2. THE FOODFIGHT CURRICULUM
WAS CONCEIVED & DEVELOPED BY
THE CO-FOUNDERS OF FOODFIGHT:
Carolyn Cohen
Deborah Lewison-Grant
Co-Founders of FoodFight
DESIGN: Gabriele Wilson Design
FOODFIGHT GRATEFULLY ACKNOWLEDGES
THE ASSISTANCE OF ITS CURRICULUM
CONTENT PROVIDERS:
Drs. Isobel Contento & Pam Koch, Teachers
College Nutrition Education Program
Anna Lappe, Author of Diet for a Hot Planet
and Director of Small Planet Institute.
Catherine Gund, Director of What’s On Your Plate?
Center for Ecoliteracy, Food Inc discussion guide
Julie Negrin, Nutritionist and Food Guru
Ilaria St. Florian, Graduate Nutrition program
at Teachers College
National Association of Media Literacy
SPECIAL THANKS GO TO OUR INTERNS:
Ariel Savransky and McKenzie Largay
All rights reserved. Except for activity worksheets, no part
of this publication may be reproduced or transmitted
in any form or by any means, electronic or mechanical,
including photocopying, or any other information and
retrieval system, without written
permission from FoodFight.
For more information please contact:
FOODFIGHT
21 W 46th Street
Suite 1205
New York, NY 10036
3. CONTENTS
PART 1 - DECONSTRUCTION
Unit 1: Media Literacy
Unit 2: Food Politics
Lesson 1.1: Where Do We Stand?
Lesson 1.2: Name that Brand
Lesson 1.3: The Hunt for Cool
Lesson 1.4: It’s All in the Technique
Lesson 1.5: This program is brought to you by…
Lesson 1.6: The Cost of Success: A Food Marketing Case Study
Lesson 2.1: The Power of Three: Sugar, Salt, and Fat
Lesson 2.2: How did we Arrive at SuperSize: Big Joe vs. Big Mac
Lesson 2.3: Why Do We Eat What We Eat: Hidden Persuaders
Lesson 2.4: Does Health Equal Wealth?
Lesson 2.5: Why is Fast Food so Cheap?
Lesson 2.6: When was the Last Time You Ate Corn?
Lesson 2.7: Chicken: Food or Foul
Lesson 2.8: Risky Business: The Flipside of a Burger
Lesson 2.9: If CAFOs Had Glass Walls
Lesson 2.10: This Land is Your Land—But Not For Long
Lesson 2.11: The Bigger Picture: The Story of Stuff
Lesson 2.12: The Political Pyramid
Lesson 2.13: The Case of Soda
Lesson 2.14: What’s For Lunch?
FoodFight Program Overview
Background Material
4. PART 2 - RECONSTRUCTION
Unit 4: Let the FoodFight Begin!
Unit 3: Nutrition Through A Critical Eye
Lesson 3.1: What Can We Do? Beginning Your Social Action
Lesson 3.2: Nutrition Myths and Misunderstandings
Lesson 3.3: How Sweet It Is: The American Breakfast
Lesson 3.4: Liquid Calories: Pouring on the Pounds
Lesson 4.1: Supermarket Visit: Maximizing Shopping Dollars
Lesson 4.2: The Work Goes On
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will work in small groups to implement a social action plan around an issue concerning food politics and
learn the basics of social advocacy and self-empowerment. These lessons are designed to be used as an
entire series but they can stand alone. Also, homework suggestions may be done together during class
time if your class is not structured to assign regular homework. If you do decide not to follow the entire
series, please be aware that it was constructed carefully to reveal all of the hidden forces at work that
compel us to eat in an unhealthy and unsustainable way. Students may resist if you jump into nutrition
first without this key background info. Also, some of the lessons require a computer and screen to show
videos either on our FoodFight DVD or links to Vimeo and online sources.
Our goal is audacious but we believe, achievable. We want students to see themselves as powerful agents
of change and as part of the vanguard of community activists who are engaged in the fight to reclaim our
food system. You, the classroom teachers, are our link to inspiring the newest generation of FoodFight-
ers to take up this noble cause. We encourage you to tap into your students’ sense of anger and outrage
as they become more fully aware of the hidden costs embedded in corporate food marketing, industrial
agriculture and our current food policies. You are not alone in the fight. Together we can make real and
lasting changes in our students’ behaviors and create a new generation of citizens who take ownership
over their health and life chances. We also know that you deserve support for your own health and well-
ness challenges and encourage you to make use of FoodFight's Teacher Wellness resources, available on
our website.
BACKGROUND INFORMATION
Media Literacy—The Power of Advertising, Marketing and Branding
Advertising, marketing and branding are some of the most powerful tools for inspiring behavioral
change. During the second half of the 20th century advertising gained huge momentum and has had
a growing effect on the thoughts and behavior patterns of our society. Here are a few of the most
famous examples of “successful” ad campaigns:
k “A Diamond is Forever”–Faltering diamond market transformed so that by 1951, 80% of American
marriages begin with a diamond engagement ring.
k “You Deserve a Break Today”–1970’s McDonald’s jingles directed at moms. Annual sales were at
$587 million; by 1974 annual sales jumped to $1.9 billion.
k“This Bud’s For You”–Budweiser became the largest seller of American beer in the 1980’s
THE UBIQUITY OF ADVERTISING MESSAGES
Advertising messages that compel buying live all around us: T.V. radio, computer, bus stops, bill-
boards, movies, magazines, stores, computer games phones etc. In addition, ambient or guerilla
style marketing campaigns have grown in popularity—urinals, taxis, sidewalks, etc. As the ubiquity
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of advertising expands, the harder it must work to grab and hold consumer attention. The faster we
attempt to ward off advertisers’ influences—TIVO, spam blockers, caller ID—the faster and better
advertisers develop ways to reach us. On the flip side, we have gotten better at tuning things out
or cultivating mindlessness in our daily activities to protect ourselves from the visual and mental
onslaught. On average, Americans encounter 3,000 messages each day—a lot of which we work to
filter—establishing the habit of not concentrating focus and attention on the task at hand. Cultivat-
ing an ability to “tune-out” obviously has implications on our ability to focus on tasks that require
more mental energy (read school).
Media literacy tries to arm students with healthy skepticism to protect them from the inexorable
pull of advertising, but skepticism can only function as a limited tool. It is not possible to ignore or
deny the influence emanating from advertising and consumer culture. Every time we see an ad we
are being influenced, regardless if we buy a product or not.
Our students need to understand how consumer culture and modern advertising strategies operate
because media influences (and in some cases determines) our views on race, gender, politics, body
image and violence so it is important for us to understand how and why it works.
HOW MODERN ADVERTISING WORKS
The Predatory Mercenary Model: Hunting down desires and bagging them for dollars.
The overriding goal of corporate ad campaigns is not necessarily to prompt the audience to purchase
goods but to establish a favorable association with a brand or product (see NYT AT&T article). The
ultimate decisions to buy a product requires a series of rationalizations that can be overridden by
other (often more pressing) rational decisions (need to buy food, pay rent, medical bills etc.) That is
why marketers target emotions rather than intellect. Advertisers are eager to establish a positive
emotional affect with their products—i.e. BMW = luxury + power, Nike = athletic prowess. This is
accomplished through the power of suggestion and visual reinforcement rather than specific and
highly elaborated promotion or product descriptions. In order to make money in an increasingly
crowded, jaded and over-exposed market place, corporations must get people’s attention. To do
this company’s resort to sex, violence, dramatic music, frenetic activity (ie car chases, explosions)
Advertisers (just like food manufacturers) take advantage of base biological (read animal) instincts.
Food and sex are big sellers because they engage us on a primal level. Advertisers also exploit our
natural love of motion and our tendency to be social creatures—to take cues and clues from those
around us about how to act—hence the viral success of social networking. It is important to keep in
mind that suggestion, as a form of persuasion, always works best when people are not aware of it.
Tapping into biological drives is a good way to mask advertisers input.
This is why there has been such a consistent shift away from the use of words to the use of pictures
and jingles. Images are better at selling because they go right to the limbic (emotional) system and
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leave things open-ended and vague—allowing the consumer to fill in the missing pieces and estab-
lish relationships without advertisers having to make an outright claim.
CHILDREN AS CONSUMERS
Advertising at its best is making people feel that without their product you're a loser. Kids are very
sensitive to that. If you tell them to buy something, they are resistant. But if you tell them they'll be a
dork if they don't, you've got their attention."—Nancy Shalek, former president of Grey Advertising
1980 corporate lobbying got Congress to abolish FTC’s authority to regulate advertising to children
and a new level of commercialism was born. Within a year of deregulation, all ten of the bestsell-
ing toys were linked to media programs. The explosion of marketing aimed at kids is precisely
targeted, refined by scientific method and honed by child psychologists all making it more pervasive
and intrusive than ever before. Now megacompanies such as Viacom, Disney, or Time Warner are
likely to own several TV stations, radio stations, Internet Service Providers, theme parks, and record
companies, all of which cross advertise each other as well as food, toys, books, clothes, accessories.
Children have become a lucrative marketing enterprise. The combined marketing budget targeting
children is estimated at over $15 billion annually (2004). 1.6 billion just from the food industry.
Average kids sees 15 food commercials everyday. Parents/caregivers may be charged with safe-
guarding the interests of young people but corporations are purposefully designed to undermine
parental efforts. Children influence more than $600 billion dollars of spending a year and corpora-
tions work hard to gain control of their market share.
What are some of the problems specific to kids advertising?
ADVERTISING AND EMOTIONAL DEVELOPMENT
Children are largely unable to employ information and judgment regarding their products. The
industry’s contention that children’s development has accelerated, due to the demands of modern
society, are simplistic at best and potentially harmful and self-serving. There is no evidence to sug-
gest that children’s emotional development has kept pace with behavioral development—that may
now occur at early ages due to artificial forces exerted by marketing campaigns.
Until the age of 8, children can’t understand the concept of persuasive intent—that every aspect of
an ad is selected to make a product appealing and to convince people to buy it. Older children may
be skeptical but it does not affect their tendency to want or buy products. Also, the overriding mes-
sage to teens is: Your parents are idiots, your teachers and schools are dull, you are much cooler
than everyone else. We (the product) understand you and know what you want and can deliver it.
