Boldly Braiding Individual Unit Plan

Brainstorm

Cause – Animal Rights

Tool – Cake

Art form – Poster Design

Objective / Purpose

During the course of this unit, students will gain an understanding of the prominent place food takes in human culture, and how animal products have become an integral part of the food we eat. In specific, students will examine the treatment of animals in the food industry, and the heavy reliance on animal products, even in food products like cake. Students will look at the history of “cake” and its many forms throughout time and location. Students will be inspired to enact change in their community by using cake as a focus to raise community awareness of the inhumane treatment of animals in the food industry.

Project Title

Smart Eating - It’s a Piece of Cake!

Background / Justification

Students at this age may not realize the ubiquitous presence of animal products in foods, even foods such as cake. In addition, they may not realize how industrialized the food industry has become, and the inhumane nature of the treatment of animals within that industry. It is important that educators instill in students a critical examination of where their food comes from and how animals within the food industry have been objectified, unable to realize any modicum of dignity as natural, living creatures.  Students should understand the implications of this treatment on the way people view other living creatures, as well as the health implications which come from the consumption of industrially produced foods. Kids should also understand that they have the power to choose and control what goes into their bodies and the ability to enact change within the food industry by raising community awareness.  By researching the subject matter, demonstrating how good food can be prepared without animal products and creating informative posters for public view, students will come to the realization that they have the ability to enact change.

Skills

Students will read, view, and interpret technical and scientific data and research. Students will think reflectively and record thoughts in daily journal writing. Students will understand the concept of ethics associated with the use of animals in industry. Students will discuss and share thoughts and ideas with their peers. Students will conduct research and report their findings in a formal paper. Students will demonstrate their understanding of the use of animal products in food by preparing a version of pastry that expresses their creativity and understanding of food production. Students will create informative posters raising awareness in the community. Students will work cooperatively with their peers in conducting a gallery-style community event.

Content

This unit pertains to the relevance of the ethical use of animals, in particular in the food industry. Students will understand the manner in which food is produced in our country and engage in a critique of the ways in which animals are use in food production. Students will engage in critical discussions, write reflective journal posts, and research cultural aspects of human history. They will investigate alternatives to animal products in food preparation. They will engage in public debate by raising community awareness.

Community Building Assets

This unit helps to instill in students with idea that they have control over their bodies and can enact change in their world.

It will also get students thinking about the ethical issues surrounding the treatment of animals in our society. The students will gain a sense of self-esteem knowing they have made a positive impact on their own health, their community, as well as a sense of purpose, with the knowledge that the community is made better by their actions.

Other Expertise

The students will go on a field trip to a local bakery. Students will research culinary history. Students will learn food preparation skills.

Materials

·         pens and pencils

·         journals

·         computers

·         paper

·         notebooks

·         bus or public transportation to get to the bakery

·         paper

·         cupcake tins

·         cake ingredients (relates to student recipes)

·         oven

·         kitchen utensils

·         markers

·         colored pencils

·         paints

·         poster board

·         printers

Student Activities

Students will be involved in a variety of activities. They will use daily reflective journal writing to demonstrate what they have learned and reflect on readings, films and research. Students will also prepare a research report on the evolution of cake. They will also prepare a cupcake recipe based on an animal product free recipe they research on the Internet. Finally they will prepare a poster designed to heighten community awareness on animal rights and the food industry. The culminating activity, the gallery walk, is intended to highlight what the students understand about the food industry and the use of animals within that industry and the implications for our lives, allowing them to begin thinking in a broader social sense, reach out to the community in order to express their feelings, and giving students a sense of empowerment to take transformative action and to show them that they can be part of a larger social dialogue.

Language Arts Activities

·         Students will conduct research.

·         Students will prepare a research report on the evolution of cake as
  part of culinary culture.

·         Students will jot down ideas and terminology in their journals.

·         Students will keep daily reflections on readings and discussions in
  their journals.

·         Students will read for homework.

·         Student will write text for their posters.

Science Activities

·         Students will conduct research.

·         Students will learn about nutrition and the effects of certain food on
  the human body.

·         Students will learn scientific terminology relating to the food industry.

·         Students will keep daily reflections on readings and discussions in their
  journals.

Fine Arts Activities

·         Students will design visual art for their posters demonstrating what
  they have learned.

·         Students will prepare their posters according to their design using
  appropriate media, including poster board, paints, markers, etc.

·         Students will create culinary works, i.e. pastries which are visually
  appealing and appetizing.

