tlp_11_mliberge

=Mary Liberge's Teacher Lesson Page (Student Side)=

Liberge's Primary Source page

Teacher Side

**Strand 1 : Grade Level: 5** //How have immigrants responded to pressures to assimilate?//

**Standard**: Standard: 5.27 Explain how Americans were expected to participate in, monitor, and bring about change in their government over time, and give examples of how they do so today.

**Title:** **"You are what you eat"**

**Guiding Question**s: How did immigrants food traditions change when they settled in America? How did immigrants define American food? What is the impact of government on the regulation of food safety and nutrition?

**Lesson Process:** What are your favorite foods? What foods do immigrants eat when they come to America today? What foods were immigrants eating when they came to America in the early 1900s? Who was Fannie Farmer? Why did the government start a school lunch program? What is a primary source?

__**Day 1**:__

**Introduction:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">What would it be like for you to visit another country and not be able to find your favorite foods to eat? What would you eat? Would you be willing to try new foods while visiting a new country? This is how it was for thousands of immigrants coming to America in the late 1800s through the early 1900s. Immigrants groups such as the Irish, Greeks, Polish, Hungarians and Chinese, to name a few, were coming to America to seek a better life for themselves and their families, much like it is today. When coming to America, the immigrants had to learn a new language, find work and housing, and learn what American foods were good to eat. During the early 1900s, people like Fannie Farmer and Bertha Wood were teaching immigrants what types of foods they should feed to their families. In the early 1900s, scientists, nutritionists, parents, teachers and government researchers were focusing on the diet of the school age child and felt that they were under nourished. These people found that some of the foods children were consuming were not as good for them as it should be and a school lunch program was set up to help feed the undernourished child. Immigrant parents took classes on how to put together a nutritious meal to feed their child so that they would not be malnourished. Being malnourished can lead to their child not performing well in school and could affect their grades. The government finally created the national school lunch program so that children, while in school, would eat a nutritious meal. This school lunch program is still in effect today making sure that students get a good, nutritious meal while they are at school.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Task:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Pretend that you are a newly arrived immigrant to the United States who needs to purchase good nutritional food for your family. The foods that you consumed in your own country are different than what you can find in America. How would you know what foods to choose to buy if the foods were not familiar to you? Your task is to find good, nutritious foods that you can feed to your family and that your family would like.

A **//tradition//** is something that is passed down one generation to another. In this lesson, we will focus on food traditions. Why do different immigrant groups have different food preferences? For instance:
 * For discussion:**
 * The Dominican Republic - Dominicans prefer their main meal at midday called the //comida//. This main meal usually consists of large amounts rice and bean and casssava (yucca).
 * Hungary - Hungarians prefer a dish consisting of meat and onions called goulash. A favorite dessert is strudel: a phyllo dough filled with sweet fillings or poppy seeds.
 * Vietnam - Vietnamese prefer to have a bowl of rice and vegetables served with every meal. Many Vietnamese people like to have a soup called pho (beef noodle soup) for breakfast.

Think about what are some of your favorite foods that you like to eat? What are some of the foods that your family enjoys? Do you have these foods on a regular basis? Were these food choices passed down from your grandparents or other family members?

Take a few minutes to fill out the chart below. When you have completed the chart, turn to a partner and discuss your answers. Does your partner share the same food choices in their households?

||
 * > **Favorite Food Name:** || [[image:becomingamerica/white_spacer_bar.jpg]]

||
 * When was the last time you had this food? ||  ||   ||
 * Who makes this food for you? ||  ||   ||
 * Was this food passed down from a grandparent or other family member? ||  ||   ||
 * Who else in your family likes this food? ||  ||   ||
 * Do you think the food is nutritious? ||  ||   ||
 * Do you eat this food during special times of the year? Describe. ||  ||   ||

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Now we are going to talk about food advertisements and how they affect what foods we choose to buy. We will be looking at some modern day food advertisements and discussing what makes a good ad. We will then fill out an Advertisement Checklist. I will demonstrate how to fill out the first ad for you and we will work on it together. Then, working in groups of two, your group will analyze a current day food advertisement that is at your table and will fill out the Advertisement Checklist. Be ready to discuss your findings with your classmates.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">How many of you have a favorite food advertisement or TV food commercial? Does this commercial make you want to buy this product? List some reasons why it makes you want to buy the product.