With younger children, advertisers cultivate the “pester” or “nag” factor because children need
their (dumb) parents to buy the stuff. In other words, the heart of marketing campaigns is geared
to compete with parental values for children’s hearts, minds and souls and actively seeks to come
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between children and parents. (see nagging factor p. 33 Consuming Kids)
ADVERTISING AND CHILDHOOD OBESITY
1. The incidence of obesity is highest among children who watch four hour or more hours of TV
a day and lowest among children watching an hour or less a day.
2. Preschoolers who have TV’s in their rooms are more likely to have weight problems then those
who don’t.
3. Among teenagers, the incidence of obesity increases by 2% for every additional hour
of TV watched.
4. For many children, reducing TV viewing correlates with reduced weight.
ADVERTISING & GOOD CITIZENSHIP
The other problem with the influx of electronic media is that it is purely driven by profit motive
not providing helpful information or challenging people to engage in deep thought. Our consumer
culture emphasizes the aggressive selling and mindless consuming as opposed to creating and
contributing to the public good. For children, marketing affects core values such as lifestyle choic-
es: how they define happiness and how they measure self-worth. Additionally, the very traits that
corporate marketing encourages—materialism, impulsivity, entitlement and unexamined brand-
loyalty—are antithetical to those qualities necessary in a healthy democratic citizenry.
Being a good citizen is not the same thing as being a good customer. Cooperation, activism, critical
thinking, peaceful resolution of conflict and altruism are not learned in the marketplace. The habit
of impulse buying or making purchases based on emotional appeal undermine the development of a
critical thought process. Commercials often show kids relying on a product to solve their problems
promoting passivity
KEY CONCEPTS OF MEDIA LITERACY
k Understanding that children are a significant consumer base, driving $600 billion dollars in
purchase power. Marketers compete for their share of the pie.
k Understanding where marketing operates: TV, Internet, Radio, Billboard, Computer, bus stops
k Understanding how marketers identify and exploit emotion and biological condition: need for
social acceptance, natural interest in sex and beauty, attraction to movement, taste and color
and intentionally drive wedges between teens and parents to sell products.
k Encouraging the premature behavioral development of teens vis a vis adult social behaviors ie.
sex, alcohol, beauty products.
k Marketers value profit over public interest and specifically public health.
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10. 6
FOOD POLITICS: BACKGROUND
In this unit, we will examine the connections between the government, the food industry, and the
advertising industry. We will study the effect of this collaboration on the rising rates of childhood
obesity. This curriculum shifts the focus from the traditional approach emphasizing personal re-
sponsibility and poor individual dietary habits to an examination of the social, economic, political
and institutional factors that influence food choice.
In 1965, there was a major shift in the U.S. government’s agricultural policies. The government
started subsidizing large, industrial farms to mass produce an overabundance of cheap corn and soy.
As a result, there was a tremendous surplus of these grains and the food industry worked to come
up with ways to profit from this surplus. The corn was used to make high fructose corn syrup that
is used in thousands of new products each year. To expand sales food companies employ a variety
of tactics (though while legal are not necessarily ethical) that encourage eating more food, more
often, in more places, and that discourage choices of healthful foods in moderate amounts. The U.S.
food supply provides an average of 3,900 calories a day per person, almost twice the amount each
person needs. (Marion Nestle–Food Politics)
The result of this process is that the American diet now consists mainly of huge quantities of
cheap, over-processed, nutritionally bankrupt mass produced foods saturated with animal fats, soy
products and high fructose corn syrup. This diet is the direct cause of the obesity epidemic we are
experiencing today and all of the related health problems that stem from it. This not only compro-
mises the health and life span of Americans (we are the first generation where children are expected
to die before their parents) but is also responsible for our astronomical (and rising) health costs.
The same process that eliminated small farms and gave all the power to Industrial Agricultural
giants (such as Monsanto and Con Agra) happened in the food industry where a few mega corpora-
tions have almost total control over the production of food in America. These companies also benefit
greatly from U.S. government subsidy policies (funded by the U.S. taxpayers). These monies are fun-
neled to multi billion dollar ad campaigns targeting, among other populations, youth and children.
The enormous subsidies and their huge profits also help these corporations research and develop
more and more flavors and products that exploit our biological preferences for sugar, salt and fat.
They shape the American palette according to their profit driven goals and create an addiction to
artificially manufactured flavors and textures for which they hold the patent.
The effects of industrial agriculture and the mass production of food take a tremendous toll not
only on our health and health care budget, but also on our environment. The practices of industrial
agriculture are not sustainable; they dangerously deplete and pollute our water supply, create ex-
cess carbon emissions and saturate the soil and ultimately the food we eat with petro chemicals,
pesticides and artificially created food additives that can’t be digested by our bodies. The rise of
cancer, diabetes and heart disease is closely correlated to the ever-increasing presence of these
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11. 7
chemicals in our environment. These corporations, trying to avoid paying minimum wages to their
workers rely on cheap, often illegal labor. Workers are treated very poorly, have no rights and are
often deported by their own employers after a few months so that they don’t gain legal status in
this country. Finally, the animals living in Industrial farms (Concentrated Animal Feeding Opera-
tions—called CAFO’s) are kept in the most inhumane conditions, deprived of light and movement and
fed genetically modified corn instead of their natural foods. These conditions are not only immoral,
they also contribute to the health crisis; the animals are pumped with antibiotics in order for them
to survive this horrendous environment and those antibiotics, together with growth hormones and
other obesegens, find their way into our bodies through our food.
Cheap food is going to continue to be cheap and popular as long as the social and environmental
costs are charged to the future. Currently there is so much money to be made selling fast and pro-
cessed food and then treating the resultant disease that trying to change the system has become
very difficult.
* Content adapted from: The Politics of Food by Marion Nestle
* Omnivores Dilemna by Michael Pollan
NUTRITION AND WELLNESS: BACKGROUND
While nutrition as a science is fairly new there are a remarkable number of increasingly popular
approaches for learning about the discipline. Fundamentally, the study of nutrition applies to an
understanding about how foods are chemically processed by your body. As the field has developed,
more and more professionals are also exploring the various psycho-social connections between
food and mood, food and the environment, food and healing etc. Despite the explosion of nutrition
focused information, products, books and reference materials, many adults still do not have ba-
sic understanding of nutrition science. The obesity epidemic is at an all time high. Current eating
patterns are associated with 4 of the 10 leading causes of death such as coronary heart disease,
diabetes, hypertension, cancer and stroke. Despite the overabundance of food being produced by
this country, people are not eating the kinds of food that is good for them. In short, we are eating
large amounts of highly processed, high-fat, low-fiber foods.
That is particularly true for children and teens.Teaching good eating habits to teens has the
additional challenge of providing instruction to a group who developmentally and psychologically
do not want to be told by adults what they should or should not be eating. However, with the obesity
epidemic burgeoning out of control, it is not longer an option to leave teens ill-equipped to make
healthier eating and buying decisions.
We are not nutritionists and make no claims that we know or even understand all of the technical
information that informs the physiological processes of using food for energy. Moreover, as people
eat food and not nutrients what we are really interested in is the idea of “food education.” To this
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12. 8
point, we believe that learning to eat well is not and should not be viewed as rocket science. Taking
a page from Michael Pollan’s book the answer seems to be fairly straight forward: Eat real food—
mostly plants, eat whole grains and drink water instead of soda or sweetened juices. While most nu-
tritionists agree that this advice makes sense, convincing urban teens (or adults for that matter) that
changes in their dietary habits are vitally important for the health and future life chances is more
difficult. As teachers we have found that most young adults are immune to an “eat your vegetables”
approach to improving nutrition. For those who are convinced, changing embedded behaviors and
overcoming the obesogenic environment is a constant challenge. As most nutrition educators have
recognized, there is a newfound awareness that individual food choices are embedded in a complex
social and environmental framework that exert considerable influences on personal choices. This
curriculum also acknowledges that public nutrition policy is heavily influenced by the political pro-
cess, which in turn is heavily dictated by a corporate agenda to maximize profits. The primary agency
responsible for American food policy is the U.S. Department of Agriculture (USDA), which was cre-
ated in 1862 to ensure an adequate and safe food supply for the American public. The agency also
took on the role of providing dietary advice to the public–leading to an ongoing conflict of interests.
We created this portion of the curriculum to provide teachers and students with basic information
about how good nutrition can support good health and an overall better quality of life but also to
provide a workable, practical roadmap for achieving lasting and meaningful changes to eating and
buying behaviors. We believe that what sets the FoodFight curriculum apart is that it frames the no-
tion of adopting new eating and buying behaviors as acts of civil disobedience and social resistance.
We want our students to see the act of choosing to eat in the cafeteria or refusing to buy and eat fast
and processed food as revolutionary. In this way they become agents of change demanding reform
and nutritional justice for themselves, their families and their communities.
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15. 11
MATERIALS
k Branding Alphabet (on-line)
k Name That Brand Handouts
k FoodFight DVD
k Media Log Handout
See link: www.medialit.org; www.medialit.org/sites/default/files/images/image_114.jpg
See Center for Media Literacy—Branding Alphabet and Branding & Logos. Pick which brand and
logos are most appealing/appropriate for your students. Either print copies for everyone, use Pow-
erPoint/SmartBoard or Overhead. There are also several other variations of this exercise on-line
with different logos and brands. See also: www.joeykatzen.com and studiografiko.wordpress.com
OVERVIEW
Most teens—even the consumer savvy ones—are not aware of how sophisticated and multi-dimension-
al advertising and branding tactics have become. They are also unaware of the fact that the consumer
environment that we all live in is tightly “scripted” and adheres to a well-defined set of rules and stan-
dards of behavior. This lesson begins a conversation about the constructed and highly choreographed
nature of advertising strategies. We also want students to acknowledge that they are in a relationship
with media even if they believe that they are able to “ignore” media messages. The ubiquity of media
campaigns makes such a strategy impractical and does not imbue students with a sense of power
and agency.
KEY VOCABULARY WORDS
Brand: A brand is a collection of images and ideas representing organizations as well as products,
services or individuals. Brands have power and evoke powerful images and ideas: Q-Tip, Kleenex,
Band-Aid, Tupperware, Tampax
Consumer: The person who buys the product
Corporate Identity: The name and/or logo of the company that made the product.
