Social Studies Coalition of Delaware Signature Lesson

Lesson Title: Where Did that Food Come From?

Lesson Author: Judy Purcell Lesson Description: In today’s interconnected world, customs and other aspects of culture are exchanged faster than ever—through trade, travel, and the media. Consumer products provide evidence of cultural diffusion in many households. Analyzing the items that are found in a home can tell us much about the residents' cultural heritage about cultural influences they are experiencing. This lesson will help your students to identify some of the cultural influences new to their part of the world and to understand more about cultural diffusion. It will also address movement of different aspects of one culture to another. Most cultures have absorbed traits of other cultures; many have imposed their own customs on others as well. Grade Level: 8

Standard: Geography Standard Three: Students will develop an understanding of the diversity of human culture and the unique nature of places [PLACES].

End of Cluster Expectations (Benchmarks): 6-8: Students will identify and explain the major cultural patterns of human activity in the world's sub-regions.

Essential Questions:

• What is cultural diffusion? • How has global connections affected cultural diffusion? • How has different cultures affected other cultures?

Assessment: Constructed Response

Benchmark Statement: This assessment should give evidence of the student’s ability to: identify and explain the major cultural patterns of human activity in the world's sub-regions.

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Prompt: People moving into the United States United States Map

Item: Using the data above, describe a major cultural pattern that might be result of

immigration. Use examples.

Sample Response: Looking at the data, I can see that there are more people coming to America from Mexico. This is because of the proximity of that country to the United States. It is easier for someone from Mexico to get to the United States than to Canada. In our American culture today we have more Mexican Restaurants and Mexican food available in stores. We are buying and eating more foods today with the Mexican influence. Rubric:

2 – This response gives a valid answer with an accurate and relevant explanation. 1 – This response gives a valid answer_ with an inaccurate, irrelevant, or no explanation. 0 – Inaccurate response.

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Assessment: Multiple Choice

Benchmark Statement: This assessment should give evidence of the student’s ability to identify and explain the major cultural patterns of human activity in the world's sub-regions.

Prompt: Fast food restaurants have added some foods to their menus in the last five years. One of the items listed below has been added due to a change in the cultural patterns of the United States. Item: Which item shows how cultural diffusion has affected the food offered in fast food restaurants of the United States in the last 5 years?

a. wrapped sandwiches b. sub/hoagies c. hot dogs and hamburgers d. cheese steaks and fries

Answer: A

Lesson Objective(s): Students will be able to:

• locate on a world map the places of cultural origin of items from their homes and other places that have impacted on United States Culture,

• analyze the cultural diffusion that explains how those items got where they are today.

Prior Knowledge and Skills: A student must have some knowledge of the world map. Students should also spend some time finding cultural artifacts in their home and reflecting on how cultural diffusion might have changed their eating habits. The students need to understand what culture is and how it can diffuse from one place to the next. They also must understand how cultures interconnect with each other and what makes up the core of culture and the periphery of a cultural region. Time to Complete: one 90 minute block or two 45 minute class periods Materials/ Resources Needed: Homework- Data Collection Sheet (Handout 1 -- one for each student A Morning with Joseph (Handout 4) -- one for each student 3 world maps (Handouts 2, 5, 8) Admit one slip (Handout 3) -- one for each student 3 x 5 cards -- 14 for each pair of students Vocabulary Definitions and Resources (Teacher Resource 1) Paper for word poster (Teacher Resource 3) Chart of the Foods of the World [adapted from Encyclopedia Britannica.

http://www-lj.eb.com:180/ 1998] (Handout 7) Joseph’s Morning Reflection paragraph (Handout 6) -- one for each student

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Procedure Steps:

1. Homework assignment to be completed prior to the lesson to stimulate prior thinking. Each student will receive a map of the world and a chart to record the data they will gather. The assignment is to find ten food items in their home and record the possible country where those foods were grown or produced. Students should be instructed to read labels to look for “Product of____” as opposed to “Distributed by_______” because sometimes US companies import foods and then ship the food out under their label. Students may need to investigate by asking a grocer the origin of fruits or vegetables. While some foods may be produced in the US, it is hoped that the students will locate many food items from other world regions. Once the data is gathered, students should use the atlas or other reference to help them map the countries of origin for the ten food items in the inventory.

