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Fulbright‐HaysCurriculumProject:Argentina,2011
FoodTraditionandCultureinArgentina
JakeSproull,ChineseAmericanInternationalSchool,SanFrancisco,CA
GradeLevelandSubjectArea:MiddleSchoolSocialStudies
SocialStudiesTopicAreas:Geography&Topography;Environmentaltudies;FoodTraditions&CultureS
UnitSummary
Thisisaone–twoweekunit(5lessons)forgrade6.Itcaneasilybeincludedwithinalargerunitaboutfoodtraditionsaroundtheworld,orintroducedasapartofalargerunitonSouthAmerica.Inthisseriesoflessons,studentswillfirstlearnaboutthetopographyofArgentinaandtherolethelandhasplayedinthehistoryofthecountryanditsagriculturalindustry.Next,studentswillseehowtheagriculturalandlivestockindustryisreflectedintheArgentinenationalhistoryanddiet.Inthethirdsegmentoftheunit,studentswilllearnabouttwoculturalelementsthatareuniquetoArgentina’slandscape,history,anddiet(thegauchoandyerbamate).Finally,studentswillcompareatypicalArgentinediettotheirowndiets,inordertohighlightsomeofthedifferencesoundinArgentinecuisine.f
Ess ne tialQuestions:
1. Howaregeographyandlandscapeconnectedtoculture? 2. HowisArgentineculturedifferentfrom/similartothecultureoftheUSA?
3. owdodifferencesindietreflectthenationalculturesofArgentinaandheU A?Ht
S
Un Git oals
1. StudentswillgainanunderstandingofArgentina’sbasicgeography,interactwithatopographicalmap,andlearntheterminologytodescribethedifferentlandscapesofArgentina.
Sproull–FoodTraditionp.2
2. Studentswillexploretherelationshipoftopography,agriculture,diet,andculture.
3. StudentswilllearnabouttheimportanceoflivestockinthehistoryofesArgentina,andalsounderstandsomeoftheenvironmentalchalleng
thatarearesultofthisindustry.4. StudentswillbeintroducedtothehistoryofArgentinabylearning
aboutseveralculturalelementsrelatedtofoodanddiet(thebeefindustry,thegaucho,andyerbamate).
5. tudentswillexploreculturaldifferencesbycomparingtheirowndietsoatypicalArgentinediet.St
LessonSummary
Lesson1:GeographyofArgentina StudentswilllearnaboutthegeographyofArgentinabyeithercolor
codinginanoutlinemapofthecountry(quicklesson)orcreatinga3‐Dmapoutofclay(longerlesson).
Lesson2:AgricultureinArgentina StudentswilllearnaboutagriculturalproductioninArgentina,
particularlytheriseofthecattleindustryanditsimportancetoArgentinehistoryandeconomy.
Lesson3:ElGaucho StudentswilllearnaboutthehistoryofthegauchoinArgentinaandits
relationshiptoagricultureandthecattleindustry.
Lesson4:YerbaMate StudentswilllearnaboutyerbamateanditsimportanceinArgentina.
Studentswillreadafolktaleabouttheoriginofmate,andlearnaboutitshistory.Studentswilltrymate,ifavailable,aspartofthislesson.
Lesson5:Americanvs.ArgentineDiets StudentswillanalyzeatypicalArgentinedietaswellastheirowndiets,
inordertomakenutritionalandculturalcomparisons.Ifpossible,studentswillsampleafewpopularArgentinedishes.
Sproull–FoodTraditionp.3
Lesson1:TheGeographyofArgentina
LessonObjective:StudentswilllearnaboutthegeographyofArgentinainpreparationforlessonsonagriculture,food,andculture.
Procedure:
1. IntroduceArgentinatostudentsbyreviewingamapofSouthAmerica.*PointoutthelocationandsizeofArgentina,aswellastheneighboringcountries(Uruguay,Paraguay,Bolivia,Brazil,Chile).InformstudentsthatArgentinaisthesecondlargestnationinSouthAmerica,andtheeighthlargestcountryintheworldintermsoftotallandarea(1,068,296squaremiles/2,766,890squarekilometers).