OBJECTIVES
k Students will recognize that all people have
a relationship with media.
LESSON 1.2: NAME THAT BRAND
k Students will understand that advertising
messages are constructions.
Media Literacy Concept: Who Created This Message?
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16. 12
ACTIVITIES
Do Slides/PowerPoint Presentation of Branded Alphabet Exercise [show alphabet letters],
Logo (Choose 3) and Commercial Jingles [I’m Loving-It—McDonalds] fill-in exercise.
Students can work independently or in pairs. Start with branded alphabet (on-line) and then distrib-
ute name that brand worksheet. More corporate logos are also available on-line (see above). Share
answers and begin discussion about advertising and marketing. Why does this exercise work? Why
do kids know this information in a way that most wouldn’t know the last 10 Presidents of the U.S.
(15 minutes)
DISCUSSION
Explain that these letters, symbols, words are familiar because the students have a RELATIONSHIP
with the media, which is ongoing, integral and life-long. Also explain that advertising campaigns
have become more and more abstract (moving from words, to images, to general “feel good” asso-
ciations between product and consumer. Cognitive research shows that we used stored knowledge
in the form of mental pictures. The advertising industries knows this and uses images extensively.
As consumers have become more receptive and familiar to the messages that are being produced,
advertisers are more interested in appealing to our emotions than to our rational brains because
we are more vulnerable and open when dealing with our emotions and feelings rather than our logic
and rationale.
Show AT&T Commercial to illustrate how abstract advertising campaigns have become.
(See FoodFight DVD, select AT&T commercial)
What does it mean to be in a relationship with Media: What is the media triangle?
DRAW A TRIANGLE ON THE BOARD
Write the words, “production,” “audience,” and “text” at each of the 3 points of the triangle. Write
Media in the middle of the triangle.
WHAT IS “TEXT?”
k The media product, message or content
k Words, music, images used in a commercial
WHAT IS “PRODUCTION?”
k Everything that goes into making the media text
WHO IS THE “AUDIENCE?”
k Those who engage with or experience the media text
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17. 13
Explain that the triangle illustrates the reciprocal nature of the relationship between text, production
and audience: each requires the other to complete the relationship. The media triangle shows that all
sides are the same length and all angles are the same size: text, production and audience in balance.
No part has more power, or influence over the other. We are not advocating for a stance of victimiza-
tion of the buyer or demonization of the seller. Learning about marketing and advertising will help stu-
dents understand media and keep the media triangle in balance. Because we are all active participants
in this relationship, students can choose how to respond to media. Students can decide if they want to
do what the media tells them to do. They produce it. You buy it. It’s a relationship. (15 minutes)
HOMEWORK
Distribute Media Log Hand Out. Begin media log. Record information. What kind of commercials do
students see in a 1-hour period of TV? The log should be run for 3–4 days.
Reading Materials: “AT+T Image Campaign Accentuates the Positive, Not Products” NYT Business
Section–Thursday, April 8th, 2010 and “Pitching a Product, Without Showing It.” NYT Business Sec-
tion–Tuesday, January 5, 2010. After reading both articles, ask students to answer the question: How
do advertisers encourage consumers to buy products without actually mentioning or displaying the
product itself? What specific techniques and strategies do they use?
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18. 14
MATERIALS
k Market Research Report
k Market Report Classroom discussion questions
k FoodFight DVD—See "Merchants of Cool"
OVERVIEW
Students are responsible for billions of dollars in consumer spending. In this lesson students
will begin to see their power as consumers and translate their individual spending habits into the
aggregate spending of all teens. They will also begin to quantify the amount of money spent by
corporations as part of advertising and marketing campaigns in the grab for establishing teenage
customer loyalty and brand identification.
ACTIVITIES
Discussion: How much of the consumer market do you control? (10 minutes)
Ask students to estimate numbers and record answers on board.
Then provide them with the actual numbers.
1. How much do U.S. teenagers (about 35 million people) spend each year?
Answer: aggregate-$100 billion
2. How much money do U.S. teenagers influence in spending?
Answer: $165 billion
3. How much money do teens spend individually?
Answer: ~ 3-5K per year
4. What are the top products which teens spend money on?
Answer: clothes, food, electronics
OBJECTIVES
k Students will understand that they are part
of a powerfully lucrative segment of the con-
sumer market and calculate their contribution
to consumer spending.
LESSON 1.3: THE HUNT FOR COOL
kStudents will recognize why marketers
compete so aggressively for their buying dollars.
Media Literacy Concept: Specific creative techniques are used to attract consumers attention.
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19. 15
5. How much $ do major companies spend each year: Coke, Pepsi, McDonald’s, Taco Bell?
Answers:
Coke: 2 billion globally
Pepsi: 2.8 billion- spend 2-1 because they have less than 50% of the soda market
McDonald’s: 950 million
Taco Bell: 275 million
Mars Candy: 200 million
DISCUSSION
Why are advertisers willing to spend so much money on getting teens’ attention? Teens have tremen-
dous buying power and companies are vying for your market share. Strategies that market research
groups use to get money out of teens’ hands:
k Market Research
k Corporate influencers
k Corporate spies
Show Merchants of Cool—(See FoodFight DVD)
Distribute Market Research Report and answer questions in a group. Rejoin whole class to discuss ques-
tions. Alternatively, have each group present a concept or theme in the report. (20 minutes)
HOMEWORK
Read Advertising Age article, “Coca-Cola Launches Global Music Effort To Connect with Teens.”
Assign questions: How does it make you feel to realize that a corporate giant is targeting your
demographic in such a strategic way? Are you surprised to learn how much power teens wield in
the corporate marketplace?
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20. 16
MATERIALS
k Completed Media Log
k FoodFight DVD
k Creative Marketing Techniques Worksheets
OVERVIEW
Ad companies have become strategic and targeted in their ability to identify and hone in on consumer
interests. They have adopted a set of creative language and rules to capture specific segments of
the market.
ACTIVITIES
Discuss how the industry finds information about the target population and then constructs messages
that appeal to the buyers' interests, create new related interests and then develop and sell products.
Review Media log. Discuss what type of commercials were seen, when/where they were placed, etc.
View commercials selected from FoodFight DVD.
Elicit from students the creative techniques that are being used. We suggest at least 2 or 3 ads be
food related.
You can find more material on our FoodFight YouTube Account.
Email: debgrant@mac.com, Username: foodfightnyc, Password: foodfight
Distribute handout that lists common creative techniques to cover techniques that were not already dis-
cussed and review with students. Review ads to see if any techniques were overlooked. (30 min)
OBJECTIVES
kStudents will be able to identify and explain the
creative techniques marketers use to sell their
products.
kStudents will understand that different
people understand messages differently.
LESSON 1.4: IT’S ALL IN THE TECHNIQUE
kStudents will understand that different
people understand messages differently.
Media Literacy Concepts:
k Media messages are constructed using targeted creative techniques
k Different people experience media messages differently
k Media messages have embedded values and points of view
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21. 17
View one commercial with sound and one without to demonstrate how sound heightens emotions and
establishes mood. Make connection w/ movies—Jaws, Romance, Action film etc.
View the “Old Spice Commercial” and discuss the following questions:
1. Who is this ad targeting?
2. What lifestyles, values and POV are represented in this message?
3. What is left out?
4. What does the ad imply the person will get, feel or have buy buying this product?
5. Who does this ad imply a person will BE if they have they product?
POINT FOR DISCUSSION
If an ad uses a model it implies that you will be more like him/her, or more desirable to him/her if
you buy the product. Have students describe the qualities that the images or models in the ad convey
and how they make is seem like the product will endow anyone who owns it with those qualities.
(10 minutes)
HOMEWORK
Read Old Spice Article. NYT Business Friday, July 16th 2010 See H.W. worksheet. Continuing fill-
ing out TV log. Report back to class: 1) ads watched 2) What were the most creative, entertaining,
persuasive techniques employed?
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22. 18
MATERIALS
k Story Board
k Markers
k Oak tag
k Creative Techniques Worksheet (from previous lesson)
k Key Questions to Ask When Analyzing Media Messages
OVERVIEW
The point of this message is to reinforce the idea that media messages are constructed for profit and
power. Unless reclaimed by the consumer—through conscious thought and action,—media main-
tains control of the relationship. Once students begin to understand and deconstruct the purposes
of media messages they can exercise their power as consumers to make better choices.
ACTIVITIES
Write on the board: “The program is brought to you by the sponsor.”
Question: When do you see this phrase?
Answer: At beginning of program, commercial break at end of program?
Working in pairs. Given everything discussed about strategies, techniques and advertising
campaigns can you think of how you might rearrange this phrase to more accurately reflect your
relationship with media? (5-10 minutes)
Answer: “You are brought to the sponsor by this program.”
POINTS FOR DISCUSSION
Whose eyeballs are being sold?
Who is exercising POWER in this relationship?
OBJECTIVES
kStudents will apply media literacy tech-
niques to create ads that incorporate the 5
core Media Literacy concepts
LESSON 1.5: THIS PROGRAM IS BROUGHT TO YOU BY…
k Students will understand why media mes-
sages are sent.
*This could be a multi-day lesson
Media Literacy Concept—Most media messages are constructed to gain profit and/or power
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How does the “This program is brought to you by….” phrase relate to the media triangle?
We must stop abdicating power: We have choices: don’t watch, don’t buy, advocate for different
products.
Why are programs on TV?: To attract audiences to encourage them to buy products.
Who pays for T.V.?: Not companies who advertise their products during the programs
but consumers who buy the products, pay for the products whose cost reflects their advertising
budgets?
Why are their commercials on TV?: Programs and commercials work in concert to sell to targeted
audiences. The commercials you see during an NBA basketball game are different than the com-
mercials you will see during America’s Next Top Model?
What are some of the different products that might be advertised during an NBA game? Day-time
TV? Cooking show? Children’s Saturday morning TV?
Advertisers choose the types of programming during which they want their ads shown so they can
get their messages to specific kinds of people who are likely to buy (or want to buy) the product
being advertised.
When advertisers choose specific kinds of people for their messages, they are choosing target audi-
ences for their messages. (10 min)
ACTIVITY
Using Key Questions to Ask Worksheet create an ad
Review key question worksheet with class.