These are some of the items in an ad that you want to look at:
 * do the graphics get your attention? why?
 * are there actions words in the ad or adjectives that describe the product in the ad?
 * does the ad have too many words in it? can you understand what they are saying in the ad?
 * does the ad make you want to buy the product?




 * [[image:becomingamerica/ps12_liberge_creamofwheat.jpg width="240" height="324"]] || [[image:becomingamerica/ps12_liberge_trumoomilk.jpg width="240" height="309"]] || [[image:becomingamerica/ps12_liberge_campbell_soup.jpg width="240" height="333"]] ||

**Writing activity:** As a wrap-up, I want you to write a three paragraph response about family food traditions, discussing your own food traditions. Think about why your family uses a particular type of food or special ingredient for their food tradition. Can you buy this particular food item in a grocery store or can you only find it in a specialty store? Is there a special time of year or day that this food is eaten? Why does your family eat this type of food? If you do not finish this before the end of class, you can take it home and finish it and then bring it back in with you for our next class.

I want you to go home and look through newspapers or magazines to choose an ad to analyze and be ready to discuss for our next class. Make sure you get permission from your parents to use the magazines or newspapers to bring in or to cut them out and bring them to school.
 * For homework: **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**__Day__** __**2:**__

Today we will be analyzing some ads from cookbooks created by Fannie Farmer from the years 1896 and 1912. These original advertisements, which are located in the back of these two cookbooks, are considered primary sources. A primary source is a firsthand account of an event or an original work by the person who actually lived during a specific time period. It can be original document, photograph, drawing or painting, letter, diary, journal, map or even a speech that have been archived in libraries for people to view. In our case, it is a cookbook. Fannie Farmer was the author of the first publicized cookbook on measurements and nutrition in America. Her cookbooks taught women how to cook good, nutritious meals. She also helped to educate doctors on how to feed the sick and what foods children should eat so they would not be malnourished. Fannie Farmer was a local girl born in Boston, Massachusetts on March 23, 1857 and then later moved to Medford, Massachusetts when she was still a child. When she was in high school, she suffered a stroke that left her body paralyzed. She was able to walk again in her later years and went on to get schooling to better herself. She enrolled in the Boston Cooking School where she learned about cooking. She eventually graduated and then became the director of the Boston Cooking School for eleven years. She went on to create her own "Miss Farmer's School of Cookery" where she taught women how to cook and how to measure precisely when cooking so they could go out and make a living as a cook; jobs were scarce for women during this time in history. Her Fannie Farmer cookbook is still in print today, over 100 years old! Miss Farmer died January 15, 1915.

We will work in groups of 4 and will analyze 6 different primary source ads from two of Fannie Farmer's cookbooks and will fill out the Advertisement Checklist as we did on day 1 with the modern day ads. If there are words that are unfamiliar to you due to the age of these cookbooks, we will put them on the word wall board and discuss the meanings. As you are analyzing these ads, try to think as an immigrant would have back in the late 1800s/early 1900s.


 * Which of these foods would appeal to you?
 * Is it a healthy food?
 * Would you go out and buy this particular product because it was in Fannie Farmer's cookbook?
 * How do these advertisements differ from the modern day advertisements we already looked at? Are the food products the same?
 * What is the message they are trying to convey to you?