*IfthecountriesofSouthAmericaarenoteasilyidentifiabletothestudents,theteachermaywanttoaskstudentsfirsttolabelamapofallofecountriesinSouthAmerica,beforefocusingonArgentina.th
2. Mathextensionquestion:TheUSAis3.79millionsquare
iles/9.83millionsquarekilometers.HowlargeisArgentinainmcomparisontotheUSA?Dependingontimeandskilllevel,theteachermaywantstudentstoeterminetheexactmathematicalratio.(Quickanswer:Argentinaisdapproximately¼thesizeoftheUSA.)
3. StudentswillidentifythevariouslandscapesofArgentinabycolorcodingeachareawiththedominantlandscapes:theAndes,thepampas,theNorth,Patagonia,etc.Agoodmapresourcetouseis:http://www.enchantedlearning.com.Thiswebsitehasmanyblankoutlinemapsofallregionsoftheworld,completeandready‐to‐goforstudents.
4. Studentswillidentifythefollowinglocationsandtermsastheyarelabeling
theirmaps.
Sproull–FoodTraditionp.4
ImportantPlacesAndesM
oniouantains
PatagPampasPunaMesopotamia
iresBuenosAMt.Aconcagua
egoUshuaiaTierrade FuIguazuFalls
l
BodiesofWaterAtlanticOceanPacificOceanParanáRiveriodelaPlatatraitofMagellanRS
BorderingandNearbyCountries,Islands,etc.BrazilBoliviaCapeHornChileFalklandIslands(IslasMalvinas)ParaguayUruguay
5.Oncestudentscolorcodetheirmaps,makesurethattheyalsolabeltheminordertodifferentiatethevariousregions.
6.Classresearchorstudenthomeworkactivity:Studentsworkindividuallyorinpairstoresearchfivefactsaboutoneofthe"ImportantPlaces"or"BodiesofWater"fromthelist(note:theteachercanassignstudentsmorethanonearea(orallgeographicareas)toresearch,dependingonthesizeoftheclassandtimeavailable).Aspresenterssharetheirresearchfactswiththeclass,studentswilltakenotesontheattachedgeographyworksheet(teachernotesarealsoincluded).Theteachercandecide
whetherit'sappropriatetoteststudentsonthismaterialatalaterdate.
7.Finalgroupdiscussionquestion:AfterstudentshavelabeledtheirmapsandpresentedtheirresearchaboutthedifferentregionsofArgentina,askstudentstobrainstormhowArgentina'schanginglandscapemightaffectthepeoplelivingineachlocation.Recordstudentopinionsontheboardandthendiscussasawholeclass.
MapExtensionActivity
Studentscangainahands‐onunderstandingofArgentina’slandscapebycreatinga3‐Dtopographicalmapofcoloredmodelingclay.
Sproull–FoodTraditionp.5
Materialsneeded:colored,quick‐dryingmodelingclay;aboardtouseasabase(atleastonesquarefoot);atopographicalmapofArgentina;toothpicks;andpaper.
Directions:AftertracinganoutlinemapofArgentinaontothebasesurface,studentswilluseclaytorepresenttheimportanttopographicalfeaturesofArgentina,suchastheAndesMountains,Patagonia,Pampas,etc.(seelistonnextpage).Oncestudentshavecompletedtheir3‐Dmodel,theywilllabelachtopographicalareausinga"flag"madeoftoothpicksandpaper.e
Sproull–FoodTraditionp.6
StudentWorksheet:TheGeographyofArgentina
Directions:Locateeacharealistedbelowonyourmap.Besuretocolorcodeeachgeographicareaandlabeleachlandmark.(Ifyouaremakingthe3‐Dmap,writeeachtermbelowonasmall,aboutoneinchsquare,pieceofpaper.Tapeeachpapersquaretoatoothpicktocreatea"flag"thatyoucanusetolabeleachoftheregionsonyour3‐Dmap).
