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Summary and Objective
Comparing the origins of American and Greek diets will enable students to better understand daily life in both cultures. Students will understand that both early Americans and Ancient Greeks used products available to them from farming and agriculture to eat. They will examine the differences, and explore the similarities in the foods consumed on a daily basis. Using primary sources from the American Centuries digital collection and websites on Greek history, students will discover the important roles that climate, natural resources, topography, and geography play in food production and consumption in both regions.
Teaching Plan
Step 1.
Define farming and agriculture with the class, and discuss what foods students would eat in a well-balanced meal in their own homes. The class will also review key vocabulary such as climate, topography, and natural resources in order to enable students to consider these factors in their research of food availability and supply.
Step 2.
Divide the students into groups of 3 or 4 and assign each group foods of either early Massachusetts or Ancient Greece to research. Massachusetts groups will view sources from the American Centuries digital collection, while the Ancient Greek groups will review the suggested Greek history websites.
Step 3.
A large piece of chart paper will be posted with "Early Massachusetts" at the top. Under this heading will be the following categories; fruits and vegetables, meat and dairy, grain, and other. A second large piece of chart paper will be posted in a different location in the classroom with the heading of "Ancient Greece" and the same categories below it. Each chart will have four long columns to record the data collected. This is where class data will eventually be recorded.
Step 4.
As each group gathers research from the American Centuries digital collection sources or the Greek history websites, they will record information in their groups first. Later, the whole class will report their findings to form the large class charts together. This will avoid repetitions from groups reporting on the same region.
Step 5.
When students have generated a comprehensive list for both regions, the class will discuss what they discovered in their research of both areas. Students will also compare similarities and differences of the foods available in both places. Students will discover the important roles of climate, topography, and natural resources in these different parts of the world. The change of seasons and how this affects supply and availability in both places is something for students to be aware of as well.
Step 6.
Students will return to their groups and together plan an authentic early Massachusetts or Ancient Greek meal on large white construction paper. They may draw pictures of the foods they chose on a plate, and they must include labels.
Step 7.
Groups will present their menu to the class, explaining the meal they would prepare and foods they included. Students should also discuss what season they might be eating this meal, due to the availability of ingredients.
Step 8.
Because climate, natural resources, geography, and topography are common subtopics in any study of early civilizations, this activity could be extended to include other cultures in American or World history.
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