- Recipes for foods students tend to know and like (you can bring them in yourself, or have students bring them)
- Blank Xpeditions outline maps of the world , one copy for each student
- Colored pencils (optional, to color the maps)
- discuss their favorite foods, and hypothesize the origins of the flavors;
- read information about the spice trade, and discuss why spices have been so important over many centuries;
- research and answer questions about the spices in a favorite recipe;
- map the locations of all spices researched in the class;
- discuss the reasons we use spices from around the world;
- plan international meals, including spices from at least two continents; and
- write fact sheets to be placed on the table when the meals are served.
Acquiring Geographic Information
Organizing Geographic Information
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Explain that spices, including salt, come from different parts of the world and have been traded for centuries. Without this trade in spices, eating would be much less interesting.
Have students look at A Short History of Spice Trading to find out more about the history of the spice trade. After they have read the material at the sites, ask them to explain in a class discussion the reasons why spices have been considered so important for many centuries.
Have students go to the following Web sites to find out about two of the spices and flavorings in their recipes. As they look at the sites, have them answer the questions below the list of Web sites.
Questions to answer:
- What countries or region of the world does this spice come from?
- Where might you look for this spice? On a tree? In the ground? Somewhere else?
- What is one interesting historical or mythical fact about this spice (e.g., something about trade in this spice or the history of how it was discoveredor an interesting bit of folklore concerning this spice)?
- What foods is this spice commonly used in?
List on the board the spices that students have investigated and the countries where these spices come from.
Give each student a blank outline map of the world , and have students label the countries of origin and the spice names, as they are listed on the board. They can refer to a world atlas or to the MapMachine to find out where these countries are located. They might want to use a different color for each spice's country or countries of origin so they can easily see where the different spices came from.
They should search for recipes containing their spices at the following international recipe Web sites (and any others they can locate online or in cookbooks):
Have students write menus that list the foods they will be serving. Then have them write fact sheets to be placed on the table. The fact sheets should describe where the spices come from, where in that region they can be found (e.g., on trees or in the ground), and one or two interesting things about each spice.
The fact sheets should also include maps showing where each spice comes from.