Unlocking Factory Farms Use Information Literacy Skills to Complete an Inquiry and Form Developed Conclusions on the Factory Farming of Animals

ENGLISH | UNIT STUDY 4 | PAGE 1/12 TEACHER GUIDELINES ENGLISH | UNIT OF STUDY 4 Year 12 NCEA AS91105 Level 2.8 Credits 4 Duration 3 Weeks

THIS UNIT • Supports internal assessment for Achievement Standard 91105 • Uses information literacy skills to form developed conclusion(s) about a factory farming topic Unlocking Factory Farms Use information literacy skills to complete an inquiry and form developed conclusions on the factory farming of animals

CONTEXT/SETTING TEACHER GUIDELINES This activity requires students to complete an inquiry into a topic linked to a The following guidelines are written, visual or oral text relating to the factory farming of animals. supplied to enable teachers to carry out valid and consistent The purpose of the inquiry is to give students a context through which to assessment using this internal demonstrate their information literacy skills and the formation of developed, assessment resource. convincing and perceptive conclusions from their investigation. Teachers need to be very familiar For this assessment the context for the inquiry is factory farming of animals. with the outcome being assessed Factory farming is a topic which crosses multiple subject areas that can be by Achievement Standard investigated individually or in regard to how they interrelate: English 91105. The achievement • Biological – relating to the animals on factory farms (physical and criteria and the explanatory psychological deprivation). notes contain information, • Economic – relating to the economic justifications for factory farming definitions and requirements (affordable for the public, profitable for the producer). that are crucial when interpreting the standard and • Legal – relating to the legislation that protects or (in the case of factory assessing students against it. farming) fails animals. • Political – relating to the differing political opinions on factory farming. • Cultural – relating to the differing opinions within society (farmers, producers, media, politicians, activists, the general public, academics, artists). • Linguistic – relating to the jargon/language used by farmers and producers, the general public and animal activists. Underpinning all of these social issues is the question of ethics (which is elaborated on in the Student Instructions). Over the past 20 years the opposition to factory farming in New Zealand and overseas has gained momentum. This is likely to be due to a range of factors: a better scientific understanding of the psychological and physical needs of animals; the rise of the animal rights movement; exposure of what happens on factory farms (as a result of technological advances such as the internet and YouTube); and political pressure internationally to improve animal welfare conditions and legislation. A wide range of texts is available on this topic and a selection has been provided with this lesson. NOTE: Students are not limited to this selection, but self- chosen texts may need to be approved.

CONDITIONS RESOURCE REQUIREMENTS This is an individual activity. As part of your class Students will select their own texts relating to the issue programme, you will model key parts of the inquiry process of factory farming as part of their inquiry. These texts may with students to ensure they are aware of the need to be written, oral and/or visual. A range of texts on factory focus on the process. You will also model the process farming is available in this textbook. of integrating existing knowledge with new learning to Access to opinion writing (columnists and editorials), create new ideas and knowledge and to form developed recording equipment, computers, the library and conclusions from this knowledge. information technologies is required. You will guide students through the inquiry on a factory farming related issue. Acceptable guidance would ADDITIONAL INFORMATION be teaching interventions focused on revisiting the development of information literacy skills at critical points The mode in which students present their conclusions may in the process. be assessed against other standards such as writing and oral presentation standards. Wherever such integration Students are expected to form questions independently between different parts of the programme occurs, and then to seek, locate, select, record and evaluate teachers must ensure that the work presented for each information themselves. It is also essential that students assessment is developed sufficiently in order to meet express new understandings independently. In other the criteria for each standard. In all such cases, teachers words, the understandings expressed in the final product should refer closely to each relevant standard including must be the students’ own work. See the Conditions of the explanatory notes and the Conditions of Assessment Assessment guidelines for comments on developing guidelines. and practising the skills required, use of modelling and scaffolded practice, assembling evidence, and independent The assessment activity is based around the concept of student work. ‘guided inquiry’: www.cissl.rutgers.edu/guided_inquiry/ introduction.html Ensure that students lead the process of their individual inquiry. Students may collect information in and out of Useful websites to use with students to scaffold the class time. Students can reframe their inquiry questions, teaching of information literacy skills include: if required, as part of the process. You will need to • www.lib.colostate.edu/tutorials/share/ oversee the process, including implementing checkpoint • www.readwritethink.org procedures, to ensure authenticity of students’ work. Research notes, including the data evaluation and self- • EPIC: www.tki.org.nz/r/epic [school user name and evaluation charts, could be checked during the process. password needed] • INNZ: www.tki.org.nz/e/tki/innz [school user name and Students can present their findings in written, oral or password needed]. visual form.

