. If David's grandparents decide not to sell the farm to the corporate hog operator, they will have to look at other alternatives for dealing with the problems they currently are facing. What are some of those alternatives?
5. What do you think David's grandparents should do with the farm?
1. Which of the stakeholders are in favor of selling the farm to a large, corporate pork producer? Which are not? (Teacher may use chalkboard or overhead; see layout suggestion below.)
2. What are the stakeholders' primary reasons for believing as they do?
3. Do you think any of the stakeholders might be persuaded to change
his or her position? Why?
Stakeholder Position(yes/no) Primary Reason(s) Change?
4. By conducting research and participating in this stakeholder activity,
you have become familiar with the complex array of issues raised by the
rapid growth of the hog industry in our state.
- Identify and make a list of these issues (Teacher may use chalkboard
or overhead).
- Categorize them as environmental, public health, social, political
and economic, using the tags: env, ph, soc, pol, and ec.
- Which of these issues are most important? Why?
5. Consider society's need to balance economic progress with environmental
protection. With regard to the hog industry,
- What kinds of tradeoffs are acceptable?
- What kinds of tradeoffs are unacceptable?
- What can individual citizens and their families do to help to ensure
that a reasonable balance is maintained?
Once students are familiar with both the issues involved and the Internet resources available for getting more information, the teacher may want to organize a formal classroom debate. Following the debate, students should vote to determine who has "won."
1. The hog industry brings economic benefits to North Carolina. Do these economic benefits outweigh environmental concerns?
2. A hog operation has not been managing waste appropriately. It must be closed down and its old waste lagoons cleaned up. Who should pay for the clean up - the public or the operator?
3. Waste management is a major problem associated with the hog industry. Improved technologies for dealing with solid and liquid waste, as well as airborne emissions, must be developed. Should state taxpayers subsidize research on and development of these new technologies?
4. The techniques used by intensive hog operations have greatly increased the number of hogs that can be grown on a given piece of land. Current waste management practices are inadequate to handle the elevated density, however. Is a sustainable hog industry possible?
5. Activists claim that North Carolina's booming hog industry is damaging
the environment and endangering public health. They want it controlled
through tougher laws, policies and regulations. Industry insiders complain
that having to jump through more legal hoops will interfere with their
ability to conduct business and may eventually drive them from the state.
Where does the truth lie? Are North Carolina's laws, policies, and regulations
balanced enough to address both concerns?
In "The Offer," family members must decide whether to sell the farm to a large corporate pork producer. They seek opinions from a number of people, called "stakeholders." These people have differing backgrounds and interests that influence their views:
- Stakeholder #1, hog operator, age 48
- Stakeholder #2, county commissioner, age 62
- Stakeholder #3, integrator's property manager,
age 31
- Stakeholder #4, farm worker, age 35
- Stakeholder #5, tobacco farmer and neighbor, age
67
- Stakeholder #6, environmental engineer, age 38
- Stakeholder #7, physician and board of health member,
age 42
- Stakeholder #8, schoolteacher and environmental
activist, age 28
OR ... you may pick another stakeholder of your choice from the NC Soil and Water Commissioners list.
You have been assigned a stakeholder role. Use resources available to
you and be prepared to present and defend your stakeholder's views.
- Multiple Hog Informational
Sites
- NC Pork Council Facts &
FAQs
- North Carolina's
Swine Industry
- National Pork Producers Council:
Questions About Pork Production and the Environment.
- Lagoon
Waste Treatment & Storage
- NCSU
Animal and Poultry Waste Management Center
- NC Soil and Water Commissioners
- NC Employment
Security Commission - Labor Market Information
- NC
Department of Agriculture's Livestock
- Information
by County websites
- NC
Environmental Defense Fund's Hogwatch
- Links
to NC Environmental Hog-Related Sites
- NCSU Aquatic
Botany Pfiesteria Piscicida Page
- Pitting
Pork Waste Against Public Health
- Environmental
Injustice in North Carolina's Hog Industry
- NC General Assembly
