In this lesson, students will explore the culture of different regions by learning about differences in foods and recipes. They will create maps of the United States and the world, based on what they have learned about various regions through Internet research.

Geography, international foods

Standard 4: "The physical and human characteristics of places"

Three to four hours

• Computer with Internet access
• Wall maps of the world and the United States
• Blank Xpeditions outline maps of the world, one for each small group of students
• Blank Xpeditions outline maps of the United States, one for each student

Students will

• discuss what they know about regional differences in the United States;
• research regions of the United States to learn more about cultural traditions, customs, and landscape and climate features; and
• illustrate a United States map with some of the regional characteristics they have learned about.

Divide the class into small groups, and have each group visit the Food Museum and find out the countries of origin for three Eastern Hemisphere and three Western Hemisphere foods. Ask each group to map these places of origin on a blank world outline map.

Have groups find some recipes from the countries they have listed—preferably recipes that use these foods. They can find recipes at AllRecipes.com, or they can search the Web for international recipes. As they look at the recipes, ask them to answer the following questions: Does this recipe use the food you have found at the Food Museum? If so, how does it use this food? If not, what other interesting types of food are included in the recipe?

Ask groups to research countries on their list to find out about modern-day agriculture in those countries. Have them find out whether the countries still produce the foods they are researching. Ask each group to choose one of the recipes it has found. Try to make sure that no two groups choose the same recipe. Have students prepare brief oral presentations on the food, its country or countries of origin, where the food is produced today, and the way it is used in the recipe.

Ask some students to volunteer to make the recipes and bring the dish into class. If this is not possible or not permitted, have students draw pictures of what they think the dish might look like (a much less appetizing substitute, of course). Have students present their edible and inedible creations to the class so that everyone has a chance to learn about the foods and how they are used in their countries of origin.

Ask students to think about regional differences in the United States. What are some of the differences they are aware of? They might mention accents, types of food, the weather, or the way the landscape looks. List their responses on the board.

Point to a United States map and explain that, unlike states, regions aren't always defined by political boundaries but are general areas in which people share some similar cultural traits. People therefore don't always define regions the same way. For example, show them the general vicinity of the Southeast, but explain that some people in eastern Texas might think of themselves as Southeastern while others might think of themselves as part of the West.

Have students use the Internet to find out about regions of the United States. They should investigate cultural traditions such as regional foods and holidays, as well as landscape and climate features. A good way to do this would be to research specific states within regions (keeping in mind that regions aren't always clearly-defined). They can find out about states at Yahooligans! or another kids' search directory.

Have a brief classroom discussion about regions. What have students learned about what regions are (and are not)? Have their ideas about what makes a region changed since the beginning of this lesson?

Give each student a blank outline map of the United States, and ask them to illustrate the map with some of the regional characteristics they have discovered, such as food and landscape features. They can be creative and make the maps colorful, but the maps should reflect real information they have gathered.

Have students discuss or write paragraphs explaining what they think are the unique characteristics of their own region. Is their region known for certain types of food, music, or scenery?

International Food Information Council
National Geographic: Xpeditions Activity—Geographic Groceries