Message from mmadruga

[Anonymous]

The China Institute at The University of Southern California
Summer Seminar 2016
Michael John Madruga
La Familia High School Thermal, California.

Lesson Plan: The Ramen Factor World history/Ethnic Studies Grades 10-12

Objective: That all students have a thorough understanding of the history of the ramen noodle, and its ever expanding market. The learner will analyze the significant social, economic, and cultural impact that the ramen noodle has on society.

Ca. Standard: 10.10 Students analyze the contemporary world of China.
Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. 2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. 3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

Ca. Standard: 10.4 Students analyze patterns of global change in the era of New Imperialism in China.

Ca. Standard 2.2: Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

California Historical and Social Sciences Analysis Skills
Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

Materials- Atlas, textbook, ramen, bowls, chop sticks, hot water, youtube access.

Day 1- The students will draw and label a blank map of Southeast Asia and locate the major countries, cities, and waterways in the region. Show one of the youtube videos.
https://www.youtube.com/watch?v=-iyGGoXD8L8
https://www.youtube.com/watch?v=cekU_MvrkEs
https://www.youtube.com/watch?v=baOCh8VSd2U

Followed by a verbal map quiz, and a discussion clarifying the lesson, expectations, and assessment. Review and define new vocabulary with students.
Vocabulary: Japan, Korea, China, Taiwan, Vietnam, Samurai, noodle, migration, cuisine, Asian, communism, capitalism, Buddhism, nation, ethnicity, culture, sphere of influence, environment (political and physical), relative locations.

Task: Socratic discussion on the foregoing video and map assignment. Each learner is required to be an interactive participant in the dialogue as it will be an integral part of the overall students’ assessment.

Homework: Compose a 1page reflection on the video/map assignment/discussion utilizing at least 2 of the new vocabulary terms. All submissions must have a title and conclusion.

Day 2: Socratic discussion on student reflections and student submission of work product (map and reflection). The reflection is an integral element of the learners’ overall assessment. The learners are to be paired up for the following days task .The students can be paired by the instructor according to ability or randomly by lottery. Inform the students to bring all of the necessary materials, and be ready to go when the class begins. Instruct that each pair can add only one new ingredient to their dish, however it is not a requirement. Each pair is required to bring their bowl and utensils and the ramen of their choice. Show youtube videos.

https://www.youtube.com/watch?v=ejsnCn2mzIU
https://www.newyorker.com/culture/culture-desk/the-history-of-the-ramen-noodle
https://www.luckypeach.com/a-timeline-of-ramen-development

Closure: End the session with a Q and A to clarify the assignment and the grading rubric for final assessment. Review new vocabulary if time permits.

Day-3- This is an interactive and collaborative lesson plan wherein pairs of students will work together cooking and presenting a ramen dish. The students should be frontloaded with a good understanding of Southeast Asia, and the major socio/political influences in the region. A decent grasp of the world map, and a basic knowledge of Southeast Asia would be beneficial for subject context and learning.

California Content Standard Food and Service Industry
11.0 Demonstration and Application
Demonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance.

Task: The students shall be paired
Each pair shall cook a selected cup/package of ramen noodles.
Each pair has the option of adding (1) ingredient (preferably an Asian product)
Each pair will prepare, cook, and present their respective ramen dish.

Assessment:
The final product will be graded by a blind taste test on a 1 to 4 scale by a third party. The elements are as follows: 1. Presentation 2. Taste 3. Texture of noodles
4. Did the additional ingredient add/distract from the dish?

Extra Credit: Proficiency with chopsticks (expert, master, journeyman, novice)

Final Assessment: The final grade for the project should be graded in rubric format including the completed map, written reflection, discussion participation, being on task, being prepared with all the necessary materials. Application of La Familia ESLRS.

Reward: Contact your local Buddhist temple and arrange a field trip for top 7 performing students. Advise learners on proper attire, and behavior prior to visit.

Instructor hints: Be prepared with coffee pot with sufficient amount of hot water. Have enough bowls and chopsticks for forgetful pupils. A roll of paper towels can’t hurt. Select teachers and/or administrators to judge and apply the ramen grading rubric. Sometimes I allow my students to formulate their own rubric? If you want to try more complicated dishes and expand the task see references. (Noodles Every Day by Corinne Trang)

Reference

The Untold History of Ramen: How Political Crisis in Japan Spawned a Global Food Craze
By George Solt February 22, 2014Univ of California Press

Noodles Every Day: Delicious Asian Recipes from Ramen to Rice Sticks by Corinne Trang
Crazy Rich Asians by Kevin Kwan
http://www.youtube.com/watch?v=3EgenuMbTz8