- Email: [email protected]
Use of a Course Focused on Thomas Jefferson to Explore History, Cuisine, and Gardening Concepts
GEM NO. 460
Use of a Course Focused on Thomas Jefferson to Explore History, Cuisine, and Gardening Concepts David H. Holben, PhD, RD,*Didactic Program in Dietetics, Ohio University, School of Human and Consumer Sciences, Athens, Ohio ( J Nutr Educ Behav. 2008;40:399-400) *Address for correspondence: David H. Holben, Didactic Program in Dietetics, Ohio University, School of Human and Consumer Sciences, Athens, Ohio 45701; Phone: (740) 593-2875; Fax: (740) 593-0289; E-mail: [email protected] doi: 10.1016/j.jneb.2007.09.012
INTRODUCTION Teaching concepts related to cuisine and community nutrition/food assistance programs and their effectiveness are vital for those desiring to practice community nutrition. In fact, programs accredited by the Commission on Accreditation for Dietetics Education (CADE) must include such knowledge and skills.1 However, other concepts, including history and gardening, are not required by CADE or other accrediting bodies and are dependant on the general education requirements of the undergraduate institution where the program is housed. Neither history nor gardening concepts are required for matriculation at most undergraduate institutions, thus nutrition and dietetics educators who wish to teach these concepts, especially history related to food and American culture,2-7 need to develop creative ways to introduce such concepts. Students both within and outside nutrition and dietetics may be interested in a course that examines the intersections of several disciplines, such as history, cuisine, and gardening, especially when that course fulfills a general education requirement. Therefore, an elective, university-level course was developed by a registered dietitian to allow students to explore history, cuisine, and gardening.
CLASS DESCRIPTION The course, entitled “Thomas Jefferson—Gardener and Gastronome,” was developed to promote the exploration of cuisine and gardening, set in the context of Thomas Jefferson’s Colonial America. Books required for the course included Dining at Monticello16 and The Gardens of Thomas Jefferson’s Monticello.7 Other resources for the lecture and laboratory component included Thomas Jefferson’s Monticello,8 Thomas Jefferson’s Cookbook,9 Monticello—A Guidebook,10 The Food Journal of Lewis and Clark—Recipes for an Expedition,11 and Of the People—An African American Cooking Experience.12 The Web site for the Thomas Jefferson Foundation13 was also an invaluable resource for course-related information, including video clips, as were food and American culture-related journal articles.2-5 Interactive class sessions, including some problem-based exercises, related to course objectives were developed by the instructor for the first two-thirds of the course. Use of presentation software and moviemaking software, as well as video clips, Internet sites, and images made by the author (Figure 1 and Figure 2), were used. For the last third of the class, each student developed a project and class presentation related to Jefferson and cuisine and/or gardening. Examples included “Produce and Flowers Depicted in the Art of Jefferson,” “Development of a Historic Gardening Program for Elementary School Children,” “Trees and Plants at Monticello and Their Use in Ohio Today,” and “The Kitchen Garden at Monticello.” Students explored the literature related to their topic, developed a presentation using presentation and/or movie-making soft-
ware, and facilitated a hands-on learning experience for their peers. The laboratory component of the course used inquiry to engage students in causal reasoning, problem solving, and critical thinking. In sum, the lab component included menu development and cooking of meals from the late 1700s and early 1800s, such as “Meals on the Lewis and Clark Expedition,” “A Colonial Thanksgiving,” and “An African American Meal at Monticello.” Gardening activities included a seed-saving workshop offered by a community-based organization and a trip to the local farmers market to compare and contrast food available at Monticello to that in and near Ohio. For the cuisine-related labs, student groups developed menus using course resources and prepared those meals as a group each week, which facilitated team-building skills among the class members. To further encourage learning and interaction among the students, each student developed an on-line journal or Web log (blog) to document their thoughts, views, and feelings related to the both the lecture and laboratory portions of the course, as well as to document learning and course project progress. Writing exercises were intended to sustain critical thought to promote cognitive and intellectual growth. A link to each student’s blog was provided on the course Web site so that students could learn from each other. This course is an example of how food and nutrition concepts, as well as history, can be incorporated into an elective university course open to all university majors. Specifically, this course fostered student learning and development of a variety of skills, including oral and written communication, problem solving, critical thinking, and team building. Course evaluations and writing exercises also indicated that students
400
Holben/USE OF COURSE ON THOMAS JEFFERSON TO EXPLORE HISTORY, CUISINE, AND GARDENING
REFERENCES
Figure 1. A vegetable garden at Monticello in spring.
Jefferson at Monticello, the University of Virginia, and Poplar Forest.
POTENTIAL ADAPTATIONS
Figure 2. Tennis-ball lettuce, a favorite of Jefferson’s.
enjoyed the course and developed culinary skills. Overall, at the conclusion of the course, students were able to: (1) discuss Thomas Jefferson’s place in American food history; (2) state how Congress, African Americans at Monticello, Lewis and Clark, guests at Monticello, and other constituencies ate during their association with Mr. Jefferson; (3) identify the eating patterns of Mr. Jefferson; (4) discuss Mr. Jefferson’s love of gardening and his role as a landscape architect; and (5) describe the gardens designed by Mr.