Social Science Activities

·         Students will learn about the culinary aspect of culture in a historical
  context.

·         Students will prepare a research report on the evolution of cake as part
  of culinary culture.

·         Students will learn about the historical context, terminology, causes and
  effects, and human impacts associated with the food industry and the
  food we consume.

·         Students will have discussions on controversial issues.

Part I

·         Students will view the video, Food, Inc., and discuss their thoughts on
  what they learned, ask questions, etc. Students will write their thoughts
  in their journals as homework.

·         Students will begin reading Chew On This. As they read they will journal
  their thoughts.

·         Students will view the video, Super Size Me, and discuss their thoughts
  on what they learned, ask questions, etc. Students will write their thoughts
  in their journals as homework.

·         Students will discuss the health implications associated with consuming
  animal products in food.

·         Students will read excerpts from the work of Peter Singer and Jim Manson
  on animal rights and the treatment of animals by the food industry.

·         Students will discuss the ethical issues involved with the use of animals in
  the food industry.

·         Students will discuss the alternatives to animal products as food ingredients.

Part II

·         Students will begin the discussion of the relationship of food and culture.
  In specific, they will begin to research the history and evolution of cake, it
  forms, significance, and uses over time and from location to location.

·         Students will begin work on a short research paper outlining the results of
  their research on cake.

·         Students will take a field trip to tour an alternative bakery to view the
  production of cakes and types of cakes which do not include animal
  products. These could include the Blind Faith Café at 525 Dempster St,
  Evanston, IL 60201, or the Bleeding Heart Bakery at 1955 W. Belmont Ave.
  Chicago, IL 60657. Students will ask questions and take notes on the
  production and ingredients of the products.

·         As a homework assignment, students will compare the ingredients of store
  bought baked goods such as cakes, cupcakes, cookies etc. They will record
  findings. They will make note of all animal products included in the baked
  goods.

·         Students will research appropriate websites to find appealing recipes for
  cupcakes free of any animal products. Students will choose an appropriate
  cupcake recipe.

·         Students will demonstrate how food can be prepared with animal products
  by preparing the cupcakes according to the recipe they have chosen.

Part III

·         Students will design a poster to promote awareness of animal rights and
  the treatment of animals by the food industry.

·         Students will create their posters using poster board, paints, markers, etc.

·         Students will invite the community to gallery walk in which visitors may
  view the poster work they have designed and sample the baked goods they
  have prepared.

·         Students will host this public gathering and field any questions visitors may
  have about the research they have done and what they have learned about
  the use of animals in the production of the food we consume.

Evaluation / Assessment

In order to gage understanding, students will be assessed by several
pieces of evidence:

·         daily journal writing (students’ reflective thinking
  and ideas)

·         research report

·         cupcake recipe and design

·         poster design and text

·         participation

Resources

Kenner, Robert (Director). (2009, November 3). Food, Inc.
    Magnolia Home Entertainment.  

Pollan, Michael. (2006). The Botany of Desire: A Plant's-Eye
   View of the World. Random House, Inc. New York.

Pollan, Michael. (2006). The Omnivore's Dilemma: A Natural
    History of Four Meals. Penguin Press. New York.

Schlosser, Eric. (2002). Fast Food Nation: The Dark Side of the
    All-American Meal. Houghton Mifflin Company. New York.

Schlosser, Eric & Wilson, Charles. (2006). Chew On This:
    Everything You Don't Want to Know About Fast Food. Houghton
    Mifflin Books. New York.

Singer, Peter. (2002). Animal Liberation: The Definitive Classic
    of the Animal Movement. Harper Collins Publishers. New York.

Singer, Peter & Manson, Jim. (2007). The Ethics of What We Eat:
    Why Our Food Choices Matter. Rodale Books. New York.

Spurlock, Morgan (Director). (2004, September 28). Super Size
    Me. Sony Pictures.  

Reflection

N/A 

Reading Selection #6: How is identity constructed during adolescence?

Readings for the week of September 26, 2012

The Critical Middle school Reader (Brown and Saltman)

Section III: “The Construction of Identity” (Kenneth J. Saltman)

“Identity is not simply an individual creation, nor merely a self-contained individual process, nor a “natural unfolding” of the self. Rather, individuals are positioned in a larger constellation of social relationships, as well as in the larger social order of hierarchical relationships, which contribute to the creation of particular social identities and related meanings.” This quote from the introduction to Section III represents the core philosophy that contradicts the assumption that adolescents do not participate in the creation or internalization of their identities.  