Divide class into groups of 3 of 4. Assign each group a product: food, drink, toy, electronic device,
beauty product, sneaker etc.
Each group must devise a story-board for their product, as well as a logo, slogan (and even a jingle
for the musically inclined) Each product must incorporate all 5 media literacy concepts.
Present to class and vote on who has the most effective ad. Use the media techniques hand-out to
help identify and discuss what makes the ad so effective? (25–30 minutes)
HOMEWORK
Continue filling out T.V. Log, Watch 30 minutes of T.V. –Enough time to find and Analyze 2 food ads
using the 5 key media literacy questions.
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MATERIALS
k Super Size Me DVD (available through Netflix or online at www.snagfilms.com/films/title/super_size_me)
k T.V. Log (previous night’s homework)
OVERVIEW
In this lesson students will understand that their MEDIA DIET DRIVES their FOOD DIET. Many of the
foods teens are encouraged to consume are constructed with the goal of increasing consumption
at the cost of personal health.
ACTIVITIES
Review T.V. log from previous evening and present statistics around food advertising to children
and teens.
Ask students the following questions and record their answers on the board:
k How many food related ads /commercials do you think kids your age see a day? = 21
k How many commercials (general) a year = 40,000
k How many food-related a year = 7,600 (candy, soda, fast food, cereal—foods high in sugar,
fat, sodium.)
k How many commercials for fruits + veggies = zero (15–20 minutes)
k How do we know that food advertising works?
Who knows which company spends more money on advertising to children and teens than any other
company?–McDonalds. Explain you are going watch a show you a film that highlights success of this
company and some of the techniques and purposeful omissions used to drive your consumption of
their product. How success in terms profit have led to global failures in terms of health.
OBJECTIVES
k Students will understand that their media
diet drives their food diet.
k Students will understand how food mar-
keters exploit our biological preferences for
sugar, fat and salt and intentionally leave out
critical nutritional information.
LESSON 1.6: THE COST OF SUCCESS: A MARKETING CASE STUDY
k Students will examine how profit is often
valued over concern for public health
*This is a multi-day lesson plan
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25. 21
ACTIVITIES
Watch Super Size Me
The movie runs 100 minutes. If class time does not permit watching the entire film, the following
chapters are most critical:
1. The World’s Fattest Nation
2. The Super Size Me 30-Day Challenge
3. The First Medical Exam
6. Day 1—The Rules
7. Suing the Fast Food Establishments
8. Mc-Stomach Ache
9. The Toxic Environment
18. Fast Food Advertising
19. Nutrition
20. It’s for Kids
24. Body Breaking Down
25. Addiction
35. The Final Results
HOMEWORK
Read excerpt “Sugar, Fat and Salt Make Us Eat More Sugar, Fat, Salt” Richard Kessler’s End of
Overeating. Assign homework questions.
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MATERIALS
k Box/bag of sugar and salt
k ramen (or other brand noodles)
k 5–6 oz large bag of potato chips
k container of yellow play doh (stand-in for fat)
k measuring spoons (teaspoons)
k a few bowls.
OVERVIEW
Food marketers have identified our biological predisposition for sugar, fat and salt. The combina-
tion of all three makes food highly palatable, irresistible and addictive. Students need to understand
that the fast food and processed food industry exploits the knowledge of our biological preferences
for profit.
The Green Works Internship is a competitive application based program that provides students with
critical job skills and experience in a sector of the food systems economy.
DISCUSSION
Explain that scientists have identifies a strong biological preference for these tastes that exists from
birth and food marketers have learned how to exploit these preferences and layer them in foods to
increase our consumption.
The snack industry is a multi-billion dollar industry essentially invented to take advantage of our
biological preferences, parents need for convenience, our growing trends for eating anytime and
everywhere and are HEAVILY marketed to children. It is IMPORTANT to note that critical nutrition
information impacting youth’s health is omitted from soda and snack packaging!
UNIT 2: FOOD POLITICS
OBJECTIVES
k Students will understand that food mar-
keters exploit our biological preferences for
fat, salt and sugar and intentionally omit key
nutrition information.
LESSON 2.1: WHAT’S IN THE FOOD:
THE POWER OF THREE: SUGAR, FAT & SALT
k Students will assess the quantities of sug-
ar, salt and fat is in popular teen food items.
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ACTIVITIES
Review Ch. 25 of Supersize Me on addiction. (10 min) and review previous night’s homework
assignment.
Ask a volunteer to come to the front of the room. Ask for guesses as to how much sugar is in the 20oz Soda.
Whisper answer to volunteer and then start pouring. Have class count out loud (1 tsp = 4 grams—There
are 17 tsp of sugar in 20 oz—approximately 70 grams. There is no official recommended daily allowance
(RDA) for sugar but health and medical professionals suggest no more than 6-9 tsp added sugar—ap-
proximately 40 grams per day. Realistically, the average American consumes 40 tsp added sugar per day,
totaling 160 grams per day. Remember, many foods have naturally occurring sugars, which are not neces-
sarily unhealthy but are also included in the sugar count.
A 2nd volunteer will demonstrate how much salt is in Ramen noodles. Ask for guesses–pour. (1 tsp of salt
approx 2000 mg. There is 1 tsp (approx 2000 mg) of salt in Ramen noodles. Not so alarming except that
the RDA—Recommended Daily Allowance of Salt is 2300 mg—so you’ve almost blown your entire day’s
worth on one soup. The average American male consumes between 3,200–5,000 mg a day of salt. Salt is
the highest leading contributor to hypertension (aka high blood pressure—which leads directly to heart
attack. Processed foods are VERY high in added salt.
3rd volunteer will demonstrate how much fat is in a large bag of potato chips. Whisper answer to
volunteer and then start scooping play dough. Have class count out loud. (1 oz bag of chips = 10
grams of fat thus 6 oz bag = 60 grams of fat. 4 grams of fat = 1 tsp thus 60 grams of fat = 15 tsp.
The RDA for fat consumption is 60 grams for a 2000 calorie diet and 80 grams for a 2500 diet.
(15 minutes)
HOMEWORK
Read NYT “How the Food Makers Captured Our Brains,” and Chapter 25 of “End of Overeating—
The Science of Selling” Assign homework questions. See optional Kessler Chapter 1 for more good mate-
rial on this subject.
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MATERIALS
k Trial guide worksheet
k Jury Worksheets
k Argument sheets for prosecution and defense
k Additional research materials: Letter from McDonalds to Corporate Accountability International, Mc-
Donalds Nutrition Fact Sheets, 10 Things Food Industry Doesn't Want You to Know
OVERVIEW
In this lesson, we will conduct a mock trial in which Big Joe Gargantoa, a 17-year old public high
school student from Bronx, NY sues McBurger, a fast food giant with franchises all over the coun-
try. Joe weighs 200 pounds and was just diagnosed with high blood pressure and juvenile diabetes.
He is using the services of Frick and Frack, LLP a law firm specializing in class action suits to sue
McBurger, where Joe has eaten an average of ten meals a week over the last several years. Joe’s
attorneys claim that the poor nutritional quality of the food at McBurger, the presence of obesogens
in the meat and high fructose corn syrup in many of the foods and beverages is the direct cause of
his disease. Therefore, they argue, the company must compensate Joe for his medical bills and for
his compromised life and employment abilities in the present and future.
Students will prepare for the roles in the trial by studying the body of information and preparing
their arguments and counterarguments. The jury will determine outcome.
Before the trial begins ask students to record on a small piece of paper if they think McBurger is
guilty or not. Collect the papers and hold until the end of the trial.
ACTIVITIES
The Trial.
Possible Roles:
OBJECTIVES
kStudents will understand how our food
culture encourages unhealthful patterns of
overeating.
k Students will identify factors that contrib-
ute to over-consumption of processed food.
LESSON 2.2: HOW DIDWE ARRIVE AT SUPERSIZE: BIG JOEV. BIG MAC
k Students will analyze the tension between
corporate and personal responsibility.
*This should be a multi-day lesson plan
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29. 25
Prosecution
k Joe
k Joe’s lawyer (or 2)
k Joe’s parents
k Joe’s doctor
k Employee of McBurger
k Neighborhood food-justice activist
Defense
k Representative of McBurger
k McBurger’s lawyer (or 2)
k Association for Consumer Freedom Advocate
k McBurger’s Doctor
Jury
k At least 3 or 4 class members
Note to teacher: We are giving some possible arguments and counterarguments here. Please use
your judgment about the class ability and dynamics. In some classes, students can research their
own arguments, in others you may need to feed and supplement with the following suggestions in
order to enrich the trial and make it meaningful. In either case, it’s important that these arguments
find their way into the trial.
Once roles are chosen you should provide students with enough time to prepare (and possible prac-
tice) their arguments and determine who will be presenting what arguments at trial. Presentations
should be limited to 5 minutes and then time must be given for rebuttals and cross-examinations.
Most students are familiar with court proceedings but you may want to review what kinds of speech
and/or behavior is most appropriate for the courtroom.
PROSECUTION ARGUMENTS
1. Advertising—The fast food industry spends billions of dollars a year targeting children and encouraging
them to buy unhealthy food.
k Advertise on Sesame Street, offer toys, playgrounds in restaurants and other incentives to get
children hooked on food.
k Convince parents that this is healthy Food, and until recently didn’t advertise calories, etc.
2. IngredientS—Claim they use natural ingredients but industry uses cheap ingredients to maintain low,
competitive prices. Cattle are fed with growth hormones (obesogens) and antiobiotics. Use of ammonia
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to sterilize meats increased presence of salt (sodium), high fructose corn syrup many unhealthy addi-
tives—Scientists are hired to MAKE FOOD ADDICTIVE
3. Portion Size—Plates, cups are bigger /portion size is growing every year. Employees are trained to push
larger and larger portions and create expectations for more food on plate for less money
4. Low prices are largely due to government subsidies—Corporations have strong lobbies, which support
leading candidates and push for favorable legislation. In return the candidates approve subsidies for corn
and soy growers. Tax payers’ monies funds this “cheap” food.
Tax payers also have to pay for the rising health costs—costs associated with diabetes versus
revenues generated and profits made associated with fast/ processed food. The true cost of food
is ultimately born by the tax payer.