ACHIEVEMENT CRITERIA

Achievement Achievement with Merit Achievement with Excellence The student uses information literacy The student uses information literacy The student uses information literacy skills to form developed conclusion(s) skills to form convincing developed skills to form perceptive developed about a factory farming topic by: conclusion(s) about a factory farming conclusion(s) about a factory farming • framing the inquiry around an topic by: topic by: issue discussed in a published • framing the inquiry around an issue • framing the inquiry around an issue piece of writing discussed in a published piece of discussed in a published piece of • selecting and using appropriate writing writing strategies for locating and • selecting and using appropriate • selecting and using appropriate processing information strategies for locating and strategies for locating and • evaluating the reliability and processing information processing information usefulness of the selected • evaluating the reliability and • evaluating the reliability and information in relation to the usefulness of the selected usefulness of the selected inquiry information in relation to the information in relation to the • creating and building conclusions inquiry inquiry based on information gathered • creating and building reasoned • creating and building insightful in the inquiry. Conclusion(s) may and clear conclusions based and/or original conclusions based include the expression of an on information gathered in the on information gathered in the opinion or judgement, reaching a inquiry. Convincing conclusion(s) inquiry. Perceptive conclusion(s) decision or suggesting a solution. may include the expression of an may include the expression of an All conclusions must be linked to opinion or judgement, reaching a opinion or judgement, reaching a the purpose of the inquiry. decision or suggesting a solution. decision or suggesting a solution. All conclusions must be linked to All conclusions must be linked to the purpose of the inquiry. the purpose of the inquiry.

INTRODUCTION FACTORY FARMING OVERVIEW This assessment activity requires you to carry out an Factory farms first appeared in the 1950s. Pig and chicken independent inquiry into the ideas behind an article producers borrowed ideas and systems developed during relating to the factory farming of animals. You will gather the industrial revolution. The assembly line, which information and ideas from a range of sources in order to was first developed in the early 1900s to mass-produce draw and present developed conclusions. cars (then adapted by the slaughterhouse to kill and disassemble animals), was applied to factory farming. You are going to be assessed on how you use information Animals already part of the slaughterhouse assembly literacy skills to form perceptive conclusions about the line were taken indoors and ‘mechanised’ into units of topic of your selected article. Your conclusion(s) need to production. be based on the information you have gathered and must be clearly connected to the purpose of the inquiry. You Chickens and pigs were treated to a new style of farming can express your conclusion(s) as opinions, judgements or inside large, windowless sheds. There is not a speck possible decisions. of grass or ray of sunlight to be seen. This reality is far removed from storybook ideas of farming and no doubt The following instructions provide you with a way to inspired the dystopian movie The Matrix in which humans structure your work to demonstrate what you have learnt are farmed as energy units. and allow you to achieve success in this standard. The factory ‘farmer’ is an expert in automated lighting Factory farming is a term used to describe the and feeding, and genetic manipulation and egg collection industrialised commercial farming of animals. systems. Animal welfare is a secondary concern. Thousands of layer hens and hundreds of pigs are typically confined in cages or crates, while millions of TEACHER NOTE meat chickens live out their short lives in densely packed Read the student instructions and modify them if broiler sheds. This mass production system is focused on necessary to suit your students. maximising egg and meat production at minimum cost and maximum profit to the corporation. The animals most commonly factory farmed are chickens and pigs. Globally over 70 billion poultry are farmed and killed each year for their meat and eggs1 (broken down, that’s 192 million chickens per day – eight million per hour) and over 900 million pigs.2 New Zealand factory farms around 100 million meat chickens, three million layer hens and 30,000 sows in farrowing crates each year. For decades the public were not aware of the conditions animals on factory farms lived in – but in the 1970s, with the rise of the animal rights movement, questions started to be asked and the treatment of animals exposed. In New Zealand, animal advocacy groups started to actively campaign on the issue of factory farming in the 1990s and continue to do so today. 1. United Poultry Concerns www.upc-online.org/slaughter/92704stats.htm (retrieved 7 April 2015) 2. ‘Livestock production: recent trends, future prospects’. The Royal Society Publishing 2010 www.rstb.royalsocietypublishing.org/ content/365/1554/2853 (retrieved 14 April 2015)