I agree with Saltman’s view that identity is an active, fluid, meaning-making process in which youths take an active role. Our role as educators should be, therefore, that of facilitators who offer adolescents the opportunity to evaluate and make sense of their roles in various social settings and develop in them democratic identities and learn to participate in greater democratic social relationships.

As educators, consider these thoughts:

• How did you develop your identity as a youth?  What social factors were present that helped foster this identity? In what ways did you challenge, contest or internalize these factors?
• Is your identity still evolving? How is it evolving, and what influences are present in its evolution?
• What are the implications of various factors in the formation of identity? (Think of social, cultural, linguistic, or economic factors, for example.)

Chapter 19: “Representation: Cultural Representations and Signifying Practices”
(Stuart Hall)

In his article, Hall defines culture as the giving and taking of meaning between members of a society or group; that is to say that two members of the same culture interpret the world in roughly the same way, and express themselves in ways in which they will be mutually understood.  What Hall views as the most important in this definition is the way in which members of a cultural group give meaning to the world around them. Therefore, what we think and feel about things, events, people, etc. is represented by the meaning we assign to them in accordance with our culture.
 

The meaning and value we assign to the world defines our identity and is produced and exchanged at an ever more rapid rate on a daily basis. The means by which we produce and exchange these meaning is through language, so that there is the connection between meaning, language and representation. Therefore, Hall suggests that for understanding to be successful, members must use the same cultural code. This code or language is a system which works through representations, whether those be sounds, written symbols, musical notes, color on canvas, etc. Thus the production and exchange of meaning takes place through culture and language. Whether in this sense the workings of language is viewed through a semiotic approach, (language as a set of signs) or a discursive approach (language as the formation of ideas) Hall takes a constructivist view of culture meaning and representation.

As a result, in this constructivist view, there is no law which guarantees that there is one true meaning or that meaning will not change over time. Meaning, therefore, is fluid. In short, the more we examine the representation of truth we may take for granted, the more we realize that it becomes increasingly complex to accurately describe or explain the process of representation we assign to the world. Do we then, as Hall suggests, look at meaning and knowledge less through the lens of accuracy and truth and more in terms of effective exchange which facilitates the process of cultural exchange?

Hall further dissects his theory by focusing on difference, since it is through difference that identity is established, distinguishing it from the “other.” He provides four levels of analysis – linguistic, social, cultural and psychic, but the important point he highlights is that in any analysis, the notion of difference is ambivalent, that is it can manifest itself as positive or negative.

Finally, Hall’s discussion of difference leads to a commentary on stereotyping. Here we need to differentiate between “types” and “stereotypes.” Type refers to general classifications defined by our culture which allow us to make sense of the world. These definitions are broad, easily understandable, vivid, and easy to apply. Stereotyping, on the other hand, creates a symbolic exclusion by which everything that “does not belong” is excluded. Stereotyping also involves the application of one’s own culture to another, in order to define people according to a norm as the “other.” Stereotyping, therefore, becomes very important in the symbolic power that appears to be neutral in the society, but nevertheless maintains control within a certain representation and knowledge base.

Having a deep interest in linguistics, I found this reading to be extremely interesting, but it raised a number of concerns. I’m not sure I agree with a view that meaning is intrinsically tied to a representation of knowledge which is so complex that it is always fluid and changing. As educators, we need to be flexible enough to understand the cultural representations of meaning and challenge knowledge that may be taken for granted by society; our vision of history, for example, is continuing to evolve, and old notions are challenge every day. However, some questions I would pose would be:

• Are there innate aspects of human nature that move beyond culture, giving us a more common bond?
•  Are there notions common to any cultural representation, such as fairness, justice, beauty, etc.? That is to say, are there common meanings embedded in any cultural representation that may be misinterpreted by the fluid cultural dressing in which they are clothed?
• Can our common human values move us beyond the power induced knowledge base that distorts a sense of sameness in society?

Chapter 20: “Bad Boys: Public Schools in the Making of Black Male Masculinity”  
(Ann Arnett Ferguson)

In her article Ferguson argues for an alternative view of education, in contrast to the current system in which claims to be fair, allowing student to realize their potential regardless of their social, economic or ethnic backgrounds, but in reality has a hidden curriculum that strives to sort and rank students, preparing them for a place in the existing social hierarchy. One reason for this, as asserted by Michael Foucault, is based on the notion that schools work toward a “normalization” of students: either students conform to or violate school rules. This notion is linked to the idea that each individual is ranked according to institutionally organized norms. Thus the “truth” of who a student is, is linked to the academic tests, assessments, and rewards. As a result, the relationship between objective standards and subjective interpretation must be carefully critiqued.