5. Deliberate targeting of weak populations—More franchises in poor neighborhoods with less access to
fresh produce.
DEFENSE ARGUMENTS
1. All food, taken in moderation and with the right exercise, is not harmful. Obesity is not caused by
eating too much, but by exercising too little. Kids spend 4–6 hours in front of computers. It is an
inactivity epidemic.
No food by itself causes obesity. We should eat in moderation. There is no such thing as “bad food.”
Every food can fit into a balanced lifestyle.
2. Individuals are responsible for what they eat—Fast Food chains are offering people the food they
want to eat.
Industry trade groups argue that “individuals are responsible for what they eat and it’s unfair to
expect the food company to deprive people of what they want. In a free market economy its better
for industry to regulate itself than for government to impose rules. No food by itself causes obesity
If the public wanted salads and grilled chicken we give it to them.
k Discuss Sodexho (Food distributor) “Through nutrition education children will make the right
choices without restricting choices and selection of products.
k Discuss Grocery Makers Association “Nutrition education and physical education is the key.”
3. Americans don’t want a nanny state and it is wrong for government to tell people what to eat.
4. This is a capitalist system. Companies are encouraged to compete in a free market and make money
for their shareholders. You curb business, you curb the American way of life. In a free market, bet-
ter for industry to regulate itself than for government to impose rules. National food companies
volunteered to restrict some types of food advertising to children. The Children’s Food and Bever-
age Advertising Initiative asks companies to set nutritional criteria for foods it considers suitable
to advertise.
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5. Food companies have the same rights to free speech as anyone else.
6. Providing cheap food is saving lives. Not long ago, people died of hunger in America. The food sub-
sidies and the mass production of cheap food changed that.
7. The Corporations provide thousands of jobs for people in the community.
8. Corporations also give back to the community. Millions of dollars in charity—help to build schools,
libraries, community centers.
HOMEWORK
Write a short paragraph summarizing your experience with the trial. What side were you defending?
Do you agree or disagree with the verdict? What information you learned when researching your
position surprised you? Did you alter your original position?
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MATERIALS
k 3 sizes of paper plates and/or bowls
k 3 sizes of plastic cups, napkins
k 1 Extra-large bowl
k 1 plastic jug
k apple juice—can dilute with water
k 1 scoop or large ladle/spoon
k 1 bag of pretzels—preferably small twist kind
k 1 liquid measuring cup—preferably glass
DISCUSSION
Obesity is not simply a problem caused by the individual making poor choices. We talked about
the effect of advertising machine that compels us to eat nutritionally bankrupt food but now we are
going to examine some of the factors that impact how and what we eat. It’s different for each person.
First it is important to understand what drives people to eat the way that they do.
So why do people eat what they eat? There are internal and external motivators that compel people
to eat what they do:
k Genes–parallels to predisposition to alcohol, predisposition to fat stores/diabetes, predisposition
to overeating
k Environment, Social connection—what we see, who we are with—Review and discuss fast food
demographic mapping homework here.
k Glorification of overeating/over-consuming–belly up to the buffet.
k School environment–20 min eat, gross environment, disgusting food, not scheduled.
k Hunger/thirst
k Misinformation or lack of information!!!!–People just don’t know. Evidence shows that everyone
underestimate caloric intake
OBJECTIVES
k Students will be able to identify the variety
of social, emotional environmental and physi-
ological forces that shape their food choices.
LESSON2.3:WHYDOWEEATWHATWEEAT?—HIDDENPERSUADERS
k Students will understand that the food en-
vironment (obesegenic environment) impacts
their eating and buying decisions.
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ACTIVITIES
Place apple juice in the jug and place pretzel twists in a large bowl. Distribute the plates, bowls,
cups around the classroom. Make sure that everyone gets a different size but don’t draw students’
attention to the fact. Ask students to come up and take a serving of pretzels and some juice and
bring it back to their desks. Ask them not to eat until everyone is seated with their food.
Before eating ask students to count how many pretzels are in their bowls. Ask 1 student with a small
glass and 1 student with a larger glass to come up to the front of the room. Measure the difference
in liquid. OBVIOUSLY—the person with the smaller cup will have less in the glass.
*As students are eating explain why this information is important. Larger plate and cup sizes ac-
tively encourage people to overeat. Remind them of the Nutritionist scene in SuperSize Me. They
will usually take enough to fill up their plates. This leads to weight gain. The scientist who did this
experiment found this to be true whether or not people were aware of the focus of the experiment.
In other words, people will still eat more with a larger plate even if they are made aware that larger
plates lead to more unconscious eating. An extra 50 –100 calories a day over the course of year can
lead to a 10-pound weight gain.
HOMEWORK
Read excerpt from Brian Wansink’s “Mindful Eating” p. 57–67 and answer assigned questions.
If time, you can begin reading excerpt in class.
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MATERIALS
k FoodFight DVD
OVERVIEW
There are 24 fast-food establishments per 100,000 residents in East and Central Harlem compared
with 8 per 100,000 residents on Upper East Side. Black, Latino and other communities of color
now constitute niche markets and some of the unhealthiest products are specifically promoted to
these communities. One study found significantly more food and beverage ads on AA-oriented TV
programming compared to other channels. Another found that TV ads seen by AA adolescents pro-
moted significantly more food high in sugar, fat, or sodium compared to those seen by White teens.
Finally, a comparison of magazine ads revealed that food products advertised to AA woman differ
than those advertised to the general female population. For example, fast food ads made up 13% of
Essence magazine’s consumption ads, but only 1% of the ads in Cosmo.
ACTIVITY
(See video excerpt on FoodFight DVD)
Episodes: “Growing Wealth Divide is Bad for Health” and “Health in America.”
DISCUSSION
Calorie-for Calorie, unhealthy foods cost less than healthy ones. Between 2004–2006, the average
price of high-calorie food—such as fat, sweets and snacks—decreased by 1.8%, while the average
price of low-calorie food—fruits and vegetables—increase by 19.5%. Thus, it is the most economical
choice for low-income households.
Here are some other “interesting/disturbing facts.” In 2000, the World Health Organization
completed the first ever assessment and comparison of the world’s different health care systems.
Examining various data including patient satisfaction, overall national health, medical responsive-
ness and distribution of services amongst the population, they rated the healthcare system of 191
countries. The US ranked 37 despite the fact that we spend the highest proportion (15%) of our
economy on healthcare.
Note to teachers: It is likely that this discussion and viewing will result in angry and/or resentful
feelings. We suggest having students write reflections for homework. We would like to see a copy
of this homework assignment. If possible, please collect and keep a copy for FoodFight’s records.
OBJECTIVES
k Students will recognize the causal link between health and socio-economic status.
LESSON 2.4: DOES WEALTH EQUAL HEALTH?
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HOMEWORK
Read NYT’s article, “Heavy in School, Burdened for Life.” After reading the article and having watched the
video, what are your thoughts about the connection between health and wealth in this country? Does it
make you feel angry, scared, sad? Do you think our government is doing enough to address these prob-
lems? What do you see as some possible solutions?
Optional reading for homework or in class discussion: "A Plan to Add Supermarkets to Poor Areas"
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MATERIALS
k Farm Bill Biggest Loser Video (http://www.treehugger.com/health/the-biggest-farm-bill-loser-cartoon-
explains-corrupt-food-system.html)
k Farm Bill and Subsidy Worksheet
OVERVIEW
Whole group discussion: Ask students: How much is a burger? How much is a Coke at McDonalds? What
is the cheapest meal you can eat to get full? How much is it? (You can write answers on the board).
How many people think this is expensive? How many think it’s cheap? Tell them this food is cheap if
they went to eat a burger in a diner they’d pay more. Explain that this reality is not accidental. Now
they’re going to understand who makes it cheap, who is the main beneficiary of it being cheap and
who pays the price.
Watch Farm Bill Biggest Loser video (3:30)
Distribute Farm Bill and Subsidy worksheet and read out loud. You will need to explain this carefully to
make sure students understand—it’s complicated!
Review: Who benefits? The agribusiness, fast food and beverage industry benefit because the gov-
ernment makes their raw materials cheap and they can therefore sell their product very cheaply
and still make a huge profit.
Ask: How does this make you feel? You may hear answers such as angry, suspicious, confused, etc.
and should discuss.
HOMEWORK
Michael Pollan Omnivore’s Dilemma Chapter 5. Assign homework questions, or discuss in class.
OBJECTIVES
k Students will chart the rise of industrial agri-
culture.
k Students will understand how government
subsidies have led to the overproduction of com-
modity crops e.g. corn, wheat and soybeans.
LESSON 2.5: WHY IS FAST FOOD SO CHEAP?
k Students will understand how the fast food
industry benefits from government subsidies
while promoting nutritionally bankrupt food at
competitive prices.
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MATERIALS
k Handout Corn from A-Z
k Name that Food ingredient list worksheet
k Food Inc Movie (http://documentarylovers.com/film/food-inc/)
ACTIVITIES
Ask: When was the last time you ate corn? How do you like your corn? What do you think about
when you think of corn? Write on the board: Chicken Nuggets, Cheeseburger, Fries and Shake
and Coke and ask students to identify all the places in the meal where corn can be found.
Give students the ingredient list for chicken nuggets, Doritos, Big Mac and Coke and ask them
to guess what they are.
Add to their list these elements to emphasize that it’s ALL corn:
k Chicken Nuggets: Chicken fed corn. Batter made from corn flour. Binding that holds it together is
made from corn starch. Fried in corn oil. Package made from corn, all preservatives.
k Cheeseburger, Fries and Shake: Patty (corn fed), cheese (cornstarch), bun (high fructose corn
syrup), ketchup (HFCS), fries (corn oil), shake (corn syrup, cellulose gum).
k Coke: Corn syrup and cup is made from corn.
Explain that it’s ALL corn
k Corn feeds the steer that becomes steak
k Corn feeds chicken, pig and fish
k Corn-fed chickens lay eggs
k Corn feeds dairy cows that produce milk, cheese and ice-cream.
OBJECTIVES
k Students will understand how corn became
the main ingredient in our food system.
k Students will understand the problems of
relying on mass produced, cheap corn as a
staple of their diet at the expense of more nu-
tritious options.
