Festival Foods Around the World

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Festival Foods Around the World
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Festival Foods Around the World

• Grade Three
• by
• Jess Monn
• Carla Mullins

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Table of Contents

• Government
• Standard and Websites
• Activity 1
• Activity 2
• Activity 3
• Activity 4
• Activity 5
• Citizenship Rights and Responsibilities
• Standard and Websites
• Activity 1
• Activity 2
• Activity 3
• Activity 4
• Activity 5
• Social Studies and Methods
• Standard and Websites
• Activity 1
• Activity 2
• Activity 3

• History
• Standard and Websites
• Activity 1
• Activity 2
• Activity 3
• Activity 4
• Activity 5
• People in Societies
• Standard and Websites
• Activity 1
• Activity 2
• Activity 3
• Activity 4
• Activity 5
• Geography
• Standard and Website
• Activity 1
• Activity 2
• Activity 3

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History Students use materials drawn from the
diversity of human experience to analyze and
interpret significant events, patterns and themes
in the history of Ohio, the United States and the
world.

• Websites
• http//mexico.pinnacle-travel.org/culture.htmCinc
  oDeMayo
• http//www.whatsonwhen.com/sisp/index.htm?fxevent
  event_id46899
• http//chineseculture.about.com/library/weekly/aa0
  93097.htm
• http//www.antiguanice.com/antigua_barbuda_carniva
  l.htm
• http//vietnamesegod.blogspot.com/2006/01/new-year
  -in-viet-nam_10.html
• http//www.eastjeffersonparish.com/culture/MARDIGR
  A/HISTORY/history.htm

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History Activity 1

• Research the history of the festivals that are
  celebrated in China, Vietnam, France, Antigua,
  Mexico and the United States.

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History Activity 2

• Read the book Festival Foods Around the World by
  Becky Stull
• Have the students write a journal entry about the
  festival they would like to attend and why.

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History Activity 3

• The students will research, using the internet,
  important people that were involved in the battle
  that the festival of Cinco de Mayo celebrates.

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History Activity 4

• Using the information from researching the
  festivals, what important people influenced the
  celebration of these festivals.

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History Activity 5

• The students will research from reference books,
  selected by the librarian, traditional clothing
  worn by the locals at each countrys festival.

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People in Societies Students use knowledge of
perspectives, practices and products of cultural,
ethnic and social groups to analyze the impact of
their commonality and diversity within local,
national, regional and global settings.

• Websites
• http//chinesefood.about.com/od/mooncake/a/moonfes
  tival.htm
• http//vivacincodemayo.org/history.htm
• http//www.translationindia.com/country-france-peo
  ple.html
• http//www.terragalleria.com/vietnam/vietnam-regio
  n.portraits.html
• http//www.geographia.com/antigua-barbuda/aghis01.
  htm

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People in Societies Activity 1

• Have a guest speaker from the country of China
  come in and tell the students about their
  country.
• Have students sample tasty moon cakes.

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People in Societies Activity 2

• Have a guest speaker from the country of Mexico
  come in and tell the students about their
  country.
• Have students sample tacos, beans, and tortillas.

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People in Societies Activity 3

• Have a guest speaker from the country of Antigua
  come in and talk to the students about their
  country.
• Have the students sample vegetable fritters.

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People in Societies Activity 4

• Have a guest speaker from the country of France
  come in and speak to the students about their
  country.
• Have the students sample lemon cakes.

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People in Societies Activity 5

• Have a guest speaker from the country of Vietnam
  come in and speak to the students about their
  country.
• Have the students sample rice cakes wrapped in
  leaves.

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GeographyStudents use knowledge of geographic
locations, patterns and processes to show the
interrelationship between the physical
environment and human activity, and to explain
the interactions that occur in an increasingly
interdependent world.

• Websites
• http//encarta.msn.com/encyclopedia_761576758/Mexi
  co.html
• http//encarta.msn.com/encyclopedia_761552648/Viet
  nam.html
• http//encarta.msn.com/encyclopedia_761558178/Anti
  gua_and_Barbuda.html
• http//encarta.msn.com/encyclopedia_761568934/Fran
  ce.html
• http//encarta.msn.com/encyclopedia_761573055/Chin
  a.html
• http//www.worldbiomes.com/biomes_map.htm

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Geography Activity 1

• Students will use thumbtacks to locate the six
  countries on a world map. This will be displayed
  in the classroom.

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Geography Activity 2

• Students will research the different climates of
  the each country. The students will use the
  internet and one reference book to make a list of
  unique characteristics of each climate region.

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Geography Activity 3

• As a whole group, the students will make a chart
  of the unique climate regions. The class will
  then do a Venn Diagram to compare and contrast
  the climates.

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Geography Activity 4

• The students will research, using the internet,
  what type of foods will be grown in these climate
  regions and how will it affect what people eat in
  these regions.

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Geography Activity 5

• The students will create a bar graph depicting
  the regional rainfall for each climate. They
  will use this data to see if the rainfall helps
  or hurts crops in that region.

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EconomicsStudents use economic reasoning
skills and knowledge of major economic concepts,
issues and systems in order to make informed
choices as producers, consumers, saves,
investors, workers and citizens in an
interdependent world.

