Italian Food

Abstract: 

The English class will be actually visiting an Italian restaurant and writing about their experiences.  While they are writing about their experiences with the food they will also be learning more about the history of Italian food in their history class and learning more in their family and consumer sciences classes.  With the knowledge learned in several of their classes, they will also write a research paper on the history of the Italian food they ate at the restaurant. 
The Technology class will have a company, i.e. Italian Foods, Inc. that developed a new line of products for the microwave oven.  The company is looking for microwaves that will conform to the new look and taste of their new 21^st century food products.  Italian Foods, Inc. needs a microwave designed for the new century the current designs are out date and out of style.  Their customer focus is based upon people who need to utilize their space and time and the most efficient way possible.  The typical kitchen size for the company’s customer is approximately 300 sq. ft.  Here is typical day in the life of an Italian Foods, Inc. customer:  You’ve just gotten off of work and found that your family is coming over for dinner.  You don’t have time to prepare and cook a full meal so you decide to warm up some frozen Italian Food. You finally clean off your counter top and close all of your refrigerator and dishwasher doors, so you can access your microwave.  It is old and not efficient to cook more than one frozen meal at a time.  You wish you could have a microwave to match your delicious and styling Italian Foods, Inc. dinner.  Italian Foods, Inc. has hired your company to design and develop a new microwave.  In order for you to design an efficient and stylish microwave your will need to research the history and development of Italian Foods and Microwaves.

Names and Majors of Team Members:

• Victor Boens: History Education
• Melodye P. Moore: Technology Education
• Josh Wood: Technology Education
• Allison Bernhard: English Education
• Dawn Gustafson: Special Education
• Erica Lyn David: Special Education

Subjects Integrated:

• Technology:  The Effect of Microwaves on Italian Foods
• English:  Italian Food Critique and Research
• History:  Past, Present, and Future of Italian Foods

Grade Level:

• 9-12

Objectives:

Technology:

• Students will demonstrate their knowledge of the microwave through researching on the Internet and through other resources.
• Students will demonstrate an understanding of the design process.
• Students will develop an understanding of the functions of the microwave.
• Students will design the microwave through sketches on paper and final drawings on AutoCAD.
• Students will learn the functions of the working model and how it is utilized in the design stages.

English:

• After completing this unit, participating students will be able to visit a restaurant and write a critique/review based upon their experiences about another culture’s food.  This applies to standard nine of the English Language Arts.
• After completing this unit, participating students will be able to write a research paper or work together with another student to compile a recipe book with historical anecdotes. This fulfills standard eleven of the English Language Arts.
• After completing this unit, participating students will be able to write a research paper using MLA format and perform research for their paper.  This fulfills standards seven and eight of the English Language Arts.  
• After completing this unit, participating students will be able to workshop their paper and critique a classmate’s paper.  This also fulfills standards three and eleven.

History:

• Students will be able to distinguish the different regions of Italy and the popular foods of those various regions.
• Students will be able to identify which regions are able to produce certain foodstuffs and why, because of geography, that food production is possible.
• Students will be able to analyze why the Italian diet is the way it is by examining how it came to be over the centuries
• Students will be able to communicate why Italian food is so prevalent in the American diet.

Rationale:

Technology: 

• The project is important because it integrates science, math, and spatial concepts into the overall design process. Students will receive a well rounded education learning a multitude of aspects concerning microwaves.

English:

• As students complete this unit, they will be experiencing the food and dining experience of another cultural.  They will get the chance to encounter something new and therefore expand their horizons.  As they experience something new, they will also be recording their thoughts and opinions, thus enhancing their writing skills and ways of expressing themselves.  Students will also be learning how to conduct and write a research paper according to MLA format, something that will be useful to them as they continue in their educational career.

 History:

• Student will have the opportunity to learn about the history of Italian food as it pertains to the regions of the country through applying math skills.  Students will have an opportunity to work with others through group presentation of the culinary regions. 

Basic Resources Needed:

Technology:  

• Computer and AutoCAD software
• Drafting Paper/Pens/Pencils
• Internet
• Literature on the Mircowave

English:  

• Library and it’s books
• Internet
• An Italian restaurant (Olive Garden, Connie’s)

History:  

• Map of Italy
• Overheads                         
• Dictionary of Italian Foods, by John Moriani
• Food, Drink, and Identity; Cooking, Eating, and Drinking in Europe Since the Middle Ages, by Peter Scholliers

Special Education: See each section of Special Education for specific resources needed.

