. . . . Contents: Brief Description Main Curriculum Area Other Subject Areas Lesson Goals and Objectives Activities Assessment Relevant Websites About the Authors The Offer Version #1 The Offer Version  #2 Discussion Guide Whole Hog Debate Topics

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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

• Recognize that the rapid growth of large, corporate hog operations in North Carolina has raised a number of environmental, public health, social, political, and economic issues that must be addressed.
• Investigate these issues.
• Discuss and debate the issues.
• Assess society's need to balance economic progress with environmental protection and differentiate between acceptable and unacceptable tradeoffs.
• State their own personal opinions on what the family should do with the farm and why.

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 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 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 may serve as family members.

7) Facilitate a follow-up class discussion - 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
Discussion Guide

- 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

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. By conducting research, 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 operator is in full compliance with all existing laws and rules, yet environmental damage still occurs. Who should pay for this damage - the public or the operator?

3. 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?

4. An integrator has a legal contract with a hog operator who actually "grows" the animals. The hog operator violates several environmental regulations. Should the integrator be held responsible in any way?

5. 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?

6. Odors from an intensive hog operation routinely carry over to a neighboring property. The owner of that property says the stench is unbearable. She also reports that the air is so bad it has triggered asthma attacks in her youngest child, sending him to the emergency room on several occasions. Should the hog operator be held legally responsible?

7. 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?

8. 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?