A Review of World War I food and cookbook with preparation demonstration. Chris Koch. Aurora University/Midway Village

Transcription

1 A Review of World War I food and cookbook with preparation demonstration Chris Koch Aurora University/Midway Village Objective: The students will be introduced to the food and preparation used and consumed during World War I. Students will be given pictures showing actual soldiers cooking, eating and preparing their meals. The students will be able to discuss and analyze what is occurring in the different pictures as well as to review several recipes used by soldiers and civilians. The students will make a World War I cookbook as well as to prepare their selected meals outside as near authentic as possible. Standards:16. 16A, 16D, 18A Materials: A packet of primary document photos which show soldiers in different stages of food preparation. Actual recipes and cookbooks used during the time period as well as the opportunity to research recipes using books, websites or actual people who may have lived in or near that time period. Laptops Pencils Paper cardstock/lined Hole punches Glue sticks Twine Scissors Cooking materials - will be determined by recipe Food source - use either district food services or teacher purchased Outdoor tools for cook site preparation Firewood-fire source Rocks, grills, poles, pots, pans, sheet metal

2 Smart board Several other adult helpers teachers/parents/administration for assistance on cook day Assessments: The students will be assessed on several factors and outcomes. The students will be assessed on participation during primary source review and discussion. The students will be assessed on their completion and authenticity of the recipes they research and in turn place in a group designed cookbook. The students will then be assessed on their design of a cooking site and supplies, preparation of materials and the outcome of their food. Instruction set: As a continuation of the class study of World War I the students will be given packets at their tables to look at with no extra descriptions. The students will be asked to look at, discuss and answer several questions in their journal as to what they observe, see or read. They will then reflect asking such things as what do they think, finishing with formulating questions they may still have. The class will have a chance to share their thoughts and ideas as well as to provide answers to the questions written in their journals. The students will then be given time to research, discuss and select recipes from different cookbooks from the time period or from historical websites that give period correct recipes. Once the group is in consensus, they will type or write the recipes out with directions, design a table of contents, cover and artwork. They will then place the pages together and bind with twine. After the cookbook is made the students will select one dish to prepare for the rest of their troops (classmates). They students will design, construct and gather the supplies to make the dish in a time period correct way. When all are

3 ready, the class will begin construction outside of their camp, to create a meal for their class as well as invited guests. Students will present, taste and rate their fellow trooper's food. All will have to play a role and assist in all aspects of the project. Students will be good stewards to their environment and make sure to replace and take down any objects built as well as leave the area clean. In addition, cookbooks will be placed on display in the classroom.

4 Rubrics: Kennedy IVI.S. World War I Cookbook Name: Teacher: Mr. Koch Criteria Points Attendance / Promptness Student is always prompt and regularly attends classes. Student is late to class once every two weeks and regularly attends classes. Student is late to class more than once every two weeks and regularly attends classes. student Is late to class more than once a week and/or has poor attendance of classes. Level Of Engagement In Class student proactively contributes to class by offering ideas and asking questions more than once per class. Student proactively contributes to class by offering ideas and asking questions once per class. student rarely contributes to class by offering ideas and asking questions. Student never contributes to class by offering ideas and asking questions. Ustening Skills Student listens i when others talk, both In groups and in class. Student Incorporates or builds off of the ideas of others. Student listens when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Behavior Student almost Student rarely! Student Student almost

5 never displays disruptive behavior ] during class. i displays disruptive behavior during! class. occasionally displays disruptive behavior during class. always displays disruptive behavior during class. Preparation Student is almost always prepared for class with assignments and required class materials. Student is usually i prepared for class ' with assignments and required class materials. Student is rarely prepared for class with assignments and required class materials. Student is almost never prepared for class with assignments and required class materials. Total >

6 Collaborative Work Skills : World War I Cookbook and cook off Teacher Name: Mr. Koch Student Name: CATEGORY Contribution to cookbook Routinely provides useful ideas when participating in the group and in classroom Usually provides useful ideas when participating in the group and in classroom Sometimes provides useful ideas when participating in the group and in Rarely provides useful ideas when participating in the group and in classroom Quality of Work Provides work of Provides high the highest quality. quality work. Problem-solving Preparedness Working with Others Finished cookbook and food item Actively looks for and suggests solutions to problems. Brings needed materials to class and Is always ready to work. Almost always listens to, shares with, and supports the efforts of others. Tries to Consistently stays focused on the task and what needs to be done. Very selfdirected. Refines solutions suggested by others. Almost always brings needed materials to class and is ready to work. Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\ in Focuses on the task and what needs to be done most of the time. Othergroup members can count Provides work that occasionally needs to be checked/redone by othergroup Does not suggest or refine solutions, but is willing to try out solutions suggested by Almost always brings needed materials but sometimes needs to settle down and Often listens to, shares with, and supports the efforts of others, but sometimes is not a Focuses on the task and what needs to be done some of the time. Other group members Provides work that usually needs to be checked/redone by others to ensure quality. Does not try to solve problems or help others solve problems. Lets others do the work. Often forgets needed materials or is rarely ready to get to work. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team Rarely focuses on the task and what needs to be done. Lets others do the work.

7 Primary Sources:

8 Bread served with all meals Holiday dinners. The following menus for holiday dinners are such as are commonly given when living on the straight ration or when very limited funds are available: THANKSGIVING DINNER. Oyster soup and crackers. Roast turkey and dressing. Cranberry sauce. Qreen pease. Roast pork and gravy. Apple sauce. Masned potatoes. Bread and butler. Apple pie. Pumpkin pie. Jelly roll and marble cake. MUed candies and assorteil nuts. Ice cream. Cream and coffee CHRISTMAS DINNER. Oyster soup and criickers. Roast chicken with dressing. Cranberry sauce. Boiled bam and mashed potatoes, (ireen pease. Celery. Bread and butter. Apple pie. Peach pie. Jelly roll. Layer cake. Mixed candles and nuts. Crushed fruit and cream. Bread and butter. Coffee.

9 Buckv,l>cal Coffeu Cake t«.«..«««:, u f >«, t tf '.. f I ^ ;-<sv»/».,«j-j.-i-t....it; 'Si.tJ *» ' «,. «*. «:;tt«<»s J»rf r <«V< ',..!.'ti-i.»»."t < ff 4*.' fi--^.. V'tk* it >Ti>t#>j"< i'.,>'i Potato Doi:ghti;ils J <t }!*!','-(J-! -1 'ii»' i»nf t.st'j*. -'J «.'»> j. i x - r..4'j L'C;fH;tn! «' i't'ttr-, - -r i <» «!) ' *.; <),-»: r-. t. - i ". ui..'i, *k «<;ii;» <.»i i i-- r. C J!." li'v I -, I'M.!' ii'x* nia 'i.,; t^v... I li-».i.«<r»-tii»- ;;,.( "t 'iv^r-i t " H:ff #! S'ti.*'; * > f w'ti.h "ivf l';r"> J '.'.A Xii^'Mt. t t s X.ill,.ii ' «; (*' Cliccolatc Cfikc (iftf- vi»:--ntc;» 'I «'-{»'' *«' '' ; ''-<:is slti.,»? I,. tjll T>.t t«*:-ir!- «.«. ;:«. wi-* > < r-{ *!<«#..,1 t'.- tr-jf >J: -?«.;tr4«,*:«. I-.' )!-

10

11

12

13

14

15

16