Nourishment Black-eyed peas are culturally significant to African and

African diasporic peoples, and as a result are an important part of Southern American cuisine.

Academics This lesson fulfills History and Social Science Standards for

discussing the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the

Americas in the fifteenth and sixteenth centuries; Common Core State Standards for collaborative discussion;

integrating information in different formats; speaking and listening; language; Health Standards for making healthy

food choices; safe food handling; and preparing nutritious food.

Kitchen Lesson K7-7

Ghanaian Black-Eyed Peas Communication

Students recognize that firearms and disease provided colonial Europeans with a massive advantage over

indigenous peoples, with disease alone killing 90% of Native Americans following their arrival.

Sustainability Many food crops native to the Americas, Africa and Eurasia

were interchanged during the Columbian Exchange, in addition to other types of plants and agricultural

technologies.

Life Skills Students learn how cooking fat and spices together can

infuse dishes with flavor and practice adding ingredients at different

times to account for different cooking rates.

Kitchen Lesson #7 Grade 7, Spring Rotation

K7-7 Ghanaian Black-Eyed Peas Abstract

Summary In this 7th grade humanities lesson, students prepare a Ghanaian Black-Eyed Pea Stew and examine the exchange of foods between Eurasia, Africa and the Americas during the Columbian Exchange. Objectives After this lesson, students will be able to:

• Discuss the major economic and social effects of the Columbian Exchange on Eurasia, Africa and the Americas • Describe how the exchange of food crops during and after the Columbian Exchange impact the foods we eat today

Assessments During this lesson, students will:

• Discuss the exchange of plants, animals, technology, culture and ideas between Eurasia, Africa, and the Americas during the Columbian Exchange

• Realize that different plants and animals originate in different regions of the world Communication is strengthened by recognizing the massive advantage firearms and disease provided colonial Europeans over indigenous peoples, with disease alone killing 90% of Native Americans following their arrival. Sustainability is highlighted by learning that many food crops native to the Americas, Africa and Eurasia were interchanged during the Columbian Exchange, in addition to other types of plants and agricultural technologies. Nourishment is acquired by discussing the cultural significance of the black-eyed pea to African and African diasporic cultures, and its resulting importance in Southern American cuisine. Life Skills are sharpened by learning that cooking fat and spices together can infuse dishes with flavor and that adding ingredients at different times can account for different cooking rates. Academics fulfill History and Social Science Standards for discussing the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries; Common Core State Standards for collaborative discussion; integrating information in different formats; speaking and listening; language; Health Standards for making healthy food choices; safe food handling and preparing nutritious food. See Connections to Academic Standards below for details.

Edible Schoolyard curriculumemphasizes developing community and personal stewardship, along with skills that will help students navigate different situations throughout their lives; and making connections between the diets of historic cultures and the foods we eat today. See Connections to Edible Schoolyard Standards below for details. This lesson follows the BEETLES Project’s Learning Cycle (Invitation-> Exploration -> Concept Invention -> Application -> Reflection) and uses their Discussion Routines (Think-Pair-Share, Whip-Around). All are highlighted in Green* with an asterisk for easy identification. See the documents BEETLES_Discussion_Routines.pdf and BEETLES_Learning_Cycle.pdf included in Resources below for more information. Games and activities from other sources are also identified in Green, without an asterisk. Connections to Academic Standards History–Social Science Content Standards for California Public Schools, Grade 7

• 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).

• 7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.

Common Core State Standards, English Language Arts and Literacy, Grade 7

• RH6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

• RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• SL.7.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

• SL7.1.c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

• SL.7.1.d Acknowledge new information expressed by others and, when warranted, modify their own views. • SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,

facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)

• L7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences. • L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing

relationships among ideas. • L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

• L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. • L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and

redundancy. • L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression. Health Education Content Standards for California Public Schools, Grades 7&8,

• 1.4.N Describe how to keep food safe through proper food purchasing, preparation, and storage practices. • 1.8.N Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced

diet. • 7.1.N Make healthy food choices in a variety of settings. • 7.2.N Explain proper food handling safety when preparing meals and snacks.

Connections to Edible Schoolyard Standards Edible Schoolyard 3.0 In the Edible Schoolyard Program

• 1.0: Students work with each other and teachers to develop community and personal stewardship, along with skills that will help them navigate different situations throughout their lives.

• 1.1.1 – 1.3.12: This lesson fulfills all Edible Schoolyard Program standards, numbers 1.1.1 through 1.3.12. See The Edible Schoolyard Berkeley Standards for details.

In the Kitchen Classroom, 7th grade • Concepts 2.3.11: Make connections between the diets of historic cultures and the foods we eat today.