TASK

You need to meet the checkpoints set by your teacher during your study. PART 1: CHOOSE A FACTORY FARMING TOPIC Read through a range or articles, editorials, columns Underpinning all of these social issues is the question of and/or feature articles about the factory farming of ethics: animals. • Is it ethical to farm animals in conditions that See the suggested resources on pages 54-56. deprive them of some of the most basic physical and psychological requirements for a fulfilling and The topic of factory farming touches on a range of social meaningful life (and that contravene the protections issues that can be investigated in this assessment: afforded to them by law)? • Biological – relating to the animals on factory farms • Should economic considerations (for producers and (physical and psychological deprivation). consumers) take precedence over the suffering of • Economic – relating to the economic justifications for animals in factory farms? factory farming (affordable for the public, profitable • Is our legal system capable of, or willing to, protect the for the producer). most vulnerable and heavily exploited species in our • Legal – relating to the legislation that protects or (in society? the case of factory farming) fails animals. • How do politicians prioritise animal welfare against • Political – relating to the differing political opinions on the societal, legal, economic and commercial elements factory farming. of factory farming? • Cultural – relating to the differing opinions within • What kinds of opinion do different sectors of society society (farmers, producers, media, politicians, have about factory farming (consumers, producers, activists, the general public, academics, artists). animal activists, politicians)? • Linguistic – relating to the jargon/language used by • In what ways does the use of language influence our farmers and producers, the general public and animal attitude towards animals? For example, producers activists. on factory farms refer to animals as ‘products’ while animal activists refer to them as ‘beings’.

TASK CONTINUED

PART 2: FRAME YOUR INQUIRY PART 4: DEVELOP YOUR CONCLUSIONS Identify and record the facts and opinions expressed in Using the information you have gathered, form perceptive, the example you have selected. developed conclusions related to the purpose of your inquiry and the original source article. To do this, you need Draw on your own knowledge, as well as the knowledge to create new ideas/knowledge/understandings based on of others, to build your background understanding of the the information you have found. issue. You could do this by: expressing an opinion, questioning Formulate effective key questions to help you explore and or challenging ideas, making a judgement after weighing draw conclusions about the focus of your inquiry. the value of evidence from different sources or different points of view, reaching a decision, suggesting a solution PART 3: SELECT AND USE APPROPRIATE STRATEGIES and/or making recommendations for the future. TO LOCATE AND PROCESS INFORMATION Skim and scan a range of other texts/sources for relevant PART 5: PRESENT THE RESULTS OF YOUR INQUIRY material about your key questions. Present your findings in written, oral or visual form, or use Make notes of key information and evaluate the a combination of these methods. You can use presentation information you have gathered (i.e. how useful and/or software to create illustrations, diagrams or video to accurate it is). Make sure you reference your sources. support your work. Ensure that your final presentation includes:

TEACHER NOTE • detailed evidence that you have used key information literacy skills See page 50 for an example of a data chart for students to use when gathering and evaluating their • references for all gathered information information. • evidence that your conclusions are based on gathered Support students to choose a suitable format for their information final presentation so they can work within their areas • developed, perceptive conclusions for all your key of strength. questions. See pages 51-53 ‘Guidelines about your process’ for some ideas about how you might carry out these steps.

EXAMPLE OF A DATA CHART (from Animals & Us: Battery Hen Farming in New Zealand p.46)

