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Adapted from "McCola World: A Global Perspective on Cheeseburgers and Colas," in Issues in Global Education. New York: The American Forum for Global Education, April 1997, No.140.
Secondary
Most foods were domesticated by Stone Age peoples in prehistoric times. This activity will help students to gain an understanding of the point of origin and domestication, as well as to realize the debt that we owe to our early ancestors.
The major goal of this lesson is to lead students to understand that the food we eat has origins in previous times, and that some of that food was domesticated prior to being available for mass consumption.
The progress indicators cited reflect desirable end goals. Teachers should be prepared to use a wide variety of observational, testing and authentic achievement evaluation measures in judging the progress of students.
In an initial brainstorming session, students will come to realize that knowledge of the food they eat, both as to origination and domestication, is a "global affair." Through research activities, they will also demonstrate their ability for identifying and carrying out research tasks associated with the topic of food origins.
Not all ingredients have a single point of origin, e.g., salt; the origins of others are disputed, but some locations are generally accepted as their points of origin.
Have students clearly recognize the food products, and consider whether they have ever consumed either or both of the items. The majority will report that they have done so on a regular basis; others may report they have not for any one of a number of reasons: taste; religion; dietary; health or ethical considerations.
Have the students identify the components that go into the making of these products. List these components on the chalkboard or overhead. Supplement the list with whatever components the students have not recognized.
Distribute Handout 32A, Where Did It Come From? Have the students complete the first column with the information they generated as a class as to the ingredients. Brainstorm with them as to where they think the ingredient originated, and whether it is used in its original form, or whether it was domesticated. Have student pencil in their responses.
Assign groups of 2, 3 or 4 to find out when and where each product originated or was domesticated. If there are resources in the classroom (library, encyclopedia, computers) this can be an in-class activity; if not, request that students go to the library or to the media room.
Students will report back on their research. Have them complete the chart and discuss any differences with the teacher's sources (see the attached chart). Have students generalize about the interconnections of the global community as reflected in the foods we eat.
Students could be encouraged to do the same activity with almost any food product, even those with additives and ingredients.
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