2. On the day of the lesson students should bring the completed home inventory to class. As

they enter the classroom, each student will receive an Admit One slip. (Handout 3) The students should complete questions 1 and 2 as a starter activity before the lesson begins. This paper should be laid aside to be completed near the end of the lesson.

3. Ask students to refer to the data they have gathered and mapped as a home assignment.

Using the overhead or a wall map with sticky dots, compile a class map by asking students to identify and locate the countries on their maps starting with the farthest from the US, then closest to the US. Ask students if they can distinguish any patterns in the mapped data. (possible observations: many southern hemisphere fruits and vegetables during our winter, more items from closer countries, more items from areas with similar culture to the US)

4. The following terms are essential to student mastery of this standard and benchmark:

Cultural, diffusion, pattern, interconnected, human activity, core, periphery (See vocabulary resource for teacher for definitions and concepts.) (Teacher Resource 1) The following activity will help students master these terms: Students will work in pairs for this activity. They should to write each word from the list on a separate 3 x 5 file card. Next they will look up each word and write the definition on another card. There must be a class discussion of the words and their meanings before students try to match the definitions. After they understand the concepts they will then turn all cards face down and take turns turning two cards up. If the word and definition match, they will use the word in a sentence. If it is correctly used, they keep the card. If the word and definition do not match, the cards should be returned face down and the other student takes a turn. The one with the most cards at the end gets a food treat from far away like rice candy, or Swiss chocolate .

5. Distribute A Morning with Joseph (Handout 4), which is a story about a boy’s morning

and how many different cultures have become part of his day. Students will read the story and locate the places around the world mentioned in the story on a world map (Handout 5). The question is how have these places impacted the culture of the United States? Using the vocabulary words from step 4, have students write a paragraph on how

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Joseph’s day was affected by human activity and by different cultures in other parts of the world. (Handout 6) (Teacher Resource 2)

6. Students will receive a list of foods and their origins.(Handout 7) Working in pairs or in

small groups, they will plot the regional location on their maps. (Handout 8) Then each group should be assigned one of the ten world regions on the chart. They should select one food item for their designated region and make a word poster on one new food word associated with that region. The teacher will need to provide large paper and markers for this activity. (Teacher Resource 3)

7. Closure: Ask the students to think about the mall or a shopping center that is familiar to

them. Is there anything there that might be evidence of cultural influence from far away? Is there a store that seems out of place or context? In what ways does cultural diffusion affect a local shopping center? How have global connections affected cultural diffusion? How have different cultures affected other cultures in the shopping center? Have students complete question 3 from their Admit One Worksheet.

Assessment: Administer the assessment. (Assessment Handouts 1 and 2) Sources and references used:

Culture of a Cupboard, National Geographic Expeditions. http://www.nationalgeographic.com/xpeditions/lessons/10/g68/culture.html Encyclopedia Brittanica. http://www-lj.eb.com:180/ 1998.) (Food Origins) Arizona Geographic Alliance for world map

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Where Did All That Food Come From? Handout 1 Data Collection Sheet Directions: 1) On the chart below, record the names of ten food items found in your home. Use clues found on labels and packaging or other information to write the name of the place where the food was probably grown or produced. (Be careful- some packages give the name of the distributor, not the grower or producer.) 2) Use the world map to show the countries where your foods were produced. Label the country and the product. You may wish to use colored pencils. Food Item

Where is it from?