Key questions What words and terms What effects do these How are these ways of using are used in reference to words have on attitudes to language challenged by battery hen farming? the birds in battery farms? opponents of battery hen Date Sources farming? Peter Singer, Animal Hen described by poultry Industrial farming views Liberation, 2nd edn, industry leader as an ‘egg animals as resources rather Thorsons, 1991 production machine’ than as living beings Jeffrey Masson, The People ‘seem to feel Argue that referring to chickens Pig Who Sang to the uncomfortable using as ‘he’ or ‘she’ rather than ‘it’ Moon, Ballantine, “he” or “she” to refer to a would remind us that these are 2003 chicken’ birds with individual sensations and feelings Jeffrey Masson, The Gives example of the ‘all purpose Pig Who Sang to the insult – birdbrain’ – implies Moon, Ballantine, chickens are too unintelligent to 2003 be worthy of concern Jeffrey Masson, The ‘End-of-lay’ and ‘spent Neutral-sounding term Pig Who Sang to the hen’ as the terms for functions as a euphemism: Moon, Ballantine, chickens that are no obscures the fact that 2003 longer regular egg these birds are slaughtered producers although they are still relatively young Animal Welfare Act Key terms: ‘normal Examples of terms that can 1999; Karen Peterson patterns of behaviour’, be understood in different and Anthony Terry, ‘good practice’, ‘scientific ways: poultry industry SAFE Submission on knowledge’ and animal advocates will Draft 10 of the Animal argue about their meaning Welfare (Layer Hens) Code of Welfare 2002 Michael Morris, ‘Life Public concerns Debate about what the in a Cage: Science about battery hen term ‘scientific’ actually Say Chooks Should farming dismissed as means in the context of Run Free’, Organic ‘unscientific’ battery hen debates NZ, January/February 2005 Hans Kriek, media ‘a life of hell and Such phrases are used to release: ‘Minister continued abuse’ counter the euphemistic jargon Challenged over of battery hen industry Abusive Battery Hen and Pig Codes’ ‘Behind Bars’, 60 Phrases used on Obscures the treatment of Challenge to label eggs in ways Minutes, 1993; TV packaging of eggs: the birds that produced the that make clear whether they current affairs item ‘Happy Hens’, ‘Country eggs are from free-range or battery Fresh’, ‘Farm Fresh’ hens

A data chart is a useful way of organising material you have selected as you prepare to write your report.

EVALUATION Look back at the information you have assembled. • Have you kept to your topic? • Have any issues or questions arisen from your • Have you answered your key questions? investigation which you should mention in your report? • Should you adapt any key questions, given the nature of the information you have found? • Have some resources been more useful than others?

GUIDELINES ABOUT YOUR PROCESS

INFORMATION LITERACY SKILLS CHOOSING YOUR TOPIC Information literacy skills include: The Animals in Factory Farms Examples of possible factory farming textbook provides a range of topics include: • framing your inquiry, identifying material about the factory farming of the area for investigation and • Text: Bleating Hearts: The Hidden animals. Other useful sources include posing questions World of Animal Suffering by newspapers, magazines, databases, Mark Hawthorne • understanding and using online articles and libraries. Topic: Exploring animal sentience keyword strategies The issue on which you finally decide and the ethics of farming animals • finding information from a range to base your inquiry needs to have for food of sources enough scope to allow you to find a • Text: Chicken by Annie Potts range of information or viewpoints • using scanning and skimming Topic: Considering the evolution about it. By choosing an issue that is to select relevant resources and of factory farming and the pain controversial and supports several information, and making notes and suffering of animals in viewpoints, you will have a richer factory farms • evaluating the reliability of your source of material from which to sources and information. form your perceptive developed • Text: Animal Law in Australasia conclusions. edited by Peter Sankoff, Steven White and Celeste Black Topic: Considering animal welfare law and factory farming • Text: Dominion: The Power of Man, the Suffering of Animals, and the Call to Mercy by Matthew Scully Topic: The balance of power between human and non-human animals • Text: In Defense of Animals: The Second Wave edited by Peter Singer Topic: Exploring the treatment of animals as ‘living machines’. Examples of other current topics which could be the subject of an investigation include: • economics vs animal welfare • political attitudes towards factory farming • public opinions of factory farming. Once you have selected an article and decided on the issue for your investigation, you can embark on the inquiry process.

