# Slides 6.10: Global Foods, One Dish, Three Cultures Slide outline for Lesson 6.10. Twenty slides across two days: Day 1 slides 1 to 11, Day 2 slides 12 to 20. Slide 2 is read out loud and never skipped. [Sal: every dish photo should be a real dish, not a stylized one, and every photo needs the dish name and the region under it so students see both together.] * * * # DAY 1 ## Slide 1: One Dish, Three Cultures - Unit 6, Lesson 6.10, Day 1 - Topic 6.2 Food Preparation Methods and Science - Today: why do so many separate cultures land on the same idea? Image: three dishes side by side, an empanada, a pierogi, and a samosa, each labeled with its name and region. ## Slide 2: Our agreement on food talk - **Curious, not disgusted.** "I have not tried that" is a sentence. "That is gross" is not - **Ask, do not assume.** Ask the question instead of guessing the answer - **No ranking.** No best, no worst, no "weird" - **Nobody has to be the expert on their own background.** You may share, and you may say nothing Notes: Read all four out loud. Do not summarize and do not skip past. One "that is disgusting" in the first two minutes sets the tone for both days. ## Slide 3: Do now - Name a food you eat at home that you have never seen in a school cafeteria - One line - If you cannot think of one, name a food you have seen somebody else eat that you have never tried Notes: Collect four dishes on the board with **no names attached.** Never write a student's name next to a dish. ## Slide 4: Three continents, three centuries, one idea - Dough around filling, sealed, cooked - Nobody copied anybody - Why does this keep happening? Image: the same three dishes from slide 1, now with a world map behind them and a line from each to its region. Notes: This is the hook. ## Slide 5: Climate - Heat, cold, rainfall, and growing season decide what can be grown - And how food has to be preserved - Rice needs standing water and heat - Cold regions preserve with salt, smoke, and fermentation Image: a flooded rice paddy beside a barrel of salted fish. ## Slide 6: Crops - Whatever grows well nearby becomes the staple - The staple shapes every meal - Corn in Mesoamerica, wheat in Europe, rice in Asia, potatoes in the Andes, teff in Ethiopia, cassava in West Africa Image: six staple crops in six small photos, labeled. ## Slide 7: Trade - Ingredients moved along routes and rewrote whole cuisines - Chilies went from the Americas to Asia and Africa after 1500 - Tomatoes went from the Americas to Italy - Black pepper went from India to Europe Image: a world map with four labeled arrows. Notes: This is the slide that breaks the idea of a pure traditional cuisine, and it is worth thirty extra seconds. ## Slide 8: Migration - People carry recipes and adapt them to what the new place sells - Red beans and rice in Louisiana carries West African cooking into a Gulf pantry - Pizza in New York is not pizza in Naples Image: two versions of the same dish side by side, home country and new country. ## Slide 9: Religion - Permitted and forbidden foods - Fasting days and feast dishes - Halal and kosher rules on meat, Lent and Ramadan fasting, vegetarian practice in Hindu, Jain, and Buddhist traditions Notes: Factual, brief, no commentary. This is one of the five factors and it gets the same thirty seconds as the other four. ## Slide 10: The pattern, three ways - All three: dough plus filling, sealed, cooked - The dough differs in how it is made and rolled - The filling is whatever is local and affordable - The method differs: fried, boiled, fried or baked - Which factor explains each difference? Notes: Model the comparison out loud so the format is demonstrated before students do it alone. Students fill the first row of the comparison page from your example. ## Slide 11: Your research card - Pick your form and your three cultures - One dish per person - Five boxes: region, ingredients, method, **why here,** one surprise - Two sources, one from the library or a reference source - "Because it is their tradition" does not answer box 4 Notes: Push on box 4 while you circulate. It is the box students skip. Exit card: "The factor that explains my dish best is ___ because ___." * * * # DAY 2 ## Slide 12: Present and Compare - Unit 6, Lesson 6.10, Day 2 - Ninety seconds each - Three versions of the same idea, back to back Image: three flatbreads side by side, a pita, a roti, and a tortilla, each labeled. ## Slide 13: Do now - Read your research card - Write the one fact on it that will surprise the class Notes: Thirty seconds. ## Slide 14: Our agreement, again - Curious, not disgusted - Ask, do not assume - No ranking - Nobody has to be the expert on their own background Notes: Up before the first presentation. One question per group from the class, and every question has to follow the agreement. ## Slide 15: Your ninety seconds, in order 1. My dish is ___ from ___ 2. The main ingredients are ___ 3. It is cooked by ___ 4. It exists there because ___ 5. The thing that surprised me is ___ Notes: Visible timer. Run the presentations in rounds by form so the class hears three versions of the same form together. ## Slide 16: Same, different, why - What is the same across all three? - What is different? - Why? Name at least two of the five factors Notes: Write the "same" and "different" points on the board as they come out of the presentations. Push any answer that says "because that is their culture" back to a factor. ## Slide 17: A better question - Not: "do you actually eat that?" - Better: "what does it taste like?" - Not: "why is it like that?" - Better: "what grows there?" Notes: If a question misses the agreement, rephrase it in front of the room, kindly and immediately, and move on. ## Slide 18: The tasting, if we are doing it - Store bought, packaged, labeled - Every ingredient panel is taped beside its plate - One piece each, own napkin, no double dipping - A no-taste seat is always available and no reason is required Notes: If one student in the room cannot safely eat any of the three, the tasting does not run and Day 2 is presentations plus the written comparison, which is the default version. Say that decision out loud without naming anybody. ## Slide 19: If we are not tasting - The extension: pick a fourth everyday form that shows up in three cultures - Name the form and the three versions - One ingredient that makes each one local - One sentence: why does this form show up everywhere? Notes: This replaces the tasting with no loss to any objective. ## Slide 20: Closing round - One sentence per group: the thing you will remember - Then: one thing I would try, and one question I still have Notes: Keep the round to the agreement. Collect every comparison page at the door. If the tasting ran, keep the packages; the ingredient panels are a free Unit 1 label lesson.