I teach general education 3rd grade in a public school in Brooklyn, New York. The community we serve is diverse in many ways, and each class reflects a diversity of experiences and backgrounds. One of the most exciting (and well-loved) parts of the 3rd grade curriculum is the social studies unit on China-- the land, the people, the history, the belief systems, and of course, the cuisines. The kids LOVE this in-depth study of Chinese culture, and they emerge from it having a heightened awareness of themselves, their community, and the world at large.
A third of the 3rd grade social studies curriculum consists of this culture study on China. My class lacks a working stove, a refrigerator, and cooking utensils which are essential to a thorough investigation of this fascinating world culture.
We begin our study of China with an examination of the country's geography. The children construct maps, taking note of various geographic features. We then discuss how these factors might affect people living in different geographic areas. I would like to conduct an investigation into how geography influences agriculture which in turn influences culinary practices. My class will look at northern and southern dietary staples (such as noodles and rice, respectively), and prepare dishes that incorporate traditional Chinese cooking techniques. We will need a refrigerator to store fresh ingredients, a hot plate, a wok, assorted pots and pans, cutting boards, mixing bowls, and tools for measuring.
Food is an amazing window into a culture. This experience will not only introduce students to Chinese ingredients and cooking techniques, but also to China's diverse history, belief systems, celebrations, and regional/cultural differences.
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