GUIDELINES ABOUT YOUR PROCESS CONTINUED

FRAMING YOUR INQUIRY SELECTING AND USING Investigate keyword refining strategies. For example, list six You may already have some APPROPRIATE STRATEGIES combinations of keywords or search information from your text that is TO LOCATE AND PROCESS items that you could use to search relevant. INFORMATION for information to answer your key Build background knowledge by Your key questions need to show questions. skimming and scanning a few evidence that you understand Search for information using your sources that may be used in your effective questions. For example, key questions in at least six different research. questions should be open and unbiased, and invite interpretation sources. Discuss your chosen topic with rather than recall. You must select the sources and they friends and family to see what views may be selected from written, oral they have. Examples of questions that look at the how and why of an issue or that and/or visual texts. You should use at Write out the points of view you have consider the extent of something, least two different types of source. collated. based on the proposition (such as Possible sources could include: Be careful to identify the difference ‘Activism on behalf of animals kept in • books in the school library between a statement and a question factory farms is needed if our society • articles in databases accessible while researching your topic and is to make positive and effective through the school library, such framing your inquiry. change for animals in the future’), as EPIC and INNZ could include: Examples of a statement and a • material on the internet question using the ‘An activist’s • How does animal activism help experience of social action – animal animals in factory farms? • current or archived reviews activism against factory farming’ • What conditions on factory farms • archived magazines, which topic: cause the most pain and suffering may be available in the school’s ‘Activism on behalf of animals kept for animals? information file in factory farms is needed if our • Why do animal activists need • DVDs of documentaries or film society is to make positive and to campaign to help animals in adaptations of the text effective change for animals in the factory farms? future.’ (statement) • an interview with someone who • In what ways is our society failing has knowledge of your topic or an ‘How does animal activism help animals in factory farms? opinion relevant to your topic. animals in factory farms?’ (question) You may need to change your questions later or modify them in some way. Think of the order of your questions too. Some naturally come before others.

GUIDELINES ABOUT YOUR PROCESS CONTINUED Skimming and scanning means that SELF-EVALUATION – CHECKING PRESENTING THE RESULTS OF you: YOUR STEPS YOUR INQUIRY • choose other texts which are also Use a check method to confirm that You can present your findings in likely to have useful information you have provided evidence to your written, oral or visual form. Ask your to answer at least one of your teacher of all the steps in the inquiry teacher for guidance. questions process. Make sure that the steps of your • highlight or make notes about Your teacher may provide some inquiry process and your developed relevant ideas, words and phrases examples to guide you. Your teacher conclusions are evident. Whichever as you scan. will check your self-evaluation. method you choose, you must show You could draw up an information that you have: organiser to record the results of • framed your inquiry your inquiry. • developed questions to explore Assess how useful and/or accurate your focus area your information is. You could draw up a chart and record evidence of the • used information literacy skills evaluation of your sources and the effectively information you have found. Your • presented developed teacher may provide an example to conclusions. guide you. Examples of how you might present your developed conclusions include: • Written form: research report, letter to the author/director, blog, wiki. • Oral form: speech to your class supported with computer-aided display, seminar presentation, podcast, radio programme. • Visual form: poster combining visual and written text, use of computer program such as Prezi, film, multimedia text.

RESOURCES

SHORT WRITTEN TEXTS VISUAL AND ORAL TEXTS Students may use texts from ON DVD other units of Animals & Us Issue Blog 5: Animals in Factory Farms p. 110 SAFE. Educational Videos ‘Colony Cage Con’ (2014) • SAFE Inc Love Pigs Campaign EXTENDED WRITTEN TEXTS (19 Nov 2009) Journal Factory Farmed Pigs in New Zealand – The Price of Pork (9 min 46 sec) Non-Fiction (extracts from) p. 120 Loveridge, Alison. Narrated by award-winning actor ‘Changes in Animal Welfare p. 77 Hawthorne, Mark. Robyn Malcolm, the 10-minute Views in New Zealand: documentary-styled presentation Responding to Global Change’. makes compelling arguments Society & Animals (2013) against factory farming. Robyn takes us through how pregnant Newspapers sows are cruelly treated inside sow (texts from Unit 1) stalls and farrowing crates, and just what happens to the young piglets p. 147 Manawatu Standard destined to become pork. ‘Piggery practice legal but This film was produced in 2008 not acceptable’. Editorial. as part of SAFE’s campaign against Cummings, Michael. 20 May 2009. factory pig farming. In 2010 the New The power of publicity may have Zealand Government introduced a Bleating Hearts: The Hidden just saved tens of thousands phase-out of sow stalls after SAFE’s World of Animal Suffering. of pigs in this country from a campaign attracted widespread Changemaker Books (2013) tormented life that was only public support. Sow stalls could ever made possible by the be used for the first four weeks p. 85 Potts, Annie. indifference of the pork industry, of the sow’s pregnancy and were Chicken. and the ignorance of everybody completely banned in December Reaktion Books (2012) else. 2015. Sows continue to suffer in farrowing crates, and fattening p. 88 Sankoff, Peter, White, Steven and p. 151 The New Zealand Herald pigs can still be kept in barren Black, Celeste (eds). ‘Writing on the wall for sow overcrowded pens. Animal Law in Australasia. stalls’. Editorial. 25 May 2009. The Federation Press (2013) The Agriculture Minister, David • SAFE Inc (19 Nov 2012) p. 99 Scully, Matthew. Carter, wants to issue a new Stop Factory Farming (8 min 41 sec) welfare code for pigs by the Dominion: The Power of Man, • SAFE Inc (6 Apr 2016) end of the year. This, indeed, the Suffering of Animals, and Colony (1 min 31 sec) the Call to Mercy. may be necessary to prevent a St Martin’s Press (2002) sizeable drop in the purchase of Christmas hams this December. Current Affairs (Pigs) p. 101 Simmons, Laurence and Armstrong, Philip (eds). p. 152 Rodney Times • Sunday, TV1 (17 May 2009) Knowing Animals. ‘Pig farming rules a legal If Pigs Could Talk (Part 1) Brill (2007) cruelty’. Opinion. Booth, Pat. (10 min 59 sec) 26 May 2009. If Pigs Could Talk (Part 2) p. 104 Singer, Peter (ed). Just about everyone’s a loser (7 min 8 sec) in the great pork controversy. If Pigs Could Talk (Part 3) Particularly the pigs. A few (8 min 36 sec) influential humans look and Mike King – stand-up comic, TV sound unthinking/irresponsible/ frontman and previously the face inhumane in varying degrees. of the New Zealand pork industry – accuses the industry he once WRITTEN AND VISUAL TEXTS represented of legalised cruelty to pigs. Cartoons p. 191 Williamson, Tom. ‘Secret Origin. Holy Cow! No. 3’. In Defense of Animals: The SAFE (2005) Second Wave. Wiley Publishing (2006) p. 192 Williamson, Tom. ‘The Price of Cheap Pork. Holy Cow! No. 1’. SAFE (2005) p. 193 Williamson, Tom. ‘Beyond the Egg. Holy Cow! No. 2’. SAFE (2005)

