I watched the U.S. Democratic Presidential Debate last night. As Canadians, what happens down South affects us, but more importantly, this debate pointed to some holes in the moral fibre of our society today; a lot of social justice issues came up: healthcare for all, better education, better universal wages for struggling individuals, corporate greed. And that is where I will begin today. The ethics of dairy, specifically, the role of corporate greed in all of this.
Except, I begin with an unlikely item in the circles of corporate greed. Milk. I recently watched a documentary titled, The Milk System (Teachers, this documentary is available on Netflix). Milk is touted as an essential in our diets. It is a critical source of calcium; it is instrumental in the proper formation and then the maintenance of strong bones and teeth. Or is that what dairy businesses tell you because they want you to buy their milk products? Have ads from the 50s and 60s pervaded our present consciousness to create this “fact” that milk is a superfood? Yes, there are scientific studies that advocate the nutritious benefits of milk, but the nutrition of milk is not under fire here. It is the ethics of milk production. What are the costs, and do they outweigh the benefits?
Watch the trailer of The Milk System
Reasons why your students should watch The Milk System documentary:
- Standing at 1 hour and 30 minutes in length, this documentary is a look at milk from various angles of the production to consumption process.
- It looks at the lives of dairy farmers in Europe and other parts of the world, examining in detail the hardships they face and the never-ending battle they fight with dairy factories.
- It takes a hard look at corporate milk giants further along the production process who take advantage of the desperation of these farmers, working the families, the land and the animals beyond their God-given abilities.
- It provides a glimpse into the marketing of milk, and how as a society we have been, and continue to be lied to.
- It maneuvers through an in-depth look into the brutality with which the animals in question are being dealt.
- And, it provides an insight into the milk imprint on the environment, and how we as consumers can make a difference.
Concepts this post covers, and those students can explore, through guided and inquiry-based learning of this documentary:
- The socioeconomic struggles faced by farmers
- The mental health crisis affecting farmers and their families
- The toll on the environment as a result of demanding increased milk production
- The dairy factories’ culpability in the various crises faced by farmers, animals and the environment along the way
- The marketing of milk and how this affects our lives
ACTIVITIES TO TEACH THIS CONCEPT:
1. K-W-L Chart
Teachers, before you begin a screening of this documentary for an English, Nutrition, Social Sciences, Law or Religion class in high school (really anywhere from grades 9 – 12), ask your students to complete a K – W – L Chart. I have provided a standard sample for your use, but you can create any manner of K-W-L charts to suit your creative talents, and the ways in which your students learn best.
*If I may make a suggestion at this point: with a mind to live in an environmentally-responsible way, I would like to propose that you use Google Classroom (or a similar platform) to run your classes. There are various benefits:
- You don’t use as much (or any paper) because you post everything online
- As teachers, we carry so much marking around, but with an online platform, you just need to carry one device (and this could even be just your phone!) that gives you access to all your students’ online assignments.
- And access: you can post from anywhere, and your students can access from anywhere.
With the K-W-L Chart, prompt your students to think of:
- What they know about milk, including, its production, marketing, sale and consumption (What I Know)
- Ask them to also note down any questions they have (What I Want to Know)
- And for the last column, encourage them to keep a running account of what they learn as they learn it (What I Have Learned)
2. Milk Myths and Facts Activity
You can also do a Milk Myths and Facts activity with your class. In the hyperlinked PDF, I have provided a list of comments about milk. You may print these and cut them out for your use. Put your students into groups to complete this task, and have them evaluate each statement to conclude whether it is true or false. Students may NOT do any research as they determine the verity of these statements. Encourage them to call on their own knowledge as they make their assessments. Have these same statements written out on the board in advance. Once groups have determined whether their statement is a myth or a fact, have them share their ideas with the entire class. Have students from other groups chime in with their comments on the statements (as you see fit). For your information, and to facilitate the teaching of these milk myths and facts, please refer to the following websites:
White Lies? Five Milk Myths Debunked
Stanford Medicine: Christopher Gardner Busts Myths about Milk
After this activity, have students go back and add to their K-W-L charts.
3. Watch the Documentary The Milk System
As students watch this documentary, have them add to the various columns of their K-W-L chart. Encourage them to make additional notes on their perception and understanding of the documentary.
4. Debrief
When you are done screening the documentary, have an open and informal debriefing session. I have provided The Milk System Documentary Debriefing Questions you can ask students to get them thinking critically about the documentary.
5. The Mental Health Crisis: How Farmers are Affected
Have students read the following articles and watch the following videos to answer the question, “What factors affect the mental health of farmers and why?”
You may choose to have your students write an expository essay on the question, or do a research paper on the same (depending on the level and the subject area you are teaching).
Articles:
Quiet Epidemic of Suicide Claims France’s Farmers
Why Are So Many French Farmers Taking Their Own Lives?
Videos:
Fields of Despair: Suicide Plagues French Farmers
Farmer’s Suicides: The Rising Human Cost of the EU’s Agriculture Crisis
6. Evaluating Milk Advertisements
Put students in groups and have them choose 3 milk advertisements from 3 different decades. Below are some exemplars you can use to help get them started. Ads can be either single image posters, a series, or videos. Have students compare and contrast the various messages associated with each advertisement.
In their groups have them create a presentation using a medium of their choice (press, Google Slides, 2D poster etc.) to share their findings with the class. Students can also answer the following question in a 3-paragraph response, as part of this presentation, How do these ads affect the public perception of milk? How has this changed over time?
7. Researching the Impact of Dairy Farming on the Environment
Students can access scholarly articles to determine the ecological footprint of dairy farming. Teachers, the criteria for this research paper and the evaluation method will largely depend on the level you are teaching and the subject area, which is why I will leave these components to your professional discretion. Should you need help in locating additional material for this assignment, please get in touch. You may start students off by pointing them to these journal article abstracts:
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I hope you have found this post helpful, dear readers. Teachers, the ideas and materials provided here may be tweaked according to your preference, and the needs of your students. I would value any feedback you have about the reception of the documentary with your students, and the execution of these activities. Please follow me on Instagram for additional lesson ideas @creativeteachingbybd
This wraps up Day 1 of the 31-Day Social Justice Education Project! See you tomorrow!
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