*Savethissheetsothatyoucanwriteanynotesabouteachgeographicareaduringthestudentpresentations.
BodiesofWate
r:
AtlanticOcean
PacificOcean
ParanáRiver
RiodelaPlata
StraitofMagellan
BorderingandNearbyCountries,Islands,etc.:
Brazil
Bolivia
ornCapeH
Chile
Paraguay
Sproull–FoodTraditionp.7
Uruguay
FalklandIslands(IslasMalvinas)
ImportantPlaces
ntains
/GeographicalAreas
AndesMou
aPatagoni
Pampas
otamiaMesop
Puna
BuenosAires
aguaMt.Aconc
Ushuaia
egoTierradelFu
IguazuFalls
Sproull–FoodTraditionp.8
TeacherNotes:TheGeographyofArgentina
BodiesofWater
ParanáRiver‐3,998kmlong,flowsfromBraziltoArgentina.It'stheworld's13th‐longestriverandthesecondlongestinSouthAmerica(theAmazonisthelongest).
RiodelaPlata‐"RiverofSilver"or"RiverPlate":Thisisoneoftheworld'sgreatriversystems.ItrivalstheAmazon,Nile,andMississippiintermsoflength,width,andflow.
StraitofMagellan‐theseachannellocatedatthesoutherntipofSouthAmerica.Itwas“discovered"byFerdinandMagellanin1520.
BorderingandNearbyCountries,Islands,etc.
CapeHorn‐fromDutch"KaapHoorn,"it'sthesouthernmostheadlandofTierradelFuego
FalklandIslands(IslasMalvinas)‐islandsownedbyBritain,thoughdisputedbyArgentina.
ImportantPlaces/GeographicalAreas
AndesMountains‐dominantmountainchaininSouthAmerica.Averageheightis13,000ft/4,000m.
Patagonia‐fromSpanish"patagones"or"bigfeet."Thisareaissparselypopulatedsteppe(cold,drygrasslands).
Pampas‐Quechuafor"levelplain."Thisflat,fertilelandthatisthecenterofthecountry'sagriculturaloutput.
Mesopotamia‐"thelandbetweentherivers,"thenorthernfertileareasborderingBrazil,Paraguay,andUruguay.
Sproull–FoodTraditionp.9
Puna‐"highsteppe"oraltiplanoregion.Thisisthedry,highaltitudeareainthenorthwest.Itisgenerallyadry,grassyareawithpasturelandforsheep,llamas,guanacos,andvicuñas.
BuenosAires‐Spanishfor"FairWinds,"thecapitalofArgentina,andthesecondlargestcityinSouthAmerica.ThegreaterBApopulationisapproximately15million.
Mt.Aconcagua‐highestpeakinbothsouthernandwesternhemispheres(22,835ft/6,962meters)
Ushuaia‐southernmosttownintheworld.
TierradelFuego‐“LandofFire,”aseriesofislandsthatcomprisethesouthernmostpartofArgentina.
IguazuFalls‐Guaranilanguagemeaning"GreatWater,"it'sthelargestwaterfallinSouthAmerica,includesover275individualfalls,andextendsver2miles(3km).o
Sproull–FoodTraditionp.10
Lesson2:AgricultureinArgentina
LessonObjective:StudentswillbuildupontheirknowledgeoftheArgentinelandscapeinLesson#1tolearnaboutthedevelopmentoftheagriculturalindustryofArgentina.StudentswillexploretheconnectionbetweentheUSAandArgentinainthefollowingfields:geography,agriculture,economy,anddiet.
Procedure:
1.Beginbydirectingstudentstotakeouttheircolorcoded(or3‐D)mapsofArgentina.Askstudentstolookatthemapsandthen,withapartner,thinkaboutwhichtypesoffoodmightbegrownorraisedinthevariousregions:AndesMountains,thePampas,Mesopotamia,andPatagonia.