54 | ISSUE 5 | ANIMALS IN FACTORY FARMS A LIFE OF TORMENT FOR PIGS

Most of the pork eaten by New Zealanders comes from pigs kept in cruel intensive production systems. They lead a miserable existence inside dark, overcrowded pens or in crates so small they can’t even turn around.

Kiwis eat over FACTORY 20 KGS FARMED PIGS Pigs are conﬁned in large, PER YEAR windowless, sheds for their entire lives. The only time they’ll see PER PERSON daylight is on the way to slaughter.

ENGLISH | UNIT STUDY 4 | UNLOCKING FACTORY FARMS | PAGE 11/12 SUGGESTED RESOURCES THE SOWS – NO LIFE FOR ANY MOTHER

FACTORY PIG FARMERS CONFINE THEIR BREEDING SOWS OTHER RESOURCES (not in textbook) (who produce the piglets destined to become meat) in individual sow stalls for the ﬁrst four weeks of their 16 week pregnancy. EXTENDED WRITTEN TEXTS Graphic Novels 60cm 15,000 • Coe, Sue and Cockburn, Alexander. NUMBER OF FEMALE PIGS CONFINED TO SOW STALLS. Non-Fiction Dead Meat. SOW STALLS ARE BARREN METAL BARRED CAGES SO SMALL THEY 2m Four Walls Eight Windows (1996) CAN'T EVEN TURN AROUND. • Singer, Peter. CAGES ARE ONLY 60 CM WIDE x 2 M LONG BARELY Animal Liberation. • Coe, Sue. LARGER THAN THE ANIMALS OWN BODIES. Harper Collins Publishing (2002) Cruel: Bearing witness to animal exploitation. • Mason, Jim and Singer, Peter. 2 OR Books (2012) 1 Animal Factories. Crown Publishers (1980) Journal • Safran Foer, Jonathan. A sow is moved to a farrowing SHE’LL STAY THERE Eating Animals. • Thornton, Philip. crate when she is about to give UNTIL HER BABIES ARE birth. She is not able to build a nest TAKEN AWAY AT 4 WEEKS. or mother her piglets properly. Then she is returned to the Little, Brown and Company (2009) Livestock production: recent trends, sow stall. future prospects. • Amey, Catherine. The Royal Society Publishing (2010) Clean, Green and Cruelty Free? www.rstb.royalsocietypublishing. Rebel Press (2008) org/content/365/1554/2853 The cycle of abuse 3 begins again. • Patterson, Charles. Retrieved 14 April 2015