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World Map Handout 2, 5, 8

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Handout 3

Admit One Worksheet Answer questions 1 and 2 before class begins. You will complete question 3 at the end of class. This completed worksheet is your ticket out the door! Vocabulary words (Use these words in your answers.) core, periphery, diffusion, cultural, interconnected, cultural, pattern, human activity, 1. What does this table show about the Haitian population? What might you find happening in the United States based on the information on this census report? Explain your answer.

Table 1. Ten states with the largest foreign-born populations from Haiti, 2000

Area Number Percent

United States 419,317 100.0

Florida 182,224 43.5

New York 125,475 29.9

Massachusetts 33,862 8.1

New Jersey 31,963 7.6

Connecticut 7,902 1.9

Maryland 5,367 1.3

Pennsylvania 4,977 1.2

Georgia 4,909 1.2

Illinois 4,358 1.0

California 3,006 0.7

Source: US Census Bureau, Census 2000 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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2. Locate and circle Haiti on this map. Discuss some ways Haiti might be interconnected with the United States? Use examples. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To be answered at the end of class and turned in before leaving the class. Your ticket out the door. 3. What pattern can you see in the diffusion of people from Haiti into the US? How might this affect the culture of places in the US? Explain your answer.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Handout 4 A Morning with Joseph 7:30 a.m. and the radio sounds off, pumping the beat of Jamaican reggae into Joseph’s room in Milford, Delaware. Joe tosses and turns but the music finally wakes him up. As he awakes he thinks, “Today is a school day; I must get up”. It does not matter to him that his radio was made in Italy by a company named after Gugielmo Marconi who patented the radio. He doesn’t know-or care- that the first radio broadcast took place in Massachusetts in 1906. He only knows that this particular radio is not going to let him sleep! Joe drags himself up, dresses quickly, and heads for the kitchen for some Florida orange juice. Joe never knew that oranges were very popular in the ancient world of China. Joe’s mom is grinding coffee from real coffee beans from Brazil. She was using a trendy new electric grinding machine, but it was first invented in Ohio in the 1930s. Next she measures the coffee into a filter and starts the pot. Mom doesn’t know that the coffee filter was invented in Germany around 1900. Joe starts eating his breakfast of Kellogg’s corn flakes, an all- American cereal. He reads the newspaper as he eats his cereal. After breakfast, Joe quickly brushes his teeth. (The Chinese claim they invented the tooth brush in the 1400s.) He says good-bye to his Dad who is shaving with a razor that was patented by a man in Wisconsin. The earliest razor was claimed by the French and before that people used shells and sharks teeth. Joe gathers his school stuff together and prepares to head out. He carries his saxophone (invented in Belgium around the 1840s). He picks up his CD player (invented in Japan in the 1970s, but made in China just last year.) He pockets a pack of gum. Chewing gum has been around for a long time. The Indians of Mexico chewed chicle, a substance from wild sapodilla trees. Chicle came to the United States in the 1860s. Joe is ready to leave when it starts to rain. His mom gives him an umbrella that was made in Taiwan. It turns out that umbrellas have been around for along time, too. They appear in artwork from ancient Egypt and have been used in various cultures ever since. Joe dashes off to cross the street. He waits for the traffic light. Traffic lights were first used in the United Kingdom and modern lights were invented in the early 20th century. He walks across the street made of macadam which was invented by an English engineer. When he gets to school he sees buses pulling into the school yard. The first bus line was established in Paris, France in the 1600s. Joe then sprints up the steps and into school for a day of learning. (Adapted from Lizzie’s Morning- http://www.nationalgeographic.com/xpeditions/activities/11/lizzie.html)

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Handout 6

Joseph’s Morning Reflection

(Cultural, diffusion, pattern, interconnected, human activity, core, periphery ) Using the vocabulary words, write a paragraph explaining how Joe’s day was affected by human activity and products of different cultures.