2.Afterstudentshavefinishedmakingtheirinitiallists,reviewthefollowingfacts:
AccordingtotheArgentineMinistryofEconomy,about10%ofArgentinaiscultivated,andabouthalfofthatlandisusedforraisinglivestock.
ulture(downfromAbout10%ofArgentina'sGDPisearnedfromagric
20%inthefirsthalfofthe20thcentury).BeefisoneofArgentina'smostimportantexports.
Argentina'spopulaceisoneoftheworld'shighestbeefconsumers(percapita).
Argentina'stopfiveagriculturalproducts:soybeans,maize,sugarcane,wheat,sunflowerseed(foroil).
3.Forthisjigsawactivity,studentswillfocusonthebeefindustry.Ingroups4–5,studentswillresearchoneofthefollowingfivesetsofquestions(note:iftheclassislarge,theteachermayhavemorethanonegroupresearcheachset).Aftertheresearchiscompleted,eachgroupwillpresenttheirfindingstotheclass.Studentswilltakenotesduringeachpresentationsothateachstudenthasapersonalsetofnotesforallfivesetsofquestions.
Sproull–FoodTraditionp.11
StudentResearchQuestions:AgricultureinArgentina
ResearchQuestion#1:Whatkindoflandscapeisbestsuitedforraisingcattle?Whatisthedifferencebetween"grassfed"beefand"grainfed"beef?Inwhatwaysarethesetwomethodssimilar?Howaretheydifferent?Whataretheadvantagesanddisadvantagesofeachmethod?Aftercompletingyourresearch,doesyourgroupfeelthatonemethodisuperiortotheother?Whyorwhynot?s
ResearchQuestion#2:HowarecattletypicallyraisedintheUSA?Yourgroupshouldprovideaclearoverviewoftheprocess,andincludeatleastiveresearchfactsfromeachpersoninyourgroup.f
ResearchQuestion#3:HowarecattletypicallyraisedintheArgentina?Yourgroupshouldprovideaclearoverviewoftheprocess,andincludeateastfiveresearchfactsfromeachpersoninyourgroup.l
ResearchQuestion#4:Whataretheenvironmentaleffectsofraisingcattle?AretheUSAand/orArgentinafacinganyoftheseenvironmentalproblems?Youmustresearchanddescribeatleastfiveissuesduringyourresentation.p
ResearchQuestion#5:Whatarethehealthbenefitsofeatingbeef?Arethereanyhealthrisks?Ifso,whatarethey?Yourgroupshouldresearchboththebenefitsandrisksandbereadytopresentyourfindingstotheclass.
Spro Traditionull–Food p.12
Lesson3:ElGaucho
LessonObjective:StudentswillcomparethegauchoinArgentinatotheAmericancowboy.Theywilllearnsomeofthehistoricandculturalcharacteristicsofgauchoculture.
Note:Itisrecommendedthatstudentshavetwodifferentcoloredwritingutensilsforthisactivity.
Procedure:
1.DiscusswithstudentswhattheyknowaboutAmericancowboys.Whatwordsandimagescometomind?Keeparunninglistontheboard.
2.DirectstudentstodrawalargeVennDiagramontheirpapers.Overonecircle,writethetitle“AmericanCowboy.”Overthesecondcircle,titleit“ArgentineGaucho.”
3.Usingoneoftheircoloredwritingutensils,studentswriteinonehalfoftheVennDiagramwhattheyknowaboutAmericancowboys,cowboyculture,etc.Theymayreferbacktotheclassdiscussionnotesinstep#1,ifnecessary.
4.Usingthesamewritingutensil,studentsnowbrainstormwhattheyknowaboutArgentinegauchosinthesecondhalfoftheVennDiagram(thismaybeamuchshorterlist)
5.Tointroducestudentstotheconceptofthegaucho,theteachercanpresentoneormoreofthefollowing:
A)Apictureofatypicalgaucho(useInternetorprintedsources)
B)AvideoofmoderngauchosinArgentina(NationalGeographichasaninteresting2minuteclip,ortheteachermaypreferothervideoimages.TherearenumerousvideosavailableonYouTube.)
