Title:
Captivating Cuisine
Grade Levels:
9 and 10
Subjects:
English
Social Studies
Advanced Communications
Learner Outcomes:
- Students who are members of the Renaissance Culinary Committee will present background information resulting from their research in the first lesson to students in a different area of discipline through the use of a PowerPoint presentation.
- Students will propose menus for their parts in the Renaissance Faire.
- Students will collect recipes and prepare the foods that they selected.
- Students from the Renaissance Committee will coordinate the selection and preparation of the food that will be used for the Faire.
Two 90- minute class periods (one for the presentation and research; one for preparation)
Materials:
Recipe handouts
Ovens
Kitchen utensils
Technology
Tools and Courseware:
Projector
PowerPoint software
Computer with Internet
access
Teacher Notes:
One class period
will be used for PowerPoint presentation, discussion, and menu selection;
the second class period will be utilized in the actual preparation of the
food.
Permission forms
for kitchen participation must be obtained.
Coordinate time
when Renaissance Culinary Faire Committee can present Powerpoint with cooperating
teacher(s).
Students with food
allergies need to be identified and accommodated.
Photograph is the
personal property of Anne Yost and should not be duplicated.
Procedures:
1. View PowerPoint
presentations.
2. Tasting party
of sample food.
3. Discuss the
interdisciplinary cooperation between the committee and these particular
classes.
SAMPLE QUESTIONS:
-What foods would be used?
-Which foods would best represent the class (eg . French class/French cuisine).
-What are student responsibilities during Renaissance Faire Day?
- Which students will research which recipes?
4. Research
sites on Internet to retrieve additional selection of recipes - if need
is felt.
5. Decide
on individual responsibilities for purchasing needed ingredients for the recipes.
6. On the
day previous to the Faire, students will prepare their food, under the
supervision of the Renaissance Committee.
Modifications:
If students in
the foods, foreign languages, or other participating classes wish to obtain
more information and extend their knowledge, they can do additional research.
Those with food
allergies need to be noted and accommodated.
Enrichment
Activities:
Become a spice trader.
Create a salt
map of spice trade routes
(click on Spice Encyclopedia).
Compile and create
a Renaissance cookbook
Evaluation/Assessment:
Level of participation
in Renaissance Faire.
Teacher observation
and teacher-created testing.
Rubric.
West Virginia IGO's:
Language Arts:
9.1, 9.7, 9.14, 9.19, 9.25, 9.40, 9.65, 9.97.
World History:
10.47, 10.54, 10.55, 10.63, 10.64, 10.65.
Advanded Communication:
ADC26, ADC27, ADC30, ADC35, ADC37.
National Standards:
Language Arts:
Gathers and uses
information for research purposes.
Uses reading skills
and strategies to understand and interpret a variety of informational texts.
Uses viewing skills
and strategies to understand and interpret visual media.
World History:
Understands the
redefinition of European society and culture from 1000 to 1300 CE.
Understands how
European society experienced political, economic, and cultural transformation
in an age of global intercommunication between 1450 and 1750.
Understands the
economic, political, and cultural interrelations among peoples of Africa,
Europe, and the Americas between 1500 and 1750.
Life Skills:
Contributes of
the overall effort of a group.
Works well with
diverse individuals and in diverse situations.
Displays effective
interpersonal communication skills.
Job/Career
Clusters:
Fine Arts and Humanities
Health and Human
Services
References:
A. Resources
Cited
Renaissance(Spice
Trade)
Spice Advice
B. Additional
Resources
www.pbm.com/~lindahl/food.html
(Recipes)
www.folger.edu/public/exhibit/fooles/fooles.html
(Recipes)
www.renaissance-faire.com
Authors:
Anne Yost yostanne@hotmail.com
Sharon Price sprice@hotmail.com
Jenny Santilli jennysantilli@hotmail.com
South Harrison
High School
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