Name: ____________________________________ Date: ______________ Period: ______
Print pages 1 to 4 for every student. Page 5 is the research packet reading option for classes without devices. Page 6 is the grade 8 stretch card.
Our class agreement on food talk
Read it before you write anything.
- Curious, not disgusted. "I have not tried that" is a sentence. "That is gross" is not.
- Ask, do not assume. If you want to know why a food is made a certain way, ask the question instead of guessing the answer.
- No ranking. No best cuisine, no worst, no "weird." Different climates and different crops made different food. That is the whole explanation.
- Nobody has to be the expert on their own background. You may share a family dish if you want to, and you may say nothing, and neither one gets a follow-up question.
- * *
Part 1. The five factors that shape a cuisine
| Factor | What it means | One example from today |
|---|---|---|
| Climate | ||
| Crops | ||
| Trade | ||
| Migration | ||
| Religion |
Which factor do you think matters most? ______________________ Why?
Part 2. Pick your form and your three cultures
Circle one form. Your group takes all three dishes inside it, one per person.
| Form | Culture 1 | Culture 2 | Culture 3 | Fourth option |
|---|---|---|---|---|
| Filled dough | Empanada (Latin America and Spain) | Pierogi (Poland) | Samosa (South Asia) | Jiaozi (China) or ravioli (Italy) |
| Rice and beans plate | Rice and peas (Jamaica) | Gallo pinto (Costa Rica and Nicaragua) | Red beans and rice (Louisiana) | Hoppin' john (the Carolinas) |
| Flatbread | Pita (eastern Mediterranean) | Roti or chapati (South Asia) | Tortilla (Mexico and Central America) | Injera (Ethiopia and Eritrea) or lavash (Armenia and Turkey) |
My form: ______________________ My dish: ______________________
Part 3. My research card
Fill in all five boxes. You need two sources and one of them must be a library source or a reference source, not a search result summary.
| Box | My answer |
|---|---|
| 1. Region and country or countries | |
| 2. Main ingredients (four or five) | |
| 3. Cooking method (from the Lesson 6.6 list: bake, roast, broil, toast, sauté, boil, simmer, steam, poach) | |
| 4. Why here? Name a crop, a climate, a trade route, a migration, or a religious practice that explains why this dish exists in this place. "Because it is their tradition" does not answer this. | |
| 5. One thing that will surprise the class |
My two sources
| # | Source title | Author or publisher | Type (book, encyclopedia, museum, university, news, other) |
|---|---|---|---|
| 1 | |||
| 2 |
My ninety-second presentation, in order
- My dish is ____________ from ____________.
- The main ingredients are ______________________________________________.
- It is cooked by ____________________.
- It exists there because _______________________________________________.
- The thing that surprised me is _________________________________________.
- * *
Part 4. The comparison
Fill this in as you hear the other two dishes in your form.
| Dish 1: ____________ | Dish 2: ____________ | Dish 3: ____________ | |
|---|---|---|---|
| Region | |||
| Main ingredients | |||
| Cooking method | |||
| What makes it different from the other two |
What is the same across all three?
What is different?
Why is it different? Name at least two of the five factors.
Factor 1: ____________ How it explains a difference: ________________________
Factor 2: ____________ How it explains a difference: ________________________
The last line
One thing I would try: ______________________________________________________
One question I still have: __________________________________________________
Exit card, Day 1
The factor that explains my dish best is ______________________ because _______
If we are not tasting: the extension task
Pick a fourth everyday form that shows up in at least three cultures. Name the form and the three versions. You may not use one of the three on the list above.
My fourth form: ______________________________
| Culture | The name of the dish there | One ingredient that makes it local |
|---|---|---|
| 1. | ||
| 2. | ||
| 3. |
One sentence on why this form shows up everywhere:
Page 5: Research packet reading option
For classes without devices. Print two short paragraphs and one photo per dish from a library source. Below is what each paragraph needs to contain so students can complete the card.
| Each printed paragraph must give | Because the card asks for |
|---|---|
| The country or region, and whether the dish travels beyond it | Box 1 |
| Four or five main ingredients by name | Box 2 |
| How it is cooked, in words a student can match to the nine methods | Box 3 |
| One fact about the local crop, the climate, a trade route, a migration, or a religious practice | Box 4 |
| The source title, author or publisher, and date, printed at the bottom of the page | The two source lines |
Page 6: Grade 8 stretch card
Three sources, one of them printed. Then answer this.
Pick one ingredient in your dish. Trace it back to where the plant actually came from, and explain how it got to your dish's region.
| Question | My answer |
|---|---|
| The ingredient | |
| Where the plant originally came from | |
| How it got to my dish's region (trade, colonization, migration, or deliberate planting) | |
| About when | |
| My source for this |
The hard question: based on what you found, is there such a thing as a pure traditional cuisine? Answer in three or four sentences, using your ingredient as the evidence.