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\n\"Cuisine\n\n
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\nPeace Corps\n
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\nCuisine and Etiquette\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners identify the main food in the different cultures they have examined. In groups, they compare and contrast their expected table manners to the ones in Sierra Leone, Uganda and Zambia. Using this list of behaviors, they identify...\n
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\n\"Manners\n\n
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\nCurated OER\n
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\nManners and Etiquette Day 2\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPractice correct table setting procedures and identify acceptable manners and etiquette skills to be used with meal service. Your class will practice table manners and introductions and create a real working atmosphere with customers....\n
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\n\"Key\n\n
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\nCurated OER\n
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\nKey Ingredients: America By Food\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nIn this set of five lessons, students analyze the important of food traditions, identity, and history. Students analyze how food traditions contribute to family identity, investigate family food traditions through interviews, and compare...\n
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Lesson Plan
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\n\"Yoko\n\n
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\nCurated OER\n
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\nYoko and the Sushi Party\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents listen to a read aloud of Rosemary Wells, Yoko as they begin a study of Japanese culture and customs. They experience Japanese food, geography and culture. They write a friendly letter to the author.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe All-American Slurp\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nExplore Chinese culture and customs with your class and allow them time to connect and compare their own experiences with experiences of character a from the short story The All-American Slurp. They create a short presentation on some...\n
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\n\"Chopsticks\n\n
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\nCurated OER\n
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\nChopsticks and Chinese Food Culture\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders discover why food is an important part of a culture. As a class, they practice the table manners used in China and identify the underlying values. They develop the skills to properly use chopsticks to end the lesson.\n
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\n\"S'More\n\n
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\nCurated OER\n
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\nS'More Mores\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents consider social practices common to their target language. They work in pairs to research social practices common to the target language society that differ from those in the United States. They prepare a three-minute...\n
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\n\"Student\n\n
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\nPerkins School for the Blind\n
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\nStudent Store\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nVocational training activities are extremely important for learners with intellectual or physical disabilities. Here is a great idea that will help your class become skilled at money handling, basic economic concepts, interpersonal...\n
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Lesson Plan
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\n\"Learning\n\n
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\nCurated OER\n
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\nLearning About the Kumeyaay Indians\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders research the Native American nation of Kumeyaay. Scholars use the internet to research past history. Through email, 3rd graders communicate with a Kumeyaay child to discover life on a present day reservation. They create a...\n
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Website
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\n\"Project\n\n
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\nOther\n
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\nProject Britain: British Life and Culture\n

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\n\nFor Students\n\n9th - 10th\n
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\nThanks to teachers and students at Woodlands Junior School for this excellent website that clues us in on everything British. This is an excellent source of information for customs and traditions, daily life, etiquette, government, food...\n
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