LESSON 2.6: WHEN WAS THE LAST TIME YOU ATE CORN?
kStudents will learn to recognize hidden
(highly processed) corn and how to seek
healthier options.
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k Corn is hidden in many additives and preservatives: modified starch, unmodified starch, glucose
syrup, maltodextrin, ascorbic acid, crystalline fructose, lactic acid, MSG, caramel color, xantham
gum all of which are used to make breakfast cereal, salad dressing, margarine, syrups, etc.
Watch: Food Inc Part 2: A Cornucopia of Choices (17:00-24:00)
So What? Why is it a problem to eat so much corn and what is the problem with government subsi-
dizing corn on account of other fruits and vegetables?
Explain that the corn is used to make processed foods that are nutritionally bankrupt and that
people eat these foods at the expense of healthier options because it’s cheap. It gives corn an unfair
advantage over other fruits and vegetables.
BACKGROUND MATERIAL
Corn has become most widely planted crop in America—more than 90 million acres each year.
1930: Hybrid seed developed produced plants with sturdier stalks, allowed them to be grown close
together and resist pests and being blown over.
1947: Scientists discovered a way to convert surplus ammonium nitrate (used as an explosive in
WWII) to increase nitrogen levels-growing corn faster.
1960: Scientists discover how to develop HFCS
1970: U.S. farm policy encouraged farmers to crow corn and sell at any price. U.S. government
subsidies made up the difference. U.S. government now only pay for growing, all corn put on market
driving price down. Lower corn prices drive small farmers out of business. Agribusiness like Cargill
and Archer Daniels Midland pick up the slack.
1990: Ethanol production (gas alternative) new uses for corn. Farmers encouraged to grow more.
Problem—It takes more energy to turn corn into ethanol than it actually produces.
HOMEWORK
Corn from A to Z. Look at products at home. Identify 5 ingredients that have corn or corn derivatives. Read
Michael Pollan’s Ch. 6 "Splitting the Kernel” Assign H.W. questions.
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MATERIALS
k Food, Inc. (http://documentarylovers.com/film/food-inc/)
k Chicken Farmer worksheet
ACTIVITIES
Food, Inc - Part 1 (Watch first 13 minutes)
Give students the ingredient list for chicken nuggets, Doritos, Big Mac and Coke and ask them to
guess what they are.
OVERVIEW
The Food Industry has significantly altered the way chickens are raised, including changes in farm
operations, the living conditions of chickens and even the meat of the chickens themselves. Chickens
are crowded and confined in huge metal buildings without access to light or air. The hormones and
chemicals they eat make them grow so quickly (in pursuit of more breast meat) that many of them
can’t support their own weight
PROBLEMS
As people came to expect food that was inexpensive and easy to find (largely as a result of fast food)
the food industry looked for ways to meet demands. Industrial produced food appears inexpensive
but the price we pay does not reflect the true cost. Factory farming creates a tremendous amount
of water and air pollution, can be detrimental to public health and relies on government subsidies.
Factory farming also negatively affects animals and workers. In the factory farm, the animal is a
unit of production rather than a living creature and efficiency and earning outweigh regard for the
quality of chicken’s life.
ACTIVITY
Raising Chicken worksheet. In groups of 3 or 4 distribute the Raising Chickens Hand out.
Follow directions.
OBJECTIVES
k Students will understand the components
of the food system
LESSON 2.7: CHICKEN: FOOD OR FOUL?
k Students will understand how industrial
agriculture has impacted how food is grown
and produced.
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QUESTIONS FOR SMALL GROUP DISCUSSION
Each group should be responsible for sharing answers to one of the questions below.
1. Does this existing order make sense to you? If not, what do you think should be different?
2. Place them in the order that makes more sense. Explain your ordering.
3. Were you surprised to learn how chickens are being raised?
4. Why do you think the average consumer is unaware of this issue?
5. In the film, Richard Lobb, of the National Chicken Council says, “In a way, we are not producing
chickens. We are producing food. What does this statement mean?” How might this perspective
change the way chickens are raised?
HOMEWORK
Read Nicholas Kristof article "Abusing the Chickens We Eat"
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MATERIALS
k Food, Inc. (http://documentarylovers.com/film/food-inc/)
OVERVIEW
This section covers the unintended consequences of our current food system: the occasional con-
tamination of our food supply and the risks. The film profiles the mother of a toddler who died from
E. Coli contracted from eating a hamburger. The film describes corn subsidies has increased the
incidence of E.Coli, since corn raises the level of E. Coli in cows’ guts. Also, CAFO animals packed
tightly together and killed together can result in illness.
Each year, approximately 325,000 Americans are hospitalized and 5,000 dies from food-borne illness.
Many others are sickened. Illness can result in severe stomach cramps, bloody diarrhea, kidney
failure and paralysis.
Different federal agencies are responsible for food safety and inspection, including the U.S.D.A
ACTIVITIES
Watch Food, Inc. Running time 14 minutes: 25:00-38:00
Class Discussion Questions:
Who is responsible for keeping our food safe?
Who is responsible for Kevin’s death?
What steps would need to be taken to prevent this kind of accident?
HOMEWORK
Read “Burger That Shattered her Life?” Read Burger Girl, NYTs Sunday, October 4, 2009. Prepare
to report back to class with 3 alarming facts you learned from your reading.
OBJECTIVES
k Students will learn about some of the po-
tential dangers and harmful effects of the
factory farm system.
k Students will understand who is reportedly
responsible for keeping our food system safe.
LESSON 2.8: RISKY BUSINESS: THE FLIP SIDE OF A BURGER
k Students will be able to identify potential
conflicts of interest between government reg-
ulatory agencies and powerful special interest
groups.
BACK TO CONTENTS k
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MATERIALS
k Food, Inc. (http://documentarylovers.com/film/food-inc/)
k See Meatrix video and other online images to use as additional resources
ACTIVITY
Food, Inc. 44:32–57:00
Review Burger Homework.
Watch Food, Inc. While watching the movie takes notes. When the movie is over count off by 3, then
divide into the following groups: Animals, Consumers, Workers. As a group, answer the following
questions based on your group’s category.
1. How are chemicals entering into and impacting your group’s system?
2. Why does the agriculture industry want to operate away from public view and how does the fact
that industrial agriculture exists away and apart from the public view affect your group?
3. How does a system that values profit and efficiency impact your group?
HOMEWORK
Read NYT’s article “Chemicals in Farm Runoff Rattle States on the Mississippi.”
Assign homework questions.
OBJECTIVES
k Students will study how CAFO’s and other
industrial agricultural practices have compro-
mised our environment and food safety.
LESSON 2.9: IF CAFO’S HAD GLASS WALLS—THE HIDDEN
COST OF THE INDUSTRIAL FOOD SYSTEM: ANIMAL TREATMENT,
ENVIRONMENTAL DAMAGE AND WORKER ABUSE.
k Student will examine the treatment of both
workers and animals in industrial agricultural
complexes.
BACK TO CONTENTS k
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MATERIALS
k Industrial Food System Handout and worksheet
k Product information pages
k Research materials: Environmental and Health Problems in Livestock Production” (chopped meat) “Sto-
ry Behind the Pineapples” (pineapples) Slate “Carton v. Canister” (O.J.) and Anna Lappe Chapters (pp
27–29–Pop Tarts)
OVERVIEW
In this lesson, students will learn about some of the devastating effects of our current food sys-
tem on our environment. They will trace a food product through the industrial food system, learn
about the environmental impact of that particular product and explore ways of eating a more planet
friendly diet.
ACTIVITIES
Distribute Industrial Food System Handout, worksheet and product information. Create groups of
3-4 students. Assign each group a product (e.g. pineapple, chopped meat, etc.) and ask them to:
1. Map out how their product follows the food system–using the industrial food system handout.
2. Read the informational packet and research materials describing environmental impacts and com-
plete the worksheet in a group.
3. Come together as a class and ask each group to present their product and its environmental impact.
HOMEWORK
Read the Anna Lappe excerpt and "7 Principles of a Climate Friendly Diet" respond. Do you agree? Dis-
agree?
Find the product in your pantry that has traveled the greatest number of food miles or has the potential
for having the greatest effect on the environment. What is the item that has traveled the least? Which
principles can you adopt to lessen the impact of your food choices on the environment?
OBJECTIVES
k Students will understand the environmen-
tal implications of our industrial agricultural
system.
LESSON 2.10: THIS LAND IS YOUR LAND—BUT NOT FOR LONG….
k Students will examine the extent of our
food system’s dependence on fossil fuel and
the effect it’s having on the environment.
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44. 40
MATERIALS
k FoodFight DVD
k Story of Stuff Handouts
OVERVIEW
The purpose of this lesson is to begin a discussion about the ways in which marketing and branding
shape buying decisions and create a hyperactive consumer culture. We want students to step back
and understand advertising in the context of our consumer culture. Many people don’t question the
way our economy works and see its operation and existence as immutable. However, it is important
for students to understand that the economy is an artificial construction that is largely driven by the
marketing and advertising industry. These industries work hard to create an artificial “perception of
need,” which compels consumers to continuously buy more products When consumption becomes
the sole reason that economies exist, people are not inclined to ask “how much is enough,” why do
we need all this stuff,” and “are we any happier?”
KEY VOCABULARY WORDS
k Production
k Distribution
k Disposal
k Perceived obsolescence
k Frugality
k Reuse
k Extraction
k Consumption
OBJECTIVES
kStudents will recognize that we live in a
constructed consumer culture and that media
and marketing drive the consumer economy.
k Students will discuss the underlying values
of the consumer culture.
LESSON 2.11: THE BIGGER PICTURE: THE STORY OF STUFF
kStudents will understand how adopting
sustainable business practices can direct-
ly impact the health of the population and
the planet.
