Kindergarten Edible Social Studies: Week 6

In the classroom this week we talked about the seasons and read a few books about what we experience as we move through the year: Sometimes Rain, The Weather Girls, and The Earth Gives More. We learned that eating with the seasons means the fruits and vegetables we enjoy are at their ripest and most nutritious. Buying seasonal produce also supports local farmers in our community.

In the kitchen, the kindergarteners made a spring salad with several ingredients that highlight the current season: strawberries, asparagus, spring onion, baby spinach, and shelling peas. We practiced the same blanching/shocking technique we learned last week with the fava beans and practiced how to slowly drizzle in oil to emulsify a salad dressing. It was a beautiful spring day in the outdoor classroom. Our salad garnish was nasturtium petals picked straight out of our school garden!

1st Grade Edible Social Studies: Week 6

In the classroom this week we read Rashin Kheiriyeh’s book The Shape of Home about a classroom of children who bond over the different places their families come from. Rashin, the narrator, thinks Iran, the country she moved to New York City from, looks like a Persian cat.

In the kitchen we made a Persian rice pilaf called havij polo. Our recipe contained lots of grated carrots, fresh turmeric, saffron, rose petals, golden raisins, and candied citrus made from pomelo, Cara Cara orange, and tangerine peels. Many chefs found the sweetness of the sugar syrup and the bitterness of the citrus peel in a savory dish to be a strange, different experience. Whether they loved it or found the havij polo not to their liking, all the first grade chefs tried something new.

Kindergarten Edible Social Studies: Week 5

It was Earth Day on April 22, so we read two books about climate change and the role we can play in protecting our environment: To Change A Planet by Christina Soontornvat and Rahele Jomepour Bell and Maybe You Might by Imogen Foxell and Anna Cunha.

In the kitchen classroom we learned that beans are not only a delicious plant to eat but also provide nutrients to the soil as they grow. The kindergarten chefs had the opportunity to work with first-of-the-season locally grown organic fava beans. We learned how to shell the favas; blanch them in hot, salted water; shock them in an ice bath; then peel them again to reveal the bright green beans inside. This is a time-consuming task that is made a lot more enjoyable when done with friends in a big group!

The cooked fava beans went into the food processor and we pureed them with lemon, tahini, garlic, dill, and extra-virgin olive oil. Everyone enjoyed the fava bean spread with pita, miche from Starter Bakery in Berkeley, carrots, and cucumbers. Happy Earth Day!

1st Grade Edible Social Studies: Week 5

In the classroom this week we celebrated how we all represent many cultures with Monica Brown’s and Sara Palcios’ book Marisol McDonald Doesn’t Match about a child who is Peruvian and Scottish and American.

In the classroom we made arroz chaufa, a Chinese Peruvian dish that marries Asian ingredients like ginger, soy sauce, and sesame oil with South American ingredients like pepper—specifically, ají panca, which has a mild, fruity flavor. We learned that fried rice is best made with cold, cooked rice so that the grains, when cooked again, don’t turn mushy. The first grade chefs had fun with high-heat cooking using woks!

1st Grade Edible Social Studies: Week 4

In the classroom this week we read Maurice Sendak’s rhyming book Chicken Soup with Rice: A Book of Months, which celebrates how timely chicken soup with rice is all year round.

In the kitchen we made a vegetarian avgolemono soup with pasture-raised, locally produced ducks eggs. The dish has origins in Sephardic Jewish foodways and is most commonly associated with Greek and Turkish cuisine today. The first grade chefs chopped spring onion, garlic, celery, and carrots, minced herbs, and mixed together the avgolemono (eggs with lemon juice). They learned a tempering technique for combining a mixture containing uncooked egg with a hot soup base to allow the avgolemono to thicken and flavor the soup without adding bits of scrambled egg to the final product. One of the students at Strawberry table had three bowls before it was time to clean up!