Kitchen Lesson #7 Grade 7 Spring Rotation

K7-7 Title Lesson

Materials For the Chef Meeting

• K7-7 Visual aid • Ghanaian Black-Eyed Peas recipe • Spiced Butter recipe • Ingredients and tools for demonstration

Ingredients

• Spiced Butter or butter • Red onion • Tomatoes • Chili flakes • Garlic • Ginger • Berbere or chili powder • Coconut milk • Turmeric • Black-eyed peas • Water • Salt • Cilantro • Scallions

Optional Ingredients

• Potatoes • Yams • Collard greens • Kale

• Chard • Carrots

Tools

• Heavy bottomed pot • Mixing bowls • Wooden spoon • Chef knives • Paring knives • Cutting boards • Measuring beaker and/or measuring cups • Measuring spoons • Ladle • Can opener

Equipment

• Stove Timeline Overview Total Duration: 90 minutes Welcome:

1. Invitation* (5 minutes) At the Chef Meeting:

2. Concept Invention* (15 minutes) At the Table:

3. Application* (60 minutes) Closing Circle

4. Reflection* (10 minutes) Before you Begin

• Create the visual aid • Copy the Ghanaian Black-Eyed Peas recipe to hand out

• Copy the Berbere recipe to hand out • Copy the Spiced Butter recipe to hand out • Cook the black-eyed peas • Prepare the Spiced Butter • Prepare the Berbere • Gather supplies for the Chef Meeting • Collect all the tools and ingredients, and then distribute them to the tables

Procedures Welcome (5 minutes)

1. Invitation*: a. Introduce the Ghanaian Black-Eyed Peas and explain that before we begin cooking, we will trace the journey of the

black-eyed pea from its origins in West Africa to the ESY kitchen classroom in the United States. At the Chef Meeting

2. Concept Invention*: (15 minutes) Students learn how the black-eyed pea came to the United States.

a. Using the visual aid, have students identify the three main landmasses involved in the Columbian Exchange, then review each of the empires, civilizations or cultures that existed on each landmass before the Columbian Exchange:

i. In the Americas, the Incan and Aztec empires were thriving. 1) Recall the staple crops of the Aztec and Inca people, as well as other foods that originated in the

Americas. ii. In Africa, the kingdoms of Ghana, Songhai and Mali had built cities and established major trade routes with

Northern Africa and the Arabian Peninsula. iii. Europe and Asia (Eurasia) were already trading via the Silk Road.

1) Eurasia was also the only landmass with firearms. b. Emphasize that before the Columbian Exchange and the beginning of worldwide trade, foods and animals that we

now associate with a particular region did not yet exist in that region: i. Native Americans did not ride horses. ii. Ireland did not have potatoes. iii. Italy did not have tomatoes. iv. Ask students to contribute more ideas.

c. Address the impact of the Columbian Exchange and its effects on each of the three landmasses: Eurasia, the Americas, and Africa.

d. Explain how, as the only people with guns, Europeans began to colonize the Americas and Africa. i. New crops brought to Eurasia from the Americas, such as corn and potatoes, became staple crops in Europe. ii. Farming and mining in the Americas enabled Europe to establish a new and very lucrative economy.

e. Explain that before the Columbian Exchange, the Americas had no domesticated animals. i. The Europeans brought cows, sheep, pigs, horses and chickens. ii. Domesticated animals are often carriers of diseases, and the Europeans brought smallpox, measles, and

influenza to the Americas. f. Explain that the new diseases brought to the Americas killed up to 90% of the first Americans.

i. Have all the students stand up and choose three students to remain standing while everybody else takes a seat. ii. Ask the students to explain why only three people out of the thirty students remained standing.

g. Discuss how the demand for money in Europe, coupled with widespread disease related deaths, created a labor shortage in the Americas.

i. This led to the enslavement of West Africans by Europeans and the establishment of African slavery in the Americas.

h. Revisit the origin of black-eyed peas and explain how black-eyed peas were carried over to the Americas in the hulls of slave ships.

i. Discuss the cultural significance of the black-eyed peas and its importance in Southern cuisine. i. Using the visual aid, have the students identify the origin of the different ingredients in the Ghanaian Black-Eyed

Peas recipe. j. Ask students to wash their hands and join their table group.

At the Table

3. Application* (60 minutes) Students cook and eat Ghanaian Black-Eyed Peas.

a. Meet with the table groups to review the recipe and assign jobs. b. Prepare the recipe. c. Set the table; eat; clean up.

At the Closing Circle

4. Reflection*: (10 minutes) Students reflect on today’s class time.

a. Using the visual aid, have students identify the origin of ingredients in their favorite foods. Vocabulary Ritual Complete Protein Berbere Contributors All lessons at the Edible Schoolyard Berkeley are developed in collaboration with the teachers and staff of the Edible Schoolyard and Martin Luther King Jr. Middle School. Learning Cycle and Think-Pair-Share discussion routine © The Regents of the University of California. All materials created by BEETLESTM at The Lawrence Hall of Science. Ghanaian Black-Eyed Peas, Berbere and Spiced Butter recipes are adapted from Marcus Samuelsson's The Soul of a New Cuisine. Resources K7-7_Visual_Aid.pdf Ghanaian_Black_Eyed_Peas_Recipe.pdf Spiced_Butter_Recipe.pdf BEETLES_Learning_Cycle.pdf (See lesson G6-0)