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Primary Subject Area: Social Studies |
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Grade Level: 7 - 8
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Overview:
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Students will be introduced to the concept that food choices and preparation of foods and beverages are learned from the cultural groups to which we belong. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 2 class periods (50 minutes each) |
Content Standards:
- Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. - History: Time, Continuity, and Change
Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
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Benchmarks:
- G-1B-M4
describing and explaining how personal interests, culture, and technology affect people’s perceptions and uses of places and regions; (1,2,3,4)- G-1C-M5
tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effects; (1,3,4)- H-1D-M6
examining folklore and describing how cultural elements have shaped our state and local heritage. (1,3,4)
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Grade-Level Expectations (GLEs):
- Grade 8
9.
Explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in Louisiana
(G-1B-M4)
12.
Describe the causes and effects of cultural diffusion and the effects of cultural diversity in Louisiana
(G-1C-M5)
81.
Explain cultural elements that have shaped Louisiana’s heritage (e.g., festivals, music, dance, food, languages)
(H-1D-M6)
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Interdisciplinary Connections:
- Health Education : Standard 4
Students will analyze the impact of the media, technology, economy,
culture, and other factors on health through the use of technological resources.
- Health Education : Standard 6
Students will demonstrate the ability to advocate personal, family,
and community health.
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Educational Technology Standards:
- Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
( 1, 3, 4 )- Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
( 1, 4 )
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Objectives:
The students will - explain how the various cultures affect the foods commonly eaten in Louisiana,
- identify factors such as climate and geographical location that affect the development of food traditions in Louisiana, and
- identify food preparation and selection techniques that are healthful.
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Lesson Materials and Resources:
- Lunch Louisiana Style (30-minute video and illustrated booklet)
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Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
Microsoft Word or other word processing programs
Websites:
•Agriculture in Franklin Parish
franklinschools.nls.k12.la.us/~fpccunit/
•Puzzlemaker word search
puzzlemaker.school.discovery.com/WordSearchSetupForm.html
•Google.com
www.google.com
Other:
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Background Information:
Students should be familiar with foods that are influenced by their cultures and should be able to recall a recipe that is in their family.
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Lesson Procedures:
(Teacher Notes)
- Make a copy of the "Family Food Traditions Recipe Collection Form" for each student. Give the form to the students at least two days before the lesson so that they can have it completed for the day of the class.
The more healthful food choices on the Lunch Louisiana Style worksheet are turnip greens seasoned with onions, baked catfish, baked chicken, fresh raw peaches, roux made with no added oil, baked yams, boiled shrimp, blueberry nut muffins, red beans with cornbread, fresh strawberries, and fruit salad.
- Begin teaching this lesson on a day when the school lunch is served with a traditional dish such as potato salad. The school food service manager could explain how the recipe was prepared and note whether any changes were made based upon personal or local preferences.
Part 1
- One or more days before the lesson, introduce the activity by referring to one of your own family recipes. Talk about the origin of the recipe, if known; how long it has been in the family; and any specific occasions with which it is associated. Potato salad is a good dish because there are so many variations. Everyone uses boiled potatoes; but the potatoes may be diced, sliced, or mashed. Some people serve potato salad hot; some people serve it cold. Some people use mustard, and some don't. Some use mayonnaise, onions, celery, eggs, and radishes. Despite the many variations, a single family usually prepares the dish in the same way over and over. Give each student a "Family Food Traditions Recipe Collection Form" to complete at home to be returned the day the lesson begins.
- Define Foodways. Foodways refers to folk tradition related to the kinds of "foodstuffs" as well as the way food and drink are prepared and served by members of a group. Recipes are passed from one generation to another, often orally. Traditional foods play a part in group rituals, celebrations, and holidays. Foodways means food traditions related to the
- source of food (farms, waterways, gulf coast, wild game);
- preparation (slow, one-pot cooking, frying, boucherie);
- serving (family style, crawfish boil, individual);
- consumption (eating gumbo with either potato salad or baked sweet potato, depending upon the region of the state);
- growing (mild climate allows for fresh fruits and vegetables almost year round);
- preserving foods (freezing and canning); and
- conversations about food (food festivals in Louisiana).
- Encourage students to share the "Family Food Traditions Recipe Collection Form" by asking:
- Did anyone bring a family recipe that has been passed from one generation to another? (Some families have traditions of serving BBQ on the Fourth of July or having a crawfish boil.)
- Did anyone bring a recipe that is a specialty to this region of the state? (Gumbo, jambalaya, red beans and rice, chicken and dumplings, and greens are some of the many regional specialties that students may have brought from home.)
- Did anyone bring a recipe that is an ethnic dish (i.e., a food that is associated with a certain ethnic group)?
- Some foods are very similar, but are known by different names in different places. Did anyone bring a similar recipe, but the recipes have different names? (In Louisiana, a large sandwich on a French bread roll is called a "Po Boy." In the northeastern part of the United States, it is called a "hoagie" and a "submarine" in the western part.)