EVEN AFTER THIS DATE FARROWING CRATES Eternal Treblinka. SAFE’s campaign to end WILL STILL BE LEGAL, MEANING SOWS WILL STILL BE CRUELLY CONFINED FOR AROUND the use of sow crates for PER Lantern Books (2002) pregnant sows led the WRITTEN AND VISUAL TEXTS 10 WEEKS YEAR government to phase out • Wadiwel, Dinesh. this practice. The War against Animals. HOWEVER Infographics SOW STALLS WILL 67% Brill (2015) STILL BE IN USE of farmers use • SAFE Inc UNTIL 2016 farrowing crates The Real Cost of Factory Farmed Fiction Chicken • Levandoski, Rob. www.safe.org.nz/sites/default/files/ 2.5 LITTERS PER YEAR Fresh Eggs. SFFCostofChicken_0.pdf The Permanent Press (2015, e-book) • SAFE Inc www.amazon.com/Fresh-Eggs- Pork Factory Farmed Production Rob-Levandoski-ebook/dp/ Horror 5 YEARS B00WFNRN82/ref=sr_1_2?s=digital- www.safe.org.nz/sites/default/files/ AGE AT WHICH A SOW IS text&ie=UTF8&qid=1452733299&sr CONSIDERED USELESS PIGS%20infographic_0.pdf HER LIFE SPENT CONFINED TO =1-2&keywords=levandoski PRODUCE PIGLETS, SHE’S THEN • SAFE Inc SENT OFF TO SLAUGHTER • Pardoe, Vicki. Caged Hen Cruelty PIGLETS – FARMED FOR PORK Cooped Up: A Factory Farm Novel. www.safe.org.nz/sites/default/files/ (2014, e-book) SFFCagedHenINFOG.pdf 4 weeks old www.amazon.com/COOPED-UP- Retrieved 17 April 2015 Age at which piglets are removed from their mother. Factory-Farm-Novel-ebook/dp/ In the wild they’d wean B00K1J4O84 at 17 weeks and females would spend their lives Websites with their social group. SHORT WRITTEN TEXTS • SAFE (Layer hens) www.safe.org.nz/issue/factory- 800,000 PIGLETS farming-layer-hens KILLED EACH YEAR IN NZ Blogs Many of them fattened up Retrieved 13 April 2015 in dark, concrete, barren Farmers cut pens, so stressed and piglets’ tails off instead of giving the • ‘Five caged hen facts the Industry bored in their overcrowded animals more space. • SAFE (Pigs) conditions they bite each doesn’t want you to know’ others’ tails. www.safe.org.nz/issue/factory- (4 April 2015) farming-pigs Age piglets are www.safenewzealand. sent to slaughter Retrieved 13 April 2015 16 Naturally they would org/2015/04/04/five-caged-hen-facts/ WEEKS live up to 15 years Retrieved 13 April 2015 • SAFE (Meat chickens) www.safe.org.nz/issue/factory- • ‘Ban the Ham’ PIGS ARE CLEVERER THAN A farming-meat-chickens 3 YEAR OLD CHILD (11 December 2014) Life on a factory farm, for these highly Retrieved 13 April 2015 intelligent and curious animals is torture. www.safenewzealand. They suffer boredom, stress and org/2014/12/11/ban-the-ham/ • United Poultry Concerns (Battery depression living in such cramped and barren environments. Retrieved 13 April 2015 hens) www.upc-online.org/battery_hens/ WILD PIGS WOULD SPEND • ‘Nine things they don’t want you to Retrieved 13 April 2015 know about factory farming’ 75% OF THEIR DAY FORAGING (20 May 2014) • United Poultry Concerns (Broiler For factory farmed pigs kept in concrete pens, life is miserable – deprived of their most basic needs: fresh air, sunlight, www.safenewzealand. chickens) mud baths and soft bedding. org/2014/05/20/nine-things-they- www.upc-online.org/broiler/ dont-want-you-to-know-about- Retrieved 13 April 2015 factory-farming/ 42% OF PIG PRODUCTS SOLD IN NZ Retrieved 13 April 2015 IS IMPORTED FROM OTHER COUNTRIES WHERE PIGS ARE KEPT IN SIMILAR INTENSIVE FARMING CONDITIONS 77% ANIMALSKiwis IN FACTORY against FARMS | ISSUE 5 | 55 pig factory farming!