C)Acartoonvideo"ElGauchoGoofy"byDisneyClassics(1943).This8‐minutevideoiseasilyfoundonYouTubeandisinterestingasaculturalandhistoricalartifact,sinceitportraysbothcowboysandgauchosofan
Sproull–FoodTraditionp.13
earliertimeperiod.Studentscandiscusstheinformationlearnedfromthecartoon,aswellastheculturalgeneralizationsandstereotypesofthetimeperiod.
6. Ashomework,orforanin‐classactivity,studentswillconductindependentresearchtocompletetheworksheetaboutAmericancowboysandArgentinegauchos.
7. Afterfinishingtheworksheet,studentswilladdtheirresearchfacts(usingadifferentcoloredwritingutensil)toeachcircleoftheVennDiagram.
8. Next,asaclass,studentssharetheirresearchandcompletethefinalsectionoftheVennDiagram,whichisthesectionthathighlightssharedcharacteristicsfoundinbothcowboyandgauchoculture.
9. Discussion:Whatsurprisingfactsdidstudentslearnduringtheirresearch?Overall,docowboysandgauchoshavemoreculturalsimilaritiesordifferences?
Sproull–FoodTraditionp.14
StudentWorksheet:TheAmericanCowboy
1.Describethelinguistichistoryoftheword“cowboy.”
2.Whatarefivecommoncharacteristicsofcowboysinthe1800sandearly900s?1
3.Whatclothingandtoolsaretypicalofacowboy?Whatisthepurposeofachoftheseelements?e
4.Describeatleastonewaythatcowboysoftodayaresimilartoandfferentfromtheirpredecessorsinearliertimes.di
Sproull–FoodTraditionp.15
Stu GauchodentWorksheet:TheArgentine
1. Describethelinguistichistoryofthewordgaucho.
2. Whatarefivecommoncharacteristicsofgauchosinthe1800sandearly1900s?
3. Whatclothingandtoolsaretypicalofagaucho?Whatisthepurposeofeachoftheseelements?
4. Describeatleastonewaythatgauchosoftodayaresimilartoanddifferentfromtheirpredecessorsinearliertimes.
Sproull–FoodTraditionp.16
TeacherNotes:TheAmericanCowboy
1.Describethelinguistichistoryoftheword“cowboy.”"Cowboy"isanEnglishtranslationoftheSpanishwordvaquero,whichisamanwhoworkswithcows(vaca=cow).ThetermfirstappearedinEnglishinthe1700s,althoughtheconceptofaherder(cowherdorshepherd)hadbeeninuseforcenturies.Thetermmayoriginallyhavereferredtoonlyaboy,andthenexpandedtoincludethemoderncowboy,whichbecamemoreprevalentinthe1800s.Earlyon,itwasattimesconsideredaninsulttobecalledacowboy.However,todaythewordcowboyhasapositiveconnotationthatincludesbothhorseshowmanshipandvariousranchrelatedwork.ThecowboyisalsoaniconoftheAmericanwest,andisasymbolofManifestDestiny.
2.Whatarefivecommoncharacteristicsofcowboys 800sandearly1900s?TheAmericancowboybeganasaderivativeoftheSpanishvaquerotradition,asSpanishsettlersmovedintothenorth.Asmorecattlewereraised,thelandneededforgrazingincreased.Cowboysoftenlivedwiththeirherds,roamingtheAmericanwest.Theyoftencarriedtheirsupplieswiththem,andmanydidnothavefamilies,orliveinpermanentcommunities.Cowboysneededtobewellversedinhorsebackriding,sincethehorsewasessentialtotheday‐to‐dayexistenceofthecowboy.Cowboysbrandedtheirherdsin"roundups,"whichweretheoriginsofthe"rodeos"ofmoderntimes.
inthe1
3.Whatclothingandtoolsaretypicalofacowboy?Whatisthepurposeofeachoftheseelements?Acowboymightwearthefollowing:jeans,bandanna,chaps,cowboyhat,cowboyboots,andgloves.Histoolsmightinclude:agun,aknife,alariat(lasso),spurs,andalltheequipmentforhishorse.