- Did anyone bring a recipe for a food that his/her family eats at least once or twice a week? ("Foodways" can include everyday foods and be a part of a daily routine. Examples of this tradition may be red beans and rice on Monday, gumbo on Friday, and chicken on Sunday.)
- Discuss functions of "foodways": Why do students think that people in families and other groups pass on recipes? (Students may respond that they like the taste of the foods or that the food is part of a family tradition. Both answers are correct. Sharing food traditions increases a sense of belonging.)
- Discuss the differences and similarities between foods served at holidays and rituals of various families. At Thanksgiving, turkey often is served; however, the type of dressing or stuffing served with the turkey varies greatly. The dressing can be made with cornbread, white bread, or rice. It may contain oysters, giblets, or other ingredients preferred by a particular family.
In some families, there are particular elements of folklore associated with the meal on New Year's Day. Black-eyed peas are served for luck. Cabbage is served to represent money so that the year will be prosperous.
- Discuss the availability of food: many types of "foodways" are regional in nature. For instance, rural communities may use home grown vegetables and game, fish, or animals.
- Ask the class to
- name some foods that are commonly served in Louisiana but that are not common in other parts of the United States.
- name foods that are served in other regions of the United States, but that are not common in Louisiana. (Some acceptable answers are lobster in Maine, clams in New England, salmon in the northwest, and king crab in Alaska.)
- Using a word processing program, students will compile the Family Food Traditions Recipe Collection Forms into a booklet or display them in the cafeteria for other classes to see.
- In small groups, students will discuss which recipes are healthful and ways to make others more healthy.
Part 2
- The students will work in groups to complete the "Lunch Louisiana Style" activity sheet. Use these resources to help students find the answers:
- Show the video Lunch Louisiana Style (shown on Instructional Television)
- Use the booklet "Lunch Louisiana Style." The booklet should be in the library of each school participating in the USDA School Food Service Program.
- Run a search on Google.com using key words such as food, foodways, Louisiana, history, and culture.
- Visit the Franklin Parish WebQuest, Cotton + Corn + Catfish + Computers = Agriculture in Franklin
Part 3
- The groups will develop word searches using Louisiana foods. They will use Puzzlemaker to develop the word searches. http://puzzlemaker.school.discovery.com/WordSearchSetupForm.html
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Assessment Procedures:
Through observation, evaluation of oral comments, and the submission of the "Lunch Louisiana Style" answer sheet, rate the students' understanding of these concepts:
- Food and beverages we eat and drink and the ways we prepare them are learned from the groups to which we belong.
- Food traditions interact and change over time and place.
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Accommodations/Modifications:
----- written by Division of Nutrition Assistance
Teacher must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
NON-READER
(Below Grade-Level Reader/Writer)
1. Pair poor reader/writer with fluent reader/writer. This can be helpful especially when creating the cookbook or when completing worksheets.
2. Allow students to use video to review while filling out worksheet rather than taking notes during video.
3. Allow students to record answers using a tape recorder instead of writing.
4. Find clip art for cookbook and help in design aspect rather than reading or writing material for this part of the project.
5. Allow students to use pictures to represent family recipes rather than writing the recipe out.
STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES:
1. Provide for periodic breaks during activities such as water breaks, stretch break, errands, etc.
2. Re-direct behavior with a physical cue or pre-determined signal.
3. Provide workspace with little or no distractions for students who have difficulty paying attention (library, study skills room, or quiet part of the classroom). This may be particularly useful for students when viewing the Louisiana Lunch video.
4. Ensure that work is at student's developmental level.
5. Maintain close proximity and eye contact with students who may have difficulty listening and/or maintaining focus.
Additional General Classroom Accommodations found in "Helpful Links".
----- written by Milinda Fraley
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Reproducible Materials:
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Explorations and Extensions:
- Louisiana School Lunch week is held in March. Traditional Louisiana foods are featured throughout the week. Check with your school food service manager to teach this lesson in conjunction with the event.
To develop writing skills and to become aware of food-related stories they have heard, the students will write a story about an experience related to food. The story can be real or fictional. Ask students to volunteer to share their stories with the class. Collect stories from other people. Publish and illustrate the stories using a word processing program. Some ideas for story starters include the following:
- The best meal I ever ate
- Food that makes my mouth water
- My favorite Louisiana food is
- Once when I went crawfishing (or fishing)
- Once when I picked berries
- The best cook I know
- My favorite meal at school lunch
- When I went to the food festival
- The students will create a bulletin board for the commons area or cafeteria.
Good sources for bulletin board ideas include the following:
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Lesson Development Resources:
- "4-H Folkpatterns." Cooperative Extension Service, Michigan State University.
- The Louisiana Voices Educator's Guide. Louisiana Folklife Program. Louisiana Division of the Arts. http://www.louisianavoices.org
- This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003.
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Reflections:
The term foodways refers to folk tradition related to the kinds of food stuffs, as well as to the ways food and drink are prepared and served by members of a group. Recipes are often passed from one generation to another. Traditional foods play a role in group rituals, celebrations, and holidays. Ready availability of food stuffs influence foodways.
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Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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