Snow: Focus Area 4

Truth Speaking

Resources 

Additional Resources 

 

Suggested Learning Activities

This focus area refers to a range of chapters.

 

Inquiry Questions 

  • How can telling the truth be a powerful act?
  • Why is it necessary for consumers to know the truth regarding the source, content, and production of their food?

 

1. STARTER 

Truth Telling  

The novelist, George Orwell once wrote:

“In a time of deceit telling the truth is a revolutionary act.”

Students to write down this quotation in their books and answer the following questions:

  • Write down 3 synonyms for ‘deceit’.
  • What do you think a ‘revolutionary act’ could be?
  • Can you think of some times throughout history where this quote could be applied?
  • List examples from the novel where characters do not tell the truth.
  • Can you think of any examples from the novel which could be considered a ‘revolutionary act?’

 

2. EXPLORE 

Secrets  

Throughout the novel, there are numerous instances where characters conceal the truth from one another. However, these secrets all have consequences which result in awkward situations, fractured relationships, and poor communication between the characters.

Students to complete the Truth or Lies Worksheet.

Extension  

Students to take the work completed in the worksheet and turn it into an extended response or PEEL (Point/Example/Explanation/Link) paragraph.

 

3. DISCUSS

Discuss the following statements with your students:

  • Is it ever okay to lie?
  • Are there ever instances where secrets are sometimes necessary?
  • Is ‘concealing the truth’ just a euphemism for lying?
  • Do you think the novel includes a moral or lesson regarding ‘truth’?

The concealment of truth happens on a daily basis. Think about advertising or the news – are you always shown the truth? Or, is it edited/manipulated to show a particular point of view or to push an agenda?

One issue that is currently gaining media and public attention, is the truth behind food.

Quick Discuss: 

  • Do you know where (source) your food comes from?
  • How do you know?
  • What are some reasons people might need to know exactly what is in their food (link to Sky’s dietary choices i.e. veganism as well as; vegetarianism, allergies, religious reasons, and so forth)
  • Do you read the labels on food packaging?
  • How do you know if what you are reading is truthful?
  • For you personally, how important is it for you to know:

a) the source of your food;

b) the contents of your food;

c) how your food was produced.

Direct students to the Voiceless ‘Hot Topic’ webpage: Truth in Labelling – What’s in a Label?

Read this together as a class and then discuss the following points in a class discussion.

  1. What is the topic being discussed?
  2. What truth/s are being concealed?
  3. Voiceless believes a nationally consistent approach to labelling is the best approach – what suggestions are given to ensure this happens?


You might like to print this article for students so they can highlight and make their own notes as you read together. 

 

4. SHARE

Visual Literacy – Campaign for Truth 

Students to design a campaign poster using Canva to both inform and encourage your peers to ask questions and seek the truth about what’s in their food (contents), where it comes from (source), and how it has been produced (production).

Consider the following:

  • A slogan or memorable catch phrase;
  • Visual literacy techniques – font, layout, symbolism, colour, salient;
  • Target audience – your peers;
  • A call to action. 


Canva has a range of useful templates for students – search ‘Campaign Poster’ to locate these.  

 

5. REFELCT 

Reflecting the Truth  

Students to write a short 200-word reflection on the inquiry questions:

  • How can telling the truth be a powerful act?
  • Why is it necessary for consumers to know the truth regarding the source, content, and production of their food?

6. EXTENSION  

Are there students in your class who are interested in the laws and secrecy surrounding the food/animal industries?

  1. Direct students to read about ag-gag laws are and what they mean for animals.

What is ag-gag?

  1. Follow this up by listening to Will Potter discuss ‘The shocking move to criminalize nonviolent protests’.  (Ted Talk, approx. 4.30 minutes)

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