4.Describeatleastonewaythatcowboysoftodayaresimilartoanddifferentfromtheirpredecessorsinearliertimes?Cowboystodaystillworkwithhorses,cattle,andanimals.Theylearnmanyofthesameskillsthatearliercowboysused.Today'scowboysarelessnomadic,livingsettledliveswithfamiliesandinpermanentcommunities.Todaythere
Sproull–FoodTraditionp.17
arebothworkingcowboys,andotherswhomayadopttheimage.Todaytherearealsorodeoperformances,wherecowboysshowtheirskillstoanaudience,tensolelyforentertainmentpurposes.of
TeacherNotes:TheArgentineGaucho
1.Describethelinguistichistoryofthewordgaucho.Thewordgauchohasseveralpossibleorigins.ItmaybederivedfromQuechuaword"huachu"(orphan)ortheindigenousMapucheword"cauchu"(vagabond).ThewordappearedinSpanishataroundthesametimeasArgentina'sindependencein1816.
2.Wh commoatarefive ncharacteristicsofgauchosinthe1800sandearly1900s?Gauchoswereoftenmestizo(mixedrace).Theytypicallyworkedontheirownorinsmallgroups,livingforlongperiodsoftimeontheopenland(pampas).Gauchosweregreathorsemenandoutdoorsmen.Theirprimaryjobwastoherdcattleandbringtheherdstomarket.
3. tclothingandtoolsaretypicalofagaucho?Whatisthepurposeofeachoftheseelements?Agauchotypicallyworebaggytrousers,highboots,awidebrimmedhat,andaponcho(whichcouldbeusedasasaddle).Heprizedhis
Wha
facón,orknife,aswellashisboledora(orbola).Thebolaconsistedofthreemetalballswrappedinleatherthatwereconnectedwithleatherstraps.Thegauchowouldthrowthebolaaroundthelegsofananimalinordertocatchit.Thetypicalgauchooutfitwouldalsoincludearebenque(leatherwhip),abeltcalledatirador,andachiripá,oraclothwrap.Inthewintertime,gauchosworeheavywoolponchostoprotectagainstcold.Nowadays,workinggauchosareaslikelytobefoundinoverallsandwellingtonbootsasintheirtraditionaldress.
4.Descri astonewaythatgauchosoftodayaresimilartoanddifferentfromtheirpredecessorsinearliertimes.Inthepast,gauchoswereanimportantpartoftheagriculturaleconomyandoftenhadanegativereputationforbeinguncivilized.Todaygauchos
beatle
Sproull–FoodTraditionp.18
representaromanticimageofArgentina'spast,buttheydonothaveamajorpresenceinmoderndailylife.
Sproull–FoodTraditionp.19
Lesson4:YerbaMate
LessonObjective:StudentswilllearnaboutyerbamateanditsimportanceinArgentina.Studentswillreadafolktaleabouttheoriginofmate,andthenlearnaboutitshistory.Studentswilltrymate,ifavailable,aspartofthislesson.
Procedure:
1.Theteacherwillbeginwithaclassdiscussionquestion:Afterwater,whatdoyouthinkarethemostwidelyconsumeddrinksintheworldtoday?Brainstormwithstudentswhattheythinkarethemostwidelyconsumedbeveragesandwhy.Afterstudentshaveachancetodiscusstheidea,informstudentsthatteaisgenerallyconsideredtheworld'ssecondmostpopulardrink.
2.IntroducestudentstoyerbamatebyfirstexplainingthatthisteaisconsideredArgentina'smostpopulardrink,anditisfoundalloverthecountry.
3.StudentswillreadtheGuaranimythabouttheoriginofmate,whichillustratestheculturalandhistoricimportanceofmateinArgentina'shistory.VariousversionsofthismythareeasilyfoundontheInternet,orinchildren'sbooksonArgentina(seeresourcelist).