Write a two paragraph writing response to this question: how do the food advertisements from the Fannie Farmer cookbook differ from the food advertisements that we analyzed earlier? If you do not finish this before class ends today, finish it at home. Bring this writing response with you to our next class and be ready to discuss.
 * [[image:becomingamerica/ps11_mliberge_1912_ad_crisco.jpg width="300" height="467"]] || [[image:becomingamerica/ps11_mliberge_1912_ad-karo.jpg width="440" height="263"]] || [[image:becomingamerica/ps11_mliberge_1912_ad-edcracker.jpg width="300" height="478"]] ||
 * = **Ad 1** - Crisco, 1912 ||= **Ad 2** - Karo, 1912 ||= **Ad 3** - Educator Crackers, 1912 ||
 * [[image:becomingamerica/ps11_mliberge_1912_ad-wheatena.jpg width="300" height="483"]] || [[image:becomingamerica/ps11_mliberge_1896_ad_cocoanutbuttr.jpg width="250" height="520" align="center"]] || [[image:becomingamerica/ps11_mliberge_1921_ad_junket.jpg width="300" height="480"]] ||
 * = **Ad 4** - Wheatena, 1912 ||= **Ad 5** - Cocoanut Butter, 1896 ||= **Ad 6** - Junket, 1921 ||
 * Writing Response:**

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**__Day 3:__** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Before beginning our day three activity, we will discuss our writing responses on how the food advertisements from Fannie Farmer's cookbooks and our current day food advertisements compared with each other.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Our task today will be to design a school lunch menu for the local school. We will get back into our original groups of two.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">In the 1920s, the government decided they wanted to create a school lunch program so that children would get nutritious foods at least for one meal of their day. Before we design our school lunch menu, we will take a look at an article taken from the primary source newspaper "The New York Times" dated July 3, 1910. This article discusses how the school lunch program in New York was a success for feeding children a healthy, nutritious meal for the cost to the children of $.03 and for a penny more, they could have dessert. I would like to hear what your thoughts are of this article when I have finished reading it.

<span style="background-color: #ffffdd; border-bottom: #9999aa 1px solid; border-left: #9999aa 1px solid; border-right: #9999aa 1px solid; border-top: #9999aa 1px solid; display: block; margin: 10px auto 10px 30px; padding-bottom: 10px; padding-left: 10px; padding-right: 10px; padding-top: 10px; width: 90%;">**//Column 1, paragraph 2//** It is good food, well cooked and nourishing; indeed. it is scientific, calculated so that you get the proper number of calories without your bothering about it at all, like pills in jelly.

<span style="background-color: #ffffdd; border-bottom: #9999aa 1px solid; border-left: #9999aa 1px solid; border-right: #9999aa 1px solid; border-top: #9999aa 1px solid; display: block; margin: 10px auto 10px 30px; padding-bottom: 10px; padding-left: 10px; padding-right: 10px; padding-top: 10px; width: 90%;">**//Column 1, paragraph 5//** The committee feels that it has demonstrated not only that many children in the poorer parts of the city come to school ill-nourished, but also that their school work has been affected by their condition.

<span style="background-color: #ffffdd; border-bottom: #9999aa 1px solid; border-left: #9999aa 1px solid; border-right: #9999aa 1px solid; border-top: #9999aa 1px solid; display: block; margin: 10px auto 10px 30px; padding-bottom: 10px; padding-left: 10px; padding-right: 10px; padding-top: 10px; width: 90%;">**//Column 1, paragraph 6//** In the two schools in which the luncheons have been served over 10 percent of the children were found to be suffering badly from malnutrition and many more were distinctly underfed. The number of underfed children in New York has been variously estimated at from 5 to 35 percent. The school luncheon investigations will probably show that in their schools the higher number is more nearly correct.

<span style="background-color: #ffffdd; border-bottom: #9999aa 1px solid; border-left: #9999aa 1px solid; border-right: #9999aa 1px solid; border-top: #9999aa 1px solid; display: block; margin: 10px auto 10px 30px; padding-bottom: 10px; padding-left: 10px; padding-right: 10px; padding-top: 10px; width: 90%;">**//Column 3, paragraph 3//** Miss Mabel Hyde Kittredge, chairman of the committee, has estimated that 20 cents a day is about the smallest sum that will feed one person. It does not, on the face of it, seem an extravagant amount. But if there are five or six children and the father and mother in the family you have at once about $1.50 a day for food. This makes in the neighborhood of $10.00 a week. Add rent, gas, fuel in Winter, a very occasional garment, and you have over $15 a week. How many men in this city make less than $15 a week, do you suppose, and how many are "laid off" during the "slack season"? Even without the census we can be sure it is a large number

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">We will now pretend you are an immigrant in the early 1900s. You were asked to join a committee to design a school lunch menu for your neighborhood school. Referring back to the advertisements that we analyzed in the Fannie Farmer cookbooks, you will rank these food products in order of nutritious to least nutritious. If you could only purchase three of these items, what would you buy? What would you use these products for in creating a school lunch menu?