Areas with historic or community gardens could apply a service learning component through service to bridge the gap between the classroom and real-life situations. This concept could be adapted to an elementary, middle, or high school setting, as well as to community nutrition practice. For example, a Thomas Jefferson-themed school garden could be planted to teach concepts related to Colonial agriculture, seed saving, and heirloom vegetables. A history or social studies class could include project development by students, similar to those described above. Community nutritionists could develop a garden for their practice setting or for a community-based agency, showcasing Colonial vegetables. Concepts related to physical activity through gardening14 or seed saving are 2 potential topics. Development of a community garden could also springboard into a discussion about locally produced food and the potential benefits.15,16 Finally, a Jefferson-related culture and cuisine study tour could be developed by nutrition professionals for continuing professional education.
1. American Dietetic Association. Commission on Accreditation for Dietetics Education. Available at: http://www. eatright.org/cps/rde/xchg/ada/hs.xsl/CADE. html. Accessed September 15, 2008. 2. Carlin JM. From plum pudding to salsa. Nutr Today. 2001;36:17-18. 3. Food in American history. Nutr Today. 2001;36:19. 4. Grivetti LE, Corlett JL, Lockett CT. Food in American history part 2: Turkey – birth of a nation: colonialization to the revolution (1565-1776). Nutr Today. 2001;36:8896. 5. Grivetti LE, Corlett JL, Lockett CT. Food in American history part 3: beans – revolution and expansion: the frontier experience (1776-1848). Nutr Today. 2001;36: 172-181. 6. Fowler DL, ed. Dining at Monticello. Chapel Hill, NC: The University North Carolina Press; 2005. 7. Hatch PJ. The Gardens of Thomas Jefferson’s Monticello. Charlottesville, Va: Thomas Jefferson Memorial Foundation; 1992. 8. Thomas Jefferson Foundation. Thomas Jefferson’s Monticello. Chapel Hill, NC: The University North Carolina Press; 2002. 9. Kimball M. Thomas Jefferson’s Cookbook. Charlottesville, Va: University of Virginia Press; 1976. 10. Thomas Jefferson Foundation. Monticello—A Guidebook. Charlottesville, Va: Thomas Jefferson Memorial Foundation; 1997. 11. Gunderson M. The Food Journal of Lewis and Clark—Recipes for an Expedition. Yankton, SD: History Cooks; 2003. 12. Charles H. Wright Museum of African American History. Of the People—An African American Cooking Experience. Nashville, Tenn: Favorite Recipe Press; 1999. 13. Thomas Jefferson Foundation. Monticello homepage. Available at: http://www. monticello.org/. Accessed September 15, 2008. 14. Armstrong DL. A community diabetes education and gardening project to improve diabetes care in a northwest American Indian tribe. Diabetes Educ. 2000;26:113-120. 15. Gustafson A, Cavallo D, Paxton A. Linking homegrown and locally produced fruits and vegetables to improving access and intake in communities through policy and environmental change. J Am Diet Assoc. 2007;107:584-585. 16. Nanney MS, Johnson S, Elliott M, HaireJoshu D. Frequency of eating homegrown produce is associated with higher intake among parents and their preschool-aged children in rural Missouri. J Am Diet Assoc. 2007;107:577-584.
Use of a Course Focused on Thomas Jefferson to Explore History, Cuisine, and Gardening Concepts David H. Holben, PhD, RD,*Didactic Program in Dietetics, Ohio University, School of Human and Consumer Sciences, Athens, Ohio ( J Nutr Educ Behav. 2008;40:399-400) *Address for correspondence: David H. Holben, Didactic Program in Dietetics, Ohio University, School of Human and Consumer Sciences, Athens, Ohio 45701; Phone: (740) 593-2875; Fax: (740) 593-0289; E-mail: [email protected] doi: 10.1016/j.jneb.2007.09.012
INTRODUCTION Teaching concepts related to cuisine and community nutrition/food assistance programs and their effectiveness are vital for those desiring to practice community nutrition. In fact, programs accredited by the Commission on Accreditation for Dietetics Education (CADE) must include such knowledge and skills.1 However, other concepts, including history and gardening, are not required by CADE or other accrediting bodies and are dependant on the general education requirements of the undergraduate institution where the program is housed. Neither history nor gardening concepts are required for matriculation at most undergraduate institutions, thus nutrition and dietetics educators who wish to teach these concepts, especially history related to food and American culture,2-7 need to develop creative ways to introduce such concepts. Students both within and outside nutrition and dietetics may be interested in a course that examines the intersections of several disciplines, such as history, cuisine, and gardening, especially when that course fulfills a general education requirement. Therefore, an elective, university-level course was developed by a registered dietitian to allow students to explore history, cuisine, and gardening.