Kindergarten Edible Social Studies: Week 4

This week we read the old European folktale Stone Soup in the classroom and talked about what the story means to us. The kindergarteners suggested that when the villagers worked together with the soldiers, they created something wonderful as a group. Some students thought the soldiers tricked the villagers into sharing their bounty. Others wondered why the soldiers used stones to start the soup.

In the classroom we made our own version of stone soup. Every member of the community indeed contributed to our meal! After much chopping, mincing, stirring, and measuring, we sat down to celebrate how much we create when we cook and eat together.

1st Grade Edible Social Studies: Week 3

In the classroom this week the first grade chefs watched a video from PBS Wisconsin, Manoomin: Food That Grows on the Water, about the sacred role wild rice plays in Indigenous Anishinaabe culture.

In the kitchen we made a manoomin salad featuring wild rice produced by the Red Lake Band of Chippewa Indians, winter squash, cranberries, and pumpkin seeds—all foods native to North America. We also enjoyed an iced strawberry leaf tea, which some chefs loved and others found bitter, but everyone tried something they had never tried before!

Kindergarten Edible Social Studies: Week 3

We read two books together in the classroom this week: Time to Make Art by Jeff Mack and The Artivist by Nikkolas Smith. We discussed how almost anything can be a medium for art, including food, and how the art we make can help to change the world.

In the kitchen classroom, the kindergarten chefs made salad art with cutting boards as their canvas. First we prepped all of our ingredients, then we got to work. The artists were challenged to use at least six ingredients and to try a food they might not have tried before. No two works ended up looking or feeling the same! In our closing circle, we each shared our favorite ingredient; the fusilli pasta, the strawberries, and the golden beets got the most love.

1st Grade Edible Social Studies: Week 2

In the classroom this week we read Sandra L. Richards’ and Megan Kayleigh Sullivan’s book Rice & Rocks about a child named Giovanni who feels unsure about including his friends in his family’s Sunday night tradition of eating Jamaican rice and beans. After a ride around the world with his magical parrot Jasper, Giovanni discovers that rice and beans are a beloved pairing in many food cultures in addition to his own.

In the kitchen, the first grade chefs made Jamaican rice and peas, a recipe Ms. Francis told us she learned how to cook from her Jamaican mother-in-law! Our recipe uses kidney beans, but Gungo or pigeon peas are also traditional. The rice and peas were seasoned with green onion, thyme, allspice, ginger, bay leaf, and coconut milk. We enjoyed the dish with a refreshing Jamaican drink, sorrel tea, made from hibiscus flowers.

Kindergarten Edible Social Studies: Week 2

In the classroom this week we read Tomie dePaola’s The Popcorn Book and learned that Indigenous peoples all across the Americas have eaten popcorn for thousands of years. We learned that “rainbow” or “calico” popcorn has red, white, yellow, and blue kernels. We also learned a story about little people who live inside the kernels and get so mad when their house is heated that they blow up!

In the kitchen, the kindergarten chefs made rainbow popcorn from scratch and ground their own spice blend to accompany it. They used a tool, the mortar and pestle, that human beings have used to make food for centuries. We enjoyed our freshly popped popcorn with optional melted butter and a Peruvian drink made from purple corn, fruit, and spices called chicha morada. Many chefs who were hesitant to try the spice blend ended up loving it and adding more to their bowls.

1st Grade Edible Social Studies: Week 1

In the classroom this week we read Anna Kim’s book Danbi Leads the School Parade about a child who bonds with her new classmates at school in a new language at lunchtime.

In the kitchen we made kimbap, a rice dish rolled in seaweed filled with cooked ingredients like carrots, spinach, braised burdock root, cucumber, egg, and pickled daikon radish. The first grade chefs had a lot of fun spreading the rice (“bap” in Korean), filling their individual rolls, brushing the seaweed (“kim” in Korean) with sesame oil, and slicing the kimbap to reveal their colorful centers.