*This should be a multi-day lesson plan
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k Planned obsolescence
k Externalized costs/true costs
k Conservationism
OVERVIEW
Some Facts for Discussion from the “Story of Stuff”
k In the past three decades, one-third of the planet’s natural resources base have
been consumed.
k In the United States, we have less than 4% of our original forests left.
k Forty percent of waterways in the US have become undrinkable.
k The U.S. has 5% of the world’s population but consumes 30% of the world’s resources
and creates 30% of the world’s waste.5
k If everybody consumed at U.S. rates, we would need 3 to 5 planets.
k There are over 100,000 synthetic chemicals in commerce today.6
k Only a handful of synthetic chemicals have even been tested for human health impacts
and NONE have been tested for synergistic health impacts.
k In the U.S., industry admits to releasing over 4 billion pounds of toxic chemicals a year.
k The average U.S. person now consumes twice as much as they did 50 years ago.
k We each see more advertisements in one year than a people 50 years ago saw in a lifetime.
k In the U.S. our national happiness peaked sometime in the 1950s.
k In the U.S., we spend 3–4 times as many hours shopping as our counterparts in Europe do.
k Each person in the United States makes 4 1/2 pounds of garbage a day. That is twice
what we each made thirty years ago.15?
k For every one garbage can of waste you put out on the curb, 70 garbage cans of waste
were made upstream.
ACTIVITY
Discussion of film and consumer culture.
1. What is Consumerism?
2. What did you like about the film?
3. What questions did it raise for you?
4. What are some of the pros and cons of a consumer culture?
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46. 42
5. What would be the hardest for you to change in your relationship to stuff?
6. What is the cost of not changing our relationship to stuff?
OTHER POINTS FOR DISCUSSION
Consumerism is a social and economic order that is based on the systematic creation and fostering
of a desire to purchase goods or services in ever greater amounts.
PROS
Shortly after the end of WWII—the government was searching for a way to turn a blazing hot war
economy to one that would work during peace. Retail analyst Victor Lebow expresses a solution,
“Our enormous productive economy…demands that we make consumption a way of life, that we
convert the buying and use of goods into rituals…we need things consumed, burned up, discarded
and replaced at ever-accelerating rates. Well-made goods eventually saturate the marketplace.
Planned obsolescence and disposability ensures that the market will not be saturated and the
economy grows.
CONS
Consumer goods come from our planet’s resources. They get used up and then disposed of as gar-
bage and toxic waste. Not only does it take energy to extract, process, manufacture and transport
products, it also leads to pollution of air, water and soil.
Embracing the “more is better” philosophy has serious consequences. It encourages Americans
into a work and spend treadmill that clutters lives and depletes savings and often leads to disabling
cycles of debt. It is also unsustainable for the planet as it requires an endless churning out of cheap
goods, with little regard for who made them and how, the strain on precious natural resources, or
where it all goes. (20 minutes)
ASK STUDENTS
k What drives consumer culture?
Answer: Media and Marketing.
kWhy do we need 20 brands of shampoo, deodorant, toothpaste, toilet paper, face cream,
shaving cream?
k What are companies hoping to convince us to buy?
HOMEWORK
Make a personal inventory of your stuff. On a sheet of paper, make list of 3 categories: What you
need, what you like, what you don’t use. List what you own for each category. If you could only take
whatever would fit into a backpack with you, what would you take?
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47. 43
What is one change that you might agree to make in your relationship to stuff? What would be the
most challenging sacrifice? What would be the biggest payoff? Would your friends or family support
you with this decision? Would you consider getting a friend or family member to make this pledge
with you?
DAY 2 - OPTIONAL
Review Personal Inventory Homework. Ask students to share their inventories with a partner. Get
a group tally to see which category has the most items represented. Are there any patterns to the
“backpack” selections? (10 min)
MATERIALS
k Black and White Map
k Instruction Sheet
k Production Summary Sheets (one for each team)
k Colored markers.
DISCUSSION
kWhat Makes You Happy?
k Make a list of things that made you happy during the last week that didn’t cost money?
k Make a list of favorite possessions.
kWhy can buying create feelings of happiness? Are these fleeting or lasting? Why or why not?
ASK
kWhat are the most important things on these lists?
kWhat would be the hardest to live without?
k What doesn’t this list of possessions give you?
ACTIVITY
True Cost Lesson. This lesson helps students to see that almost all the material objects they take
for granted that are produced by humans have a toxic trail (destroying the environment, displacing
communities, exploiting workers) and a “true cost” of extraction and production.
Divide students into groups to focus on the true cost of common objects. Re-watch clip of Story
of Stuff. (2:30–8:05). Hand out map, instruction sheet and production summary sheets. Students
will create a visual representation of the earliest stages of their stuff, where it comes from, how
it got there, what it’s made of and who made it. Each group will present their findings to the class.
(25 minutes)
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48. 44
MATERIALS
k Food Pyramid handout
k Inside the Pyramid handout (A Spoof)
OVERVIEW
The primary agency responsible for American food policy is the U.S. Department of Agriculture,
which was created in 1862 as a regulatory agency to ensure an adequate and safe food supply for
the American public. In 1991, the USDA and the Department of Health and Human Services created
the first ever Food Guide Pyramid. Immediately, the meat and dairy industry blocked publication
because they claimed it stigmatized their product. The USDA withdrew the guide and released
another guide in 1991.
Every five years the USDA releases dietary guidelines. In 2005 guidelines were supposed to have
strong recommendations about what constitutes healthy eating. After spending 2.5 million dollars
the new guidelines focused heavily on weight loss and getting regular exercise. The ongoing problem
with the weight and exercise slant is that is emphasizes individual behavior while dodging the public
policy question about what to eat and what to avoid. It also ignores other behavioral changes (like
sleep or mental resilience) that are also important to overall health and wellness. Even the empha-
sis of MYPyramid places the onus on the individual. The language of the guidelines is kept vague to
avoid ruffling industry feathers. This is additionally evidenced by how quickly food companies (Pepsi
Co and General Mills) and industry associations (GMA) jumped on board to congratulate the USDA
on the “energy balance” message.
Processed food makers also donate large sums of money to professional nutrition associations.
The ADA accepts money from companies (most recently Coca-Cola and Hersheys) to get access to
decision makers in the food and nutrition marketplace via ADA events and programs. Some groups
even distribute nutritional fact sheets that are directly sponsored by specific industry groups. In
addition, the food industry front lobbying groups such as the Center for Consumer Freedom (CCF)
which lobbies aggressively against obesity-related public health campaigns and legislation and is
funded through donations from big food companies such as Coca-Cola, Cargill, Tyson and others.
OBJECTIVES
kStudents will study the evolution of the
food pyramid and examine how corporate
influences have shaped its development.
LESSON 2.12: THE POLITICAL PYRAMID:
HOW FOOD POLICIES DICTATE WHAT WE EAT
k Students will understand how food com-
panies lobby government and affiliate with
professional associations to promote their
interests.
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49. 45
The dairy industry spent nearly $32 dollars over the last 20 years. The total for the livestock indus-
try is nearly $42 million. Agribusiness industries lobby in Washington and spend lots on campaign
contributions. Under these circumstances the USDA produces the food pyramid. At the end of the
day, kids are taught what to eat based on what the lobbyists want them to learn.
ACTIVITIES
Review with students information regarding the evolution of the Food Pyramid.
Divide students into groups. Give each group a different pyramid and have them identify which
special interest group or groups is most heavily represented. How does the Walter Willets Pyramid
differ from the other pyramids?
Read Inside the Pyramid—A Spoof? Discuss.
HOMEWORK
Read “Told to Eat Vegetables, America Order Fries” Answer the question: Why do you think Ameri-
cans have been so slow to adopt suggestions about improving nutrition?
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MATERIALS
k Position paper fact sheets
k Senator worksheets
k Oak Tag, markers
k Unmarked bottles of soda and water
OVERVIEW
In this lesson students have the opportunity to participate in a mock senate hearing of the recently
proposed soda tax. There are a variety of stakeholders in this debate who have deeply embedded
political and economic interests in which policies are adopted. The lesson highlights the varied and
often conflicting perspectives among industry, consumer and medical interest groups and illustrates
the ways in which public health often takes the back seat to commercial interest and industry profit.
ACTIVITY
Case of Soda
Show visual representation of current farm bill: Remind students of Food Inc. focus.
Govn’t Subsidy = Cheap Corn > Over-produced corn > Fractionated corn products > High Fructose
Corn Syrup > Cheap Soda
DISCUSSION
Recently, there was a proposal to pass legislation to impose a soda tax on some sugar-sweetened
beverages. The idea of the tax was to encourage decreased consumption of soda and use tax dol-
lars to pay for health care and nutrition education. The bill was debated before a senate hearing
board to allow constituents to express their views regarding the tax. In this lesson, students will
participate in a role-play that recreates elements of the NYS Senate hearing. Students are divided
into groups of stake-holders: government food policy makers, physician interest groups, bodega
owners, industry watchgroup, parent advocates and a sugar-sweetened beverage company. 3-4
volunteers should play the role of Senators (pick students who are analytical and who will be able
to poke holes in the arguments presented). Half of the senators should be pro tax and the other
OBJECTIVES
k Students will understand that legislative
policies influence patterns of consumer con-
sumption and corporate profit margins.
LESSON 2.13: THE CASE OF SODA
kStudents will recognize how legisla-
tion around food leads to conflict between
a variety of interest and community stake-
holders groups.
*This is a multi-day lesson
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half against. The Senators job is to ask questions, support or oppose arguments and find ways to
promote their own political agenda.
Each group receives a page of “talking points,” highlighting salient facts that can be introduced dur-
ing their “testimony.” Senators should receive worksheet that align with their respective platform.
For example, if they are pro tax they get: parent group, NYS Acad group, Commissioner. The oak tag
and markers are for making signs and/or placards supporting their position. Be creative!
Each group has 15–20 minutes to read their talking points and prepare a 2-3 min. presentation.
During this time, Senators will spend time reading and highlighting materials and preparing for
possible rebuttals. (2- days)
The underlying source of much of the food system debate can be distilled down to the following:
1. A conflict of interest between the need to make a profit and the health of the population.
2. Conflict of interest in determining who pays for the hidden costs arising from current food policies.
At the end of the hearing students can discuss the following:
k What surprised you most about the debate?
k What was the most compelling argument from each side?
k How would you describe the underlying source of conflict among constituent groups?
Take a vote. What do you think happened?
Answer: The tax failed!
HOMEWORK
Based on the debates in class choose a side (either pro soda tax or against and write a paragraph
explaining why you think the idea has merit or is a poorly conceived public policy and does not war-
rant legislation.