• Websites
• http//www.tooter4kids.com/china/ChinaTalk_Chinese
  _Money_and_Counting.htm
• http//www.guidevietnam.com/travel/money.htm
• http//numismondo.com/pm/atu/
• http//www.essortment.com/all/economicschina_rjns.
  htm
• http//en.wikipedia.org/wiki/Economic_history_of_V
  ietnam

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Economics Activity 1

• The students will research, using the Internet,
  what foods are imported and exported from the
  different regions.

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Economics Activity 2

• The students will write an extended response
  based on Activity 1 their opinions of why these
  foods need to be imported.

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Economics Activity 3

• The students will compare the price of rice in
  each of the countries and discuss its
  availability to all people.

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Economics Activity 4

• As a whole group, the currency of these countries
  will be compared and contrasted to the US Dollar
  using a Venn Diagram.

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Economics Activity 5

• The students will create a pie graph that shows
  the percentage of individuals from each country
  that are farmers.

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Government Students use knowledge of the
purposes, structures and processes of political
systems at the local, state, national and
international levels to understand that people
create systems of government as structures of
power and authority to provide order, maintain
stability and promote the general welfare.

• Websites
• http//library.thinkquest.org/J0112187/france's_go
  verment.htm
• http//www.index-china.com/index-english/Politics-
  gov-s.html
• http//countrystudies.us/vietnam/57.htm
• http//countrystudies.us/mexico/80.htm
• http//www.chinatoday.com/who/h/hujintao.htm

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Government Activity 1

• The students will research the government
  structure of France and list it on chart paper to
  display in the classroom to be used as a
  reference guide for a later activity.

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Government Activity 2

• The students will research the government
  structure of China and list it on chart paper to
  display in the classroom to be used as a
  reference guide for a later activity.

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Government Activity 3

• The students will research the government
  structure of Vietnam and list it on chart paper
  to display in the classroom to be used as a
  reference guide for a later activity.

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Government Activity 4

• The students will research the government
  structure of Mexico and list it on chart paper to
  display in the classroom to be used as a
  reference guide for a later activity.

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Government Activity 5

• The students will research the government
  structure of Antigua and list it on chart paper
  to display in the classroom to be used as a
  reference guide for a later activity.

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Citizenship Rights and ResponsibilitiesStudents
use knowledge of the rights and responsibilities
of citizenship in order to examine and evaluate
civic ideals and to participate in community life
and the American democratic system

• Websites
• www.uscis.gov
• http//www.msnbc.msn.com/id/13442226/
• http//cltr.co.douglas.nv.us/Elections/100Question
  Test.htm
• http//www.fairvote.org/pr/global/mexicocongress.h
  tm
• http//www.usa.gov/Citizen/Topics/Voting/Learn.sht
  ml

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Citizenship Rights and Responsibilities Activity
1

• The students will research, using reference
  books, the voting requirements for each country.
  These will be broken up into 6 small groups.
  Their findings will be shared in class and listed
  on chart paper to display in the classroom.

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Citizenship Rights and Responsibilities Activity
2

• The students will research what the proper
  requirements are of immigrants to become citizens
  of the United States.

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Citizenship Rights and Responsibilities Activity
3

• Students will do a mock test of the one hundred
  citizenship requirement questions that are given
  to immigrants who wish to become a US citizen.

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Citizenship Rights and Responsibilities Activity
4

• The students will research the rights of women
  compared to men in each country. Students will
  do this in small groups of six. They will then
  vote on the fairness of each country regarding
  men and women.

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Citizenship Rights and Responsibilities Activity
5

• The students will create two election parties.
  They will list their partys beliefs and values.
  The students will participate in a mock election.
  The students will vote for the different parties
  they have created.

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Social Studies and MethodsStudents collect,
organize, evaluate and synthesize information
from multiple sources to draw logical
conclusions. Students communicate this
information using appropriate social studies
terminology in oral, written or multimedia form
and apply what they have learned to societal
issues in simulated or real-world settings.

• Websites
• http//encarta.msn.com/encnet/features/mapcenter/m
  ap.aspx
• http//www.gamedesign.jp/flash/worldmap/worldmap.h
  tml
• http//www.worldatlas.com/aatlas/world.htm
• http//www.dltk-kids.com/type/how_to_paper_mache.h
  tm
• http//www.actden.com/pp/

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Social Studies and Methods Activity 1

• The students will make a 4 slide PowerPoint
  presentation in small groups of six to
  concentrate on one pre-selected country of things
  they found interesting.
• The groups will present their presentation to the
  class.

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Social Studies and Methods Activity 2

• The students will paper Mache a globe that
  depicts the specific countries of Mexico,
  Antigua, France, China, Vietnam and the United
  States.

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Social Studies and Methods Activity 3

• The students will plan and participate in one
  festival chosen by a mock election.

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Social Studies and Methods Activity 4

• Using the reference charts from the Government
  Activities, the students will journal the
  similarities of one of the countries and the
  United States.

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Social Studies and Methods Activity 5

• Make a class book of what I have learned about
  the United States, Vietnam, China, France, Mexico
  and Antigua.