Kindergarten Edible Social Studies: Week 1

For our first week of classes, we read the book Rainbow Stew by Cathryn Falwell and learned that eating a variety of colorful fruits and vegetables makes our bodies strong! Deeply colored edible plants are filled with phytonutrients that help us stay healthy. They’re also fun to eat.

In the kitchen, the kindergarten chefs made a rainbow fruit salad featuring strawberries, tango tangerines, pineapple, kiwi, blueberries, and blackberries. They tried out culinary tools like the crinkle cutter and y-peeler. The best part was tossing all the fruit together and enjoying the salad in community.

3rd Grade Edible Social Studies: Week 10

For our final lesson this year, we talked about the concept of legacy and watched a short film from the Oakland Museum of California featuring four generations of Ohlone women. We heard Ruth Orta and her descendants discuss the importance of the oak tree and their cultural traditions around the preparation of acorn as food. Mr. Orlando wondered how Indigenous peoples originally learned to leach the toxins from the acorn so the plant could provide nourishment for thousands of years. We all stand on the shoulders of ancestors who have figured a lot of stuff out for us!

In the kitchen classroom, we made acorn brownies using hand-processed acorn flour from Grass Valley and an Ohlone tea from native plants. Because white sage has been overharvested and poached in California in recent years, we supplemented with yarrow, another native plant with many medicinal properties.

While we waited for our tea to steep, we played the Ohlone game of staves, a simple yet very engaging game of chance played with sticks. The first chef at each table to get to five points won the game—students were deeply invested in the outcome. It was a great privilege to spend the past 10 weeks with all the second and third graders studying the history of San Francisco and to look towards our collective future at the end. We can’t wait to cook again with you all next year!

3rd Grade Edible Social Studies: Week 9

We read a book this week called The Rainbow Flag: Bold, Bright, and Beautiful written by Michelle Millar Fisher and illustrated by Kat Kuang. It tells the story of how Harvey Milk, Gilbert Baker, and their friends created the pride flag in 1978 for the San Francisco Gay Freedom Day Parade. Many of us learned a new word, vexillology: the study of flags.

In the kitchen classroom, with two neighborhood rainbow flags flying in sight, we made edible versions of the Philadelphia Pride flag that debuted in 2017. We learned what Gilbert Baker meant for each stripe to symbolize: red for life, orange for healing, yellow for sunlight, green for nature, blue for peace, and violet for spirit. We learned that the black and brown stripes represent Black and brown members of the LGBTQ+ community.

This was such a fun culmination of all that students have learned over the years. A lot of fine-motor skills were involved in creating a strikingly colorful buffet. The season we used strawberries, tangerines, pineapple, kiwi, blueberries, purple sweet potato, candied ginger, crushed chocolate cookies, and fresh whipped cream to construct our rainbow pride parfaits. They were so pretty and equally as tasty—a toast to a brilliant, enduring symbol of the Castro District and the city of San Francisco.

3rd Grade Edible Social Studies: Week 8

In class this week, we read a book by the artist Jacob Lawrence called The Great Migration: An American Story featuring his paintings about the movement of millions of African Americans in the twentieth century from the American South to cities in the North and later to cities in the West. In San Francisco specifically, many African Americans arrived from the South to work at the Hunters Point Naval Shipyard. We discussed some of the conditions of the Jim Crow laws and why Black families chose to move in search of better economic opportunities and lives free from prejudice. Lawrence’s book talks about how many African American families met different but no less devastating forms of discrimination in their new homes. Our lesson happened to fall on the same week that the San Francisco Board of Supervisors formally apologized to its African American community for “decades of systemic and structural discrimination, targeted acts of violence, atrocities.”

In the kitchen, the chefs made a truly American dish, collard greens, with a vegetable originally from Europe, a cooking method originally from the African continent, and a recipe that tells the story of African American ingenuity, survival, and thriving. We learned that the highly nutritious juices left over from the cooking process are called potlikker. The second and third graders enjoyed the collards and potlikker with cornbread. Some choose to eat the bread separately; others chose to mix it in with the liquid to sop up all the flavor.