The public has been shocked by televised images of pig suffering and want to see an end to this cruelty.

OTHER COUNTRIES q Factory pig farming is banned or is being phased out in a number of countries because of the suffering it causes. q The UK and Sweden have banned sow stalls. q Farrowing crates are banned in Sweden and Switzerland.

WHAT YOU CAN DO: The actions of all New Zealanders can have a huge impact for the welfare of pigs. Take action now at STOPFACTORYFARMING.ORG.NZ

NEVER BUY FACTORY-FARMED PORK Use your dollar to send a strong message to the pig industry – don’t buy factory-farmed pork, ham or bacon. Encourage your friends and family to do the same.

MADE WITH FACTORY-FARMED PORK Check the ingredients of the products you purchase. Pig meat comes most likely from factory-farms unless otherwise stated.

EATING OUT & SHOPPING Ask the cafés, restaurants and supermarkets you shop at not to use bacon, ham or pork from factory farms.

GO BACON/HAM/PORK FREE! Or at least have a meat-free week once a month; the rest of the time, avoid factory-farmed products. Check out some delicious meat-free recipes at GoVeg.org.nz

DONATE TO HELP PIGS Your donation is vital to stop factory farming in New Zealand. Please donate now at STOPFACTORYFARMING.ORG.NZ

STOPFACTORYFARMING.ORG.NZ ENGLISH | UNIT STUDY 4 | UNLOCKING FACTORY FARMS | PAGE 12/12 SUGGESTED RESOURCES

OTHER RESOURCES (not in textbook) CONTINUED

VISUAL AND ORAL TEXTS • Mark Devries Speciesism 2013 (1 h 34 min) Modern farms are struggling to keep a secret. Most of the Documentary Films animals used for food in the United States are raised in • A Tribe of Heart giant, bizarre ‘factory farms’, hidden deep in remote areas Peaceable Kingdom (2004) 1 h 18 min of the countryside. Speciesism: The Movie director Mark A riveting story of Devries set out to investigate. The documentary takes transformation and viewers on a sometimes funny, sometimes frightening healing, PEACEABLE adventure, crawling through the bushes that hide these KINGDOM: THE JOURNEY factories, flying in airplanes above their toxic ‘manure HOME explores the lagoons’, and coming face-to-face with their owners. awakening conscience of www.speciesismthemovie.com/ several people who grew Retrieved 13 April 2015 up in traditional farming • Robert Kenner culture and who have Food, Inc 2008 (1 h 34 min) now come to question the Food, Inc exposes America’s industrialised food system basic assumptions of their and its effect on our environment, health, economy and way of life. workers’ rights. www. www.takepart.com/foodinc peaceablekingdomfilm. Retrieved 13 April 2015 org/home.htm Retrieved 13 April 2015 Activist Videos • PETA Meet your meat (2002) 11 min 34 sec In a moving narration, actor and activist Alec Baldwin exposes the truth behind humanity’s cruellest invention – the factory farm. www.peta.org/videos/meet-your-meat/ Retrieved 13 April 2015 • Media That Matters The Meatrix 2003 (3 min 58 sec) When The Meatrix® launched in November 2003, the viral film broke new ground in online • Kip Andersen and Keegan Kuhn grassroots advocacy, Cowspiracy (2014) 1 h 25 min creating a unique vehicle Cowspiracy: The by which to educate, Sustainability Secret is a entertain and motivate groundbreaking feature- people to create change. length environmental The Meatrix movies, documentary following now a series, have been intrepid filmmaker Kip translated into more Andersen as he uncovers than 30 languages and the most destructive are one of the most industry facing the planet successful online advocacy today – and investigates campaigns ever – with well why the world’s over 30 million viewers worldwide. leading environmental www.youtube.com/watch?v=IMOAaciER6o organisations are too Retrieved 13 April 2015 afraid to talk about it. www.cowspiracy.com/ about/ Retrieved 13 April 2015 • Shaun Monson Earthlings (2005) 1 h 35 min Earthlings is a 2005 American documentary film about humankind’s total dependence on animals for economic purposes. Presented in five chapters (pets, food, clothing, entertainment and scientific research), the film is narrated by Joaquin Phoenix, featuring music by Moby, and was written, produced and directed by Shaun Monson. www.earthlings.com/ Retrieved 13 April 2015

56 | ISSUE 5 | ANIMALS IN FACTORY FARMS