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Now take a look at another **primary source**. It is a school lunch menu from a magazine called "American Kitchen Magazine" dated October, 1900-March 1901. There is a three day menu that lists the foods the children will have to eat for lunch and the prices for each food item.



<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">For your job on this committee, you will create a school lunch menu for a week using the three products that you chose from the advertisements. Don't forget to add a beverage for the lunch. Take a look at the two primary sources below from the USDA. The first primary source is a current day brochure on nutrition for children; the second is a primary source from the USDA dated 1916 on what children should eat. Don't forget that you are creating this menu for children in the early 1900s and food choices were different at that time in history. The menus can be created using Microsoft Word or another program of your choice. We will share the menus and hang them up when everyone has finished. Have fun! Nutrition Brochure

Farmer's Bulletin, Food For Young Children - March 4, 1916.
Food for Young Children Guide (Click to view the entire document.)

A Selection of Suggested Menus


<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Conclusion:** We have spent the last three classes discussing what it was like for immigrants to choose American foods over their own food from their country.
 * What was considered American food?
 * Why did the government create a national school lunch program?
 * Why is it important for children to get a nutritious school lunch?
 * Do you think today's school lunches are good and nutritious? Why or why not?

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Assessment:** <span style="font-family: 'Comic Sans MS',cursive;">fill out Advertisement Checklist. || <span style="font-family: 'Comic Sans MS',cursive;">Students can complete all ten items on the advertisement checklist and justify their choices || <span style="font-family: 'Comic Sans MS',cursive;">Students can complete six items on the advertisement checklist and justify their choices || <span style="font-family: 'Comic Sans MS',cursive;">Students can complete three items on the advertisement checklist and justify their choices || <span style="font-family: 'Comic Sans MS',cursive;">Students did not fill out advertisement checklist and could not justify why they could not fill it out ||  ||
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12px;">//STUDENTS WILL BE ABLE TO…// || <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 12px; text-align: center;">// STRONG //// 4 // || <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 12px; text-align: center;">// GOOD //// 3 // || <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 12px; text-align: center;">// ADEQUATE //// 2 // || <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 12px; text-align: center;">// INADEQUATE //// 1 // || <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 12px; text-align: center;">// WEIGHTING // ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Analyze a modern day advertisement and
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Write a three paragraph response about family food traditions, discussing their own food traditions || <span style="font-family: 'Comic Sans MS',cursive;">Student responds to the prompt with a clear focus on their own personal food traditions supplying 2-3 detailed statements

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Students' writing <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">is free of spelling, capitalization, and <span style="font-family: 'Comic Sans MS',cursive;">usage errors || <span style="font-family: 'Comic Sans MS',cursive;">Student responds to the prompt; focus is not clear at every point and only gives 1-2 detailed statements