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MATERIALS
k School lunch menus (from your cafeteria)
OVERVIEW
The National School Lunch Program, administered by the USDA, has significant influence on what
children eat at school. Founded in 1946 (to fight hunger) it now provides free or reduced-price lunch
to over 30 million children.
The USDA sets nutritional requirements for school lunches but those requirements are at odds with the
food being served.
DISCUSSION
k Ask students how many people in the class eat school lunch?
k Discuss the reasons why (or why not) students eat (or don’t) in the cafeteria and list answers on the board.
(10 min)
THE TIME LINE BEHIND THE LUNCH LINE
Explain the evolution of the school lunch program. See the timeline below. It may be helpful to write dates
and key facts on the board. Alternatively, you can put the facts on large index cards and see if the class
can arrange them in the correct order. (15 min)
1800’s: Small 1-room schoolhouse. Students live near school. Bring pails or home for lunch. Eating off the
land. No cafeterias.
1920’s: Great Depression. Unemployment high. Farmers strapped. Children undernourished.
1930’s: Government creates school lunch program. Recognize better fed students will perform better at school.
Food from local farms. Hot, cooked lunch in cafeterias.
1940’s: Coming out of great depression. Still many children undernourished. Government passed National
OBJECTIVES
k Students will be able to document the his-
torical evolution of the school lunch program.
k Students will understand how food politics
and policies impact what is served for lunch
at their school.
LESSON 2.14: WHAT’S FOR LUNCH:
TRACING THE CROOKED PATH OF THE LUNCH LINE.
k Students will be able to list a variety of
health and environmental problems associ-
ated with school lunch as well as provide pos-
sible solutions.
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School Lunch Act All children will be fed at school. Need soldiers for the war effort.
1950’s/60’s: Schools begin to get bigger. Post war industrial food machine creating more, cheap food
food. Meat and Dairy lobby begin to exert more control. 1954–Congress enacts special milk program,
provided funds for 1/2 pint of milk per day. 1966 President Johnson implements free breakfast because
children who eat breakfast do better at school.
1980’s/90’s: Schools get bigger still and lose funding. Ronald Reagan cut $1.46 billion out of the school lunch
budget. Decision to remove cooking and centralize food processing with major industrial agricultural food
producers. Growing reliance on bulk, convenience food. First time condiments are credited as veggies (i.e.
ketchup).
Contracts with soda companies for $$$ in exchange for access to students. Consumption of water and
milk decrease.
2000’s: National School lunch program now serves +30 million. Much of the food comes from cheap com-
modity crops—corn/soy (i.e. processed food) and from USDA surplus beef and dairy. $350 Million on beef and
cheese and $161 Million on fruit and veg. Most of the meat would not meet standards of fast food industry.
2010: President Obama signs Healthy, Hunger Free Kid Act, increasing money to spend on school lunch
by 6 cents ($2.86) and increasing requirement for whole wheat and fresh vegetables. Kids have hated it!
Most school districts require food service to earn enough to cover high expenses, including labor. Essen-
tially, a school nutrition director is like the CEO of a medium-sized catering company that must serve a
menu regulated by the government and whose clients can't pay full price.
ENVIRONMENT & HEALTH
Distribute copy of school lunch menu. Ask students to circle all of the food that is processed.
On the board, discuss the various problems and record in appropriate category: Environmental or Health.
Environmental Issues
k Waste: Styrofoam/plastic/packages
k Food Waste: Students served if they eat food or not
k Fuel Waste (Carbon Foodprint): Processed food is expensive to produce.
k Excessive water and fossil fuel costs.
Health Issues
k Too much Sugar, Salt, Fat.
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k Too much processed food
k Too cheap: Cost of meal is less than $2.86 per student, which also includes price of operations.
kToo many chemicals—Typical grilled cheese sandwich is overly processed with more than
30 ingredients plus HFC
k Not enough time to eat: 22 minutes on average—in noisy, unpleasant environment
k Too much meat
k Not enough fresh fruits and vegetables
Possible Solutions
k Farm-to-School
k Zero Waste Lunch
k Composting
k Reducing meat consumption
k Family style dining
k Bringing a waste-free or low waste lunch. Re-useable containers, silverware
HOMEWORK
Read, “A TV Show and Congress Tackle School Lunches” and “Putting Nutrition at the Head of the
School Lunch Line.” Assign homework questions
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MATERIALS
k Social Action menu of ideas and contract (2 handouts)
OVERVIEW
Food is political and our food system is clearly broken and needs to be renewed and repaired. To
overcome the entrenched commercial interests will require a kind of cultural resistance. This kind
of “revolution” has always started with young people despite the fact that they are often seen as
lacking power and organization. This unit provides students with the opportunity to make small but
meaningful changes in their own lives and in their communities—if they could view eating in the
cafeteria as an act of cultural resistance it would be a great first step!
ACTIVITY
Over the course of the next few weeks, students will work on implementing a social action project of
their choosing. In groups or working independently, review the list of options below and brainstorm
ideas of their choosing. This is their project and its crucial for them to feel a sense of ownership
and agency in order for it to succeed. Note: less is often more with these projects. A discrete project
that they can actually accomplish will give them more of a sense of agency (the goal) than a larger
project that they might not be able to complete.
IDEAS FOR SOCIAL ACTION PROJECT
Social Action Project: See attached social action contract
Cafeteria Analysis
Form Wellness Committee
Bodega Study- Healthy bodega study
Neighborhood Study
Cooking Projects
OBJECTIVES
kStudents will create a social action project that will address a particular issue concerning
food in their communities.
LESSON 3.1: WHAT CAN WE DO? YOUR SOCIAL ACTION PROJECT
UNIT 3: NUTRITION
THROUGH A CRITICAL EYE
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56. 52
Smoothie Business
Growing Gardens
Screening of Movie with discussion group
Supermarket tour guide
Energy In v. Energy Out demo
Press Outreach
Polling students regarding diet
Breakfast in the classroom
Letters to local politicians
HOMEWORK
Social Action Worksheet Contract
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57. 53
MATERIALS
k Food Intake journal for food recall. Record of food intake should be kept in the room and distrib-
uted during class time.
k Nutrition and Physical Activity Assessment
OVERVIEW
What is “Nutrition”?
Nutrition is the science of how the body uses food. Many people have misconceptions about nutrition.
This is in part due to the fact that we stopped teaching nutrition in schools and partly due to the fact
that food companies misrepresent nutrition through false health claims and misleading advertising.
ACTIVITY
Distribute Nutrition and Physical Activity Assessment. Complete. Ask for feedback regarding current status.
(5 min)
Distribute food recall handouts. Ask students to recall and record what they ate and drank on the previous
day for breakfast, lunch and dinner. Try to be as specific with the recall as possible. Remind students the
data is not for the purposes making judgments or making anyone uncomfortable.
Ask all students to stand up. Make one side of the room true and the opposite side false. As you ask
each of these questions have students to choose a side.
COMMON NUTRITION MY THS:
Liquid calories don’t matter.
k False: 12 oz. can of regular soda contains 40 grams of sugar or 160 calories, a small vanilla bean Coolatta
at Dunkin’ Donuts contains 430 calories. A large Java Chip Frappacino has 650 calories and 25 grams
of fat (Compare to a Big Mac which has 600 calories and 33 fat grams). Liquid calories do matter and
add up quickly.
Carbohydrates make you fat.
k False: carbohydrates are extremely important because they provide the body with energy and
essential vitamins and minerals. You do NOT gain weight by eating healthy carbs such as whole
grains, fruits and vegetables.
Fats are bad.
k False: not all fats are the same. Unsaturated fats are heart healthy and an important part of a
balanced diet. (You can find these in foods like avocadoes, olive oil and nuts.)
OBJECTIVES
k Students will learn to debunk nutrition myths and assess their own nutrition & physical activity levels.
LESSON 3.2: NUTRITION MYTHS & MISUNDERSTANDINGS
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It doesn’t matter what I eat now because I am young and invincible.
kFalse: you are what you eat! Bones grow and strengthen until your late 20s/early 30s.
You need to feed them now (think calcium) or they’ll become weak and porous as you age.
Sugar tastes good so it must be good for me.
kFalse: eating too much sugar leads to obesity which can increase risk of diabetes, tooth
decay and many other health problems.
Eating breakfast is not important.
kFalse: kids who eat breakfast tend to be thinner, more physically active and do better
in school.
Fat-free foods are good for me.
k False: many (packaged) foods that are low in fat have more added sugar and calories than their
full-fat counterparts to compensate for the reduced fat.
HOMEWORK
Pantry hunt for worst offender. Ask students to go into their pantries, find and bring in an examples of
packaged or processed food that contain the highest combination of fats, salt, sugar, additives etc. Alter-
natively, they can bring in pictures of food with visible labels.
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59. 55
MATERIALS
k A selection of popular sugar cereal boxes.
k Dry measuring cups.
k 1 or 2 plastic breakfast bowls.
k Mini Dixie cups for tasting
k Food Journal
DISCUSSION
Begin by recording food consumption from previous day(s). For today, focus particularly on breakfast.
Everyone says breakfast is the most important meal of the day, all American breakfast is cereal
and this is what we are told is healthy to eat in the morning. Question for the group:
k Who eats cold breakfast? And who eats cereal?
k What cereals do you like best? (write list on board)
ACTIVITY
In front of class, ask for 2 volunteers to pour a “regular” bowl of cereal.
When done pouring ask for another volunteer to measure and write on board. Take what they
poured and put in a measuring cup. (Make sure nobody feels bad about pouring their regular amount
of cereal)
ASK STUDENTS
How many teaspoons of sugar are there in each serving? Read real numbers from several boxes of
sugar cereal.
These aren’t just numbers for each bowl, they’re the numbers for each serving. Each student prob-
OBJECTIVES
k Students will understand the importance of
eating a good breakfast
k Students will be able to identify the per-
centage of added sugar in many common pre-
sweetened breakfast cereals
LESSON 3.3 HOW SWEET IT IS: THE AMERICAN BREAKFAST—
TOO SWEET FOR OUR OWN GOOD.
k Students will be able to list common side
effects from over consumption of sugar.
k Students will learn how to question mis-
representations of false nutrition claims.
BACK TO CONTENTS k