3rd Grade Edible Social Studies: Week 7

In the classroom this week we read Katie Yamasaki’s book Fish for Jimmy, which was based on her family’s experiences during the incarceration of people of Japanese descent during World War II. Students shared strong feelings about this chapter in California history and we had an interesting discussion about reparations and whether what the American government did in the aftermath of what happened was enough. One thing we learned was that Japanese incarceration fundamentally altered Japantown in San Francisco: the neighborhood today remains significantly smaller than it was before the forced removal of its citizens in the 1940s.

In the kitchen, we learned to make a sushi hand roll, temaki. We filled the temaki with a number of colorful, vegan ingredients, like oshinko (pickled daikon), pea shoots, and Hodo braised tofu. We love to see all the smiling faces of chefs who love sushi!

3rd Grade Edible Social Studies: Week 6

In the classroom this week we learned about the great earthquake and fires of 1906 in San Francisco. Several students talked about the golden fire hydrant only a few blocks from Harvey Milk that played a role in saving the Mission neighborhood at that time. We watched a PBS video about the Italian American community in North Beach and Fisherman’s Wharf and how a banker named Amadeo Giannini helped his community and city rise from the ashes after the devastation. (San Francisco public middle school A.P. Giannini is named after him.) His legacy, now called the Bank of America, has a branch that, like the golden fire hydrant, is just a few blocks from our school.

In the kitchen we made minestrone, a vegetable and bean soup with roots that date back to ancient Rome. Everyone did an incredible job of getting a lot of different ingredients prepped and simmering in our pots. The pasta we used is called orecchiette, which means “little ears” in Italian. A perfect meal for a cold winter’s meal outdoors!

3rd Grade Edible Social Studies: Week 5

After the Gold Rush, many Irish and Chinese immigrants found work building the Transcontinental Railroad, which connected the Pacific Coast with existing tracks in the eastern United States. In the classroom this week, we watched a short PBS film focused on the experience of the Chinese railroad workers. Students were amazed to see photos and footage of the process, which was largely done by hand, and discussed why the famous photo of the railroad’s completion did not include the Chinese people who had helped to build it.

In the kitchen, we made lo mein, just in time for Lunar New Year celebrations. We learned that in Chinese culture, noodles symbolize long life, and are eaten during the new year for luck and good fortune. Ours is a simple but satisfying recipe that even the stubbornest anti-vegetable chefs tried! Everyone also had the opportunity to practice using chopstick, which added to the fun of the class. Happy Year of the Dragon to all!

3rd Grade Edible Social Studies: Week 4

In the classroom we watched a short Brittanica video about the Irish Potato Famine in the mid-19th century and learned how a million Irish people died and how others fled the country. Many arrived in California right as the Gold Rush began. SFUSD has an elementary school named after Frank McCoppin, the first Irish-born mayor of San Francisco. By 1880, a third of San Francisco’s population was Irish.

In the kitchen we made colcannon, a delicious potato and cabbage dish with loads of Irish butter! We enjoyed the meal with some local, seasonal fruit gifted to us by the produce company we use for many of our ingredients. I brought in mini Irish soda breads—a new taste for a number of students. The weather was quite rainy, which only added to our celebration of Irish culture.

3rd Grade Edible Social Studies: Week 3

In the classroom this week, we learned that after the Mexican War of Independence, California became a part of the First Mexican Empire. The Spanish diet featured wheat; wheat was the grain of the Bible. The Mesoamerican and Mexican diets, on the other hand, featured corn; corn was a literal god. Students watched a short Eater Forklore film about corn and its role in both Indigenous and modern cultures.

In the kitchen we made tortillas from scratch and got to work with wooden tortilla presses. We have traditionally taught this lesson in the fall, when California tomato season is at its peak, but no one let the winter weather or produce get in the way of our enjoying fresh, warm tortillas and a simple pico de gallo together.