One area of trouble students can encounter is “body trouble”, where physical action can be the basis for intervention if deemed inappropriate by an adult. The adult African American male is often the provider of discipline in these situations, representing an intimidating physical presence. Defiant attitude is also an area of adult interpretation where youths are found guilty by standards that are deciphered through a racial bias. These cultural modes of display often result in an unfair evaluation of students’ academic performance or ability.

The descriptions of adult interactions with students based on their defiant and disrespectful attitude should be a warning to educators in situations when they themselves may lose control or act inappropriately. It is always the teacher’s responsibility to treat all students with respect, and some of the vignettes presented in this article were, needless to say, deplorable.  When kids are treated with respect, they will certainly act back in kind.

Other areas of school rules relate to clothing, language, identity, etc. Ferguson’s emphasis, however, is that school kids are overwhelmed by adult rules, and the majority of those who get into trouble are African American males. One important point she makes in this regard is the fact that well-intentioned teachers can fall victim to the systems of oppression and symbolic forms of violence embedded in the hidden curriculum.

Two cultural representations are embedded in social structure used for classification and decision making: the image of the black male criminal and that of the black male as an endangered species. These result in the production of a group of people who are deemed different by their race. Also, because of race, white children are more inclined to be granted leniency do to their tendency to be “naughty,” whereas black boys become adultified and discerned as willfully bad.

I believe the vital point to take away from this article is that children are sorted in categories of academic success or potential according to their reputation as trouble or trouble-makers.

These are complex issues that run deep in our society. It would be difficult if not impossible for a teacher to walk into a school and single-handedly change the culture or hidden curriculum. However, I believe teachers can challenge the status quo. Some questions educators could ask themselves:

•  How can teachers avoid the influences of student “reputation?”
•  What are ways teachers can maintain control at all times?
•  What are some techniques for treating all students with respect all of the time?

Chapter 21: “Asian Americans: The Absent/Silenced/Model Minority”
(Stacey Lee)

This article may have been the most intriguing to me because of a subject matter that I have rarely seen addressed. In the article Stacey Lee argues that Asian Americans have been largely viewed as foreign and excluded from the general dialogue on race. As a result, few Americans consider Asians a legitimate racial minority, whether Asians are viewed as a fractional small minority to consider, considered foreigners, or perceived as a group devoid of problems. In fact, Asians are often stereotyped as model minorities. This perception leads to a representation of African Americans as the “bad” race, and Asians as the “good” race.

The problem inherent in this representation is it silences Asian American experiences, including the fact that they experience racism. In reality, Asian Americans were eventually included in the discussion of race in order to represent them as a quiet minority and exclude the voices of African Americans.

Implicit in the notion that Asian Americans represent successful minorities, is the fact that equal opportunity exists for all citizens, regardless of race. This is clearly not true. Once again this complex issue of race is one which the teacher must face in the classroom, and resist the predominant stereotyping of Asian Americans as statistically excellent students and high achievers. Questions an educator may ask:

• What are my notions of Asian Americans as students and academic achievers?
• Does my school differentiate racially diverse students by hidden standards?
•  Are Asian Americans given opportunities by teachers that other minorities may have?

What Do You Stand For? (Barbara A. Lewis)

“Forgiveness”

As Lewis suggests, forgiveness is often the most challenging attribute to attain and maintain in building character. As she quotes, “It is by forgiving that one is forgiven.” One of the best ways educators can help adolescents build a forgiving character is by modeling forgiveness.  Some questions educators could ask themselves in this vain:

•  Am I forgiving?
•  Am I always in control of my own emotions, or do I transfer those to others?
• Do I forgive myself?

By being honest with oneself can be one of the best ways to model forgiveness and guild students in this difficult area.

“Health”

Are you healthy? Do you have a healthy lifestyle? This is often a challenge for all of us, but once again, as educators, by modeling healthy choices in our life, we can provide a model and guidance for students. This section provides some excellent information and suggestions that even adults could profit from. Unfortunately, the stress and demands of modern life can often result in unhealthy choice for the sake of convenience or time management. A healthy lifestyle often requires serious attention and difficult decisions in order to be successful. Some questions educators could ask themselves are:

• Do I always make healthy food choices? How can I improve on these?
• Do I take time for myself? Is there a time of day when I can “distress?”
• Do I get enough exercise? If not are there little ways I could improve on this?
• Do I suppress emotions? If so, how could this be remedied?