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TEACHER RESOURCE 1 Vocabulary Words and Definitions (Reference for Teacher) 8. Cultural-the integrated pattern of human knowledge, belief, and behavior that depends

upon man's capacity for learning and transmitting knowledge to succeeding generations b : the customary beliefs, social forms, and material traits of a racial, religious, or social group c : the set of shared attitudes, values, goals, and practices that characterizes a company or corporation

9. diffusion-the spread of cultural elements from one area or group of people to others by contact

10. pattern-a natural or chance configuration <frost pattern> <the pattern of events> 11. interconnected-to connect with one another 12. human activity-people in the act of doing 13. core-a central and often foundational part usually distinct from the enveloping part by a

difference in nature <core of the city> 14. periphery- the outward bounds of something as distinguished from its internal regions

or center Diffusion

Core

Periphery

The spread of Walmart stores from Arkansas. Source: Fellmann, Getis and Getis, Human Geography 7th Edition 2003

Cultural Diffusion

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Example Response

TEACHER RESOURCE 2

Joseph’s Morning Reflection- a suggested response

(Cultural, diffusion, pattern, interconnected, human activity, core, periphery) Using the vocabulary words, write a paragraph on how Joe’s day was affected by human activity and different cultures? Jamaican music has a beat that young people enjoy. This is an example of human activity. The influence of Jamaican reggae comes from the Caribbean. Due to the climate a person in Delaware would never get orange juice unless they could depend on Florida and to think it came all the way from China is hard to believe. Joe’s day is now touched by North America and Asia. When his mom started that coffee his day was then influences by South America. Would he have had a saxophone if the United States did not deal with Belgium? And to think that students would not get to hear their music through a CD player is almost unimaginable. The Mexicans started gum, where would a teenager be without gum. Each one of these items had to be made and transported to the United States. Even the buses we travel in started in France. The French also claim they used shells and sharks teeth to shave before a razor was invented. Each one of these items had a core of production and the USA was the periphery until it caught on in USA and now there are core centers of production in the US. If we took one item we might find a pattern to its production and through it all we see cultural diffusion of each of these items as the world and cultures become interconnected. (On the map I can show the cultural diffusion with arrows.)

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Foods and Where They Have Come From in the World **Locate and label each world region on your world map. Prepare a poster illustrating one food from your assigned region.**

AFRICA MIDEAST ASIA AMERICAS Central Africa Mediterranean Middle

East Central

Asia India Southeast

Asia China Central North

America Mexico Andes

akee anise almond buckwheat basil arrowroot apricot artichoke allspice achira baobab bay apple tarragon cardamom banana bean, adzuki bergamot amaranth amaranth bean, castor bean, fava barley cinnamon bean, jack cabbage,

Chinese cranberry avocado anu

hyacinth beet carrot eggplant bean, moth chestnut, Chinese

grape, concord

bean, dry arracacha

coffee cabbage chickpea(garbanzo)

tamarind bean, rice ginger pawpaw bean, green bean, dry

cowpea cauliflower endive turmeric bean, winged hickory, Chinese

pecan bean, scarlet bean,green

groundnut chard fig breadfruit kiwi sassafras runner bean, jack melon chicory flax cloves loquat strawberry cacao bean,

scarlet

millet, pearl cilantro graphe coconut millet sunflower calabash runner okra coriander lentil cucumber millet, foxtail cassava Brazil nut palm, oil cumin lettuce durian peach corn canistel rice, African fenugreek licorice eggplant persimmon custard cashew sesame kale lupine grapefruit quince apple cassava sorghum kohlrabi oat jackfruit rapeseed granadilla cherimoya tamarind lettuce olive kumquat rice, Asian guava cotton watermelon mint onion lime sesame maize guava yam oregano palm, date lotus soybean palm, peach jicama poppy parsley mace tea papaya lupines radish pea mango passion fruit oca rape pear nutmeg peppers mashua rosemary plum orange potato, sweet mate saffron poppy palm, sugar papaya sage radish rapeseed

Adapted from the Encyclopedia Brittanica http://www.lj.eb.com: 180/1998

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