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