4.Forhomeworkorasaclassactivity,studentswillresearchbrieflyaboutthehistoryofyerbamateandrecordtheirresearchontheworksheetincludedinthislesson.
5.Asaculminationforthislesson,teacherwillprovideasamplingofyerbamate,ifpossible,andbringinand/orshowpicturesofamatedrinkinggourdandbombilla(metalstraw).Studentswilldiscusstheirresearchfactswhilesamplingmate.
Sproull–FoodTraditionp.20
Stu rbaMatdentWorksheet:FindingOutAboutYe e
1. Whatistheetymologicalhistoryandtranslationofyerbamate?
2. HowdidyerbamatebecomesuchanimportantpartofArgentineculture?
3. Whatarethehealthbenefitsofmate?
4. Howismateconsumed?Arethereanyritualsassociatedwithdrinkingthisbeverage?
Sproull–FoodTraditionp.21
TeacherNotes:FindingOutAboutYerbaMate
1.W icalhistoryandtranslationofyerbamate?hatistheetymologYerba=Spanishfor"herb"
chuafor"cMate=Que up"or"gourd"
Therefore,yerbamatemeans,"herbcup,"whichishowmateistraditionallyprepared.
2.Howd eidyerbamatebecomesuchanimportantpartofArgentinculture?YerbamatewaswidelyusedbytheindigenouspeopleofArgentina.ItisnaturallyfoundintheMisionesregion,andcomesfromtheyoungleavesoftheBrazilianhollyplant.ItwasadoptedbySpanishsettlers,sincetheteawaslocallyproducedandmorewidelyavailablethanimportedcoffeeortea.TodayitisestimatedthatArgentinesdrinkover200,000tonsofyerbamateayear,andArgentinaisoneoftheworld'slargestconsumersofthistea.
3.Whatarethehealthbenefitsofmate?Yerbamatecontainssomenaturalcaffeine,andisfullofanti‐oxidants.Manyclaimthatmateincreasesmentalawareness,improvescirculation,providesenergy,andimprovesoverallhealth.
4.H lsasowismateconsumed?Arethereanyritua sociatedwithdrinkingthisbeverage?Mate(thetea)istraditionallypreparedinagourd(mate)andthendrunkthroughastrawcalleda"bombilla."Thestrawhasafiltertokeeptheteafreefromleaves.Theyerbamatebowlorgourdcanbeornatelydecorated,andArgentinestakegreatprideinthistradition.Typicallyyerbamateisasharedctivity,andthemateispassedfrompersontoperson.a
Sproull–FoodTraditionp.22
Lesson5:Americanvs.ArgentineDiets
LessonObjective:StudentswillanalyzeatypicalArgentinedietaswellastheirowndiets,inordertomakenutritionalandculturalcomparisons.
Procedure:
1.BeginthelessonbyshowingstudentsamenufromanArgentinerestaurant.Ifpossible,obtainprintedmenusfromalocalArgentinerestaurant;ifnoneareavailable,samplemenusareeasilyavailableonlinefrommanyrestaurantsand/orcookbooks.Aprintablemenu(PDF)isavailablefromBuenosAiresCafe(Austin,TX)atwww.buenosairescafe.com.
2.Directstudentstolistanyunfamiliarwordsordishesthattheyfindonthemenu.UseSpanishdictionariesand/orArgentineguidebooks,ifnecessary,tolookupanyunusualterms.Asstudentsanalyzethemenu,theyshouldlistthefivemostcommonfoodgroupsthattheyfind.
3.Nextpassoutablanksheetof81/2”x14”pieceofpapertostudents.Thiswillbetheir“placemat”fortheirimaginarymeal.
4.IntroducestudentstotheUSDAdietaryguidelinesbyvisitingwww.choosemyplate.gov.ThiswebsitehelpsdefinetherecommendeddietforAmericansandservesasabasicmodelforstudentstodesigntheirown“plate.”