Unit Descriptions:

Technology: 

            Students will break into groups of 4.  They will do a research paper on the history and development of Italian foods and microwaves.  With the understanding of how a microwave works, students will be given a design brief on designing an efficient and stylish microwave.  Students will sketch their designs on paper and then their final drawing will be a 3-D model using the software AutoCAD.  Students will present their microwave project in a 15-minute presentation, which will be videotaped.

Activity Description:

• Students will learn how to research through the use of the Library and Internet

• Students will incorporate their skills from English class to write a research paper

• Students will learn how to do a presentation with the use of Microsoft Office programs

Evaluation:

• The students will be graded on the creativity of their design and model 

• The presentation will be graded on appearance, creativity, and group participation

Special Education:
           Based on the objectives for the technology section of this project, there are several adaptations that can be made for students with various disabilities.  For students with learning disabilities, a special workshop could be hosted to review how to do research.  Also, a skeleton outline may be handed out so these students can write down what they are researching according to the different categories of interest.  Another adaptation for students with learning disabilities may be to give a time extension on the final design. 
            Students who have visual impairments may give a verbal description of their microwave and the various components.  Books on tape may also be provided for their research purposes. 
            Finally, students with moderate/severe disabilities could be allowed to use the PECS system to learn and tell about the functions of a microwave.  They could have pictures of a microwave, live chicken, and a cooked chicken to relay the message that the microwave cooks food items. 

English: 

First, students will be learning how to write a food review, which they will be writing later.  Students will then be visiting an Italian restaurant and writing about their experiences via a food review.  After completing that project, students will then pick a food dish they ate at the restaurant and write about the history of that food in the way of a research paper or a recipe book with historical facts. 

Activity Description:

• Learn how to write a food review

• Visit an Italian restaurant

• Write a food review

• Pick a food to research

• Learn how to write a research paper

• Visit the library and use the books and Internet

• Write a research paper or recipe book with short history, both using MLA

• Workshop and peer critique several classmates’ papers

Evaluation:

• Graded on behavior at restaurant

• Graded on food review

• Graded on critique of research paper and research paper itself

Special Education:
    There are again several options for special education adaptations under the English category.  Skeleton outlines of food reviews may be provided for students who have trouble sorting out important information.  A time extension is also an option.  Handouts will be provided on the process of researching and how to write a research paper.  When students visit the library, they will be given time to ask questions.  During the student critique, a list may be provided for criteria to look for while reading their peer’s paper. 
    When the students are filling out the food review, thicker pencils may be provided for easier gripping, if needed.  Students with moderate to severe disabilities may also use their PECS board or another communication board/device to request their selection of food at the restaurant.  If students are unable to attend to field trip, they may select an Italian dish, find a food review, and write a report about it. 
    For students with visual impairments, the menu may be read to them.  Another option would be to provide a menu that is written in Brail.  During the peer critique, the paper may be read to them, or typed in Brail.

History:

    The class will begin by learning the various regions of Italy by performing various map activities;
    Next, students will learn Italian foods by region through applying those map skills gained above and by reading a handout in class.
    Then, the class will divide into groups.  There will be four to five students per group.  As groups students will research one of the twenty culinary regions of Italy and prepare a 10-20 minute presentation for the class.  Groups can prepare a dish from their chosen regions, give a power point presentation, or give a traditional presentation.
    Assessment will be based on presentations and participation.

Special Education:  
            Students may pair up in groups to work on the various regions of Italy by looking on the map.  Simplified maps with just the essential information will be provided to help students select the important facts.  Handouts on the various regions will be given ahead of time, so students with learning disabilities will have the opportunity to review before looking at the maps. 
            Brail maps will be provided for students with visual impairments.  All handouts will be typed in Brail, so they will also be able to review over them before hand.  An interpreter will be provided during the 20-minute presentation for students with hearing impairments. 
            For students with moderate to severe disabilities, they will be given the role of operating the power point presentation while presenting to the class.  Also, they will be given the option to select which topic they feel they will be able to provide the most input for.  They will also use PECS or another communication device to relay information to their group members. 

References: 

John Moriani. Dictionary of Italian Food. (New York: Broadway Books, 1998)

Peter Scholliers, ed. Food, Drink and Identity: Cooking, Eating and Drinking in Europe Since the Middle Ages. (Oxford Press, London, 2001)