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Students' writing has few, if any, spelling, capitalization, or usage errors || <span style="font-family: 'Comic Sans MS',cursive;">Student responds partially to the prompt but is off-target in some way; focus on topic not consistently <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">sustained and only gives 1 detailed statement <span style="font-family: 'Comic Sans MS',cursive;">Writing has some spelling, capitalization, or usage errors || Student does not write a response about their family food traditions ||  || <span style="font-family: 'Comic Sans MS',cursive;">from the Fannie Farmer cookbook and fill out the Advertisement Checklist. || <span style="font-family: 'Comic Sans MS',cursive;">Student will complete all ten items on the advertisement checklist and justify their choices || <span style="font-family: 'Comic Sans MS',cursive;">Student can complete six items on the advertisement checklist and justify their choices || <span style="font-family: 'Comic Sans MS',cursive;">Student can complete three items on the advertisement checklist and justify their choices || <span style="font-family: 'Comic Sans MS',cursive;">Student did not fill out advertisement checklist and could not justify why they could not fill it out ||  || <span style="font-family: 'Comic Sans MS',cursive;">lunch menu. || <span style="font-family: 'Comic Sans MS',cursive;">Student creates a neat, organized menu that <span style="font-family: 'Comic Sans MS',cursive;">includes all of the nutritious foods required <span style="font-family: 'Comic Sans MS',cursive;">to fulfill their daily nutrient requirements according to the USDA || <span style="font-family: 'Comic Sans MS',cursive;">Student creates a neat, but unorganized menu that includes some of the nutritious foods required to fulfill their daily nutrient requirements according to the USDA || <span style="font-family: 'Comic Sans MS',cursive;">Student creates a school lunch menu, but did not fulfill their daily nutrient requirements according to the USDA || <span style="font-family: 'Comic Sans MS',cursive;">Student did not put together a school lunch menu ||  || Teacher Resources: 1. [|http://www.archive.org/stream/foodforyoungchil00hunt#page/4/mode/2up]
 * <span style="font-family: 'Comic Sans MS',cursive;">Write a two paragraph writing response comparing and contrasting food advertisements from the Fannie Farmer with current day food advertisements || <span style="font-family: 'Comic Sans MS',cursive;">Student responds to the prompt describing at least 3-4 differences or similarities between the current day and Fannie Farmer food advertisements || <span style="font-family: 'Comic Sans MS',cursive;">Student responds to the prompt describing at least 2-3 differences or similarities between the current day and Fannie Farmer food advertisements || <span style="font-family: 'Comic Sans MS',cursive;">Student responds to the prompt describing at least 1 difference or similarity between the current day and Fannie Farmer food advertisements || <span style="font-family: 'Comic Sans MS',cursive;">Student does not respond to the prompt ||  ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Analyze a primary source advertisement
 * <span style="font-family: 'Comic Sans MS',cursive;">Create a sample nutritious school
 * <span style="font-family: 'Comic Sans MS',cursive;">Participation || <span style="font-family: 'Comic Sans MS',cursive;">Consistently works well with others || <span style="font-family: 'Comic Sans MS',cursive;">Usually works well with others || <span style="font-family: 'Comic Sans MS',cursive;">Sometimes works well with others || <span style="font-family: 'Comic Sans MS',cursive;">Rarely works well with others. ||  ||
 * "Food for Young Children" guide by Caroline Hunt, dated 1916**

2. http://digital.lib.msu.edu/projects/cookbooks/html/books/book_75.cfm
 * "Foods of the Foreign Born" Book **

3. **The Journal of Home Economics Google Books article about school lunch program** [] 4. UUEX0xL7i0m2bBJtqXY&hl=en&ei=DqXoTpbBJqTm0QHdmeyQCg&sa=X&oi=book_result&ct=result&resnum=6&ved=0CDoQ6AEwBQ#v=onepage&q=Mabel%20Hyde%20Kittredge%20and%20school%20lunch%20committee&f=false
 * "Elementary School Lunches Under School Department Direction" article **

5.
 * USDA brochure**

[]

6. //Good School Lunches for Three Cents Prove A Success// - article New York Times, July 3, 1910. http://query.nytimes.com/mem/archive-free/pdf?res=F20D14FD395417738DDDAA0894DF405B808DF1D3

Nutrition Standards for School Lunch @http://www.fns.usda.gov/cnd/Governance/Legislation/nutritionstandards.htm

National School Lunch Program @http://www.fns.usda.gov/cnd/lunch/

Perry, Phyllis Jean. //Keeping the Traditions: A Multicultural Resource//. Golden, CO: Fulcrum Pub., 2000. Print. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 9493px; width: 1px;">Immigrant groups such as the Irish, Greek, Polish, Hungarians, and Chinese were some of the groups