5.OncestudentshaveanopportunitytoreviewanddiscusstheUSDAguidelines,studentswillillustrateadinner“plate”thatrepresentsoneoftheirtypicalmeals.
6.Afterstudentsillustrateandlabeltheir“plate,”theycanusetheUSDAwebsitetolookupthenutritionalandcaloricresultsoftheirchoices.
7.Forcomparison,studentswilldrawasecondplate(eitheronthebackortheirpaper,oronaseparatesheet),whichwillcontaina“typical”Argentinemeal.InordertocompletetheArgentineplate,studentscanusetheinformationgatheredfrommenusorArgentinecookbooksandshould
Sproull–FoodTraditionp.23
besuretoincludesomeculturalfoods.Theteachermayhavestudentsconductadditionalresearcheitheronlineorwithprintedresources.OnefactstudentsshouldconsiderastheyaredesigningtheirArgentineplateisthatanaverageArgentineconsumesabout190pounds(86kg)ofbeefperyear!
8.StudentscanusetheUSDAwebsitetocalculatethenutritionalandcaloricdifferencesbetweentheirpersonaldietandthatofatypicalArgentine.
9.Afterallstudentsaredoneillustratingtheirtwoplates,theteachercanposttheillustrationssothatstudentscanseethevarietyofmealseateninboththeUSAandArgentina.Theteachermayalsowishtohaveindividualstudentspresenttheirtwoplates.Oncetheclasshashadanopportunitytoviewthevarietyofplates,theteacherwillhelpstudentsreflectontheirobservations.
Questionstoconsiderduringthereflectionactivity:
SAandDoyounoticeanytrendsorpatternsintheplatesfromtheUfromArgentina?
Doyounoticeanyoveralldifferencesinthedietsofthetwocountries?
Whatareseveralpositivedietarychoicesyoucanlearnfromthisactivity?
FoodExtensionActivity:
StudentscanprepareArgentinefoodseitherathomeoratschoolwiththeteacher,inordertosampleArgentinecuisine.
SomepopularArgentinedishesthatstudentsmaywishtoprepareare:
Chimichurri Empandas Dulce (cookies)deleche/alfajor
es Medialuna(croissants)Asado(grilledmeat)
Pasta(sorrentinos,ravioles,etc.)
Sproull–FoodTraditionp.24
Resources
Children’sReferenceBooks
Arg ,entina:APortraitoftheCountyThroughitsFestivalsandTraditions GrolierPublishing,DanburyCT,2004.ISBN0‐7172‐5789‐4.Thisbookfocusesonfestivals,butalsohasaversionofthelegendofyerbamate).
Blashfield,JeanF.,Argentina,Children’sPress(Scholastic),NewYork,2007.ISBN‐13:978‐0‐516‐24872‐1
CaroGofen,Ethel&Jermyn,Leslie,Argentina:CulturesoftheWorld,MarshallCavendishCorporation,Tarrytown,NY,2002.ISBN0‐7614‐1358‐8
V
“Gauchos”(2minutevideo),NationalGeographicSociety,
ideos
http://video.nationalgeographic.com/video/player/places/regions‐places/south‐america/argentina_gauchos.html
“ElGauchoGoofy”(7minutevideo),WaltDisneyProductions(YouTubevideoclip),originalpublicationin1943.
Websites
USDA(UnitedStatesDepartmentofAgriculture),www.choosemyplate.com
w.atozkidsstuff.com/argentina.html“AtoZKidsStuff:Argentina,”http://ww
“NationalGeographicKids:Argentina,”/argentina/http://kids.nationalgeographic.com/kids/places/find
“Travelsur,”http://www. rtravelsu .net/gauchos.htmFormoreinformationongauchos.
Sproull–FoodTraditionp.25
.zonalatina.com/Zldata109.htm“ZoneLatina,”http://www Formoreinformationonmate.
,”“Argentina’sTravelGuide http://argentinastravel.com/190/drinking‐mate‐with‐the‐argentines/Formoreinformationonmate.
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