CLASS DESCRIPTION The course, entitled “Thomas Jefferson—Gardener and Gastronome,” was developed to promote the exploration of cuisine and gardening, set in the context of Thomas Jefferson’s Colonial America. Books required for the course included Dining at Monticello16 and The Gardens of Thomas Jefferson’s Monticello.7 Other resources for the lecture and laboratory component included Thomas Jefferson’s Monticello,8 Thomas Jefferson’s Cookbook,9 Monticello—A Guidebook,10 The Food Journal of Lewis and Clark—Recipes for an Expedition,11 and Of the People—An African American Cooking Experience.12 The Web site for the Thomas Jefferson Foundation13 was also an invaluable resource for course-related information, including video clips, as were food and American culture-related journal articles.2-5 Interactive class sessions, including some problem-based exercises, related to course objectives were developed by the instructor for the first two-thirds of the course. Use of presentation software and moviemaking software, as well as video clips, Internet sites, and images made by the author (Figure 1 and Figure 2), were used. For the last third of the class, each student developed a project and class presentation related to Jefferson and cuisine and/or gardening. Examples included “Produce and Flowers Depicted in the Art of Jefferson,” “Development of a Historic Gardening Program for Elementary School Children,” “Trees and Plants at Monticello and Their Use in Ohio Today,” and “The Kitchen Garden at Monticello.” Students explored the literature related to their topic, developed a presentation using presentation and/or movie-making soft-
ware, and facilitated a hands-on learning experience for their peers. The laboratory component of the course used inquiry to engage students in causal reasoning, problem solving, and critical thinking. In sum, the lab component included menu development and cooking of meals from the late 1700s and early 1800s, such as “Meals on the Lewis and Clark Expedition,” “A Colonial Thanksgiving,” and “An African American Meal at Monticello.” Gardening activities included a seed-saving workshop offered by a community-based organization and a trip to the local farmers market to compare and contrast food available at Monticello to that in and near Ohio. For the cuisine-related labs, student groups developed menus using course resources and prepared those meals as a group each week, which facilitated team-building skills among the class members. To further encourage learning and interaction among the students, each student developed an on-line journal or Web log (blog) to document their thoughts, views, and feelings related to the both the lecture and laboratory portions of the course, as well as to document learning and course project progress. Writing exercises were intended to sustain critical thought to promote cognitive and intellectual growth. A link to each student’s blog was provided on the course Web site so that students could learn from each other. This course is an example of how food and nutrition concepts, as well as history, can be incorporated into an elective university course open to all university majors. Specifically, this course fostered student learning and development of a variety of skills, including oral and written communication, problem solving, critical thinking, and team building. Course evaluations and writing exercises also indicated that students
400
Holben/USE OF COURSE ON THOMAS JEFFERSON TO EXPLORE HISTORY, CUISINE, AND GARDENING
REFERENCES
Figure 1. A vegetable garden at Monticello in spring.
Jefferson at Monticello, the University of Virginia, and Poplar Forest.
POTENTIAL ADAPTATIONS
Figure 2. Tennis-ball lettuce, a favorite of Jefferson’s.
enjoyed the course and developed culinary skills. Overall, at the conclusion of the course, students were able to: (1) discuss Thomas Jefferson’s place in American food history; (2) state how Congress, African Americans at Monticello, Lewis and Clark, guests at Monticello, and other constituencies ate during their association with Mr. Jefferson; (3) identify the eating patterns of Mr. Jefferson; (4) discuss Mr. Jefferson’s love of gardening and his role as a landscape architect; and (5) describe the gardens designed by Mr.
Areas with historic or community gardens could apply a service learning component through service to bridge the gap between the classroom and real-life situations. This concept could be adapted to an elementary, middle, or high school setting, as well as to community nutrition practice. For example, a Thomas Jefferson-themed school garden could be planted to teach concepts related to Colonial agriculture, seed saving, and heirloom vegetables. A history or social studies class could include project development by students, similar to those described above. Community nutritionists could develop a garden for their practice setting or for a community-based agency, showcasing Colonial vegetables. Concepts related to physical activity through gardening14 or seed saving are 2 potential topics. Development of a community garden could also springboard into a discussion about locally produced food and the potential benefits.15,16 Finally, a Jefferson-related culture and cuisine study tour could be developed by nutrition professionals for continuing professional education.
1. American Dietetic Association. Commission on Accreditation for Dietetics Education. Available at: http://www. eatright.org/cps/rde/xchg/ada/hs.xsl/CADE. html. Accessed September 15, 2008. 2. Carlin JM. From plum pudding to salsa. Nutr Today. 2001;36:17-18. 3. Food in American history. Nutr Today. 2001;36:19. 4. Grivetti LE, Corlett JL, Lockett CT. Food in American history part 2: Turkey – birth of a nation: colonialization to the revolution (1565-1776). Nutr Today. 2001;36:8896. 5. Grivetti LE, Corlett JL, Lockett CT. Food in American history part 3: beans – revolution and expansion: the frontier experience (1776-1848). Nutr Today. 2001;36: 172-181. 6. Fowler DL, ed. Dining at Monticello. Chapel Hill, NC: The University North Carolina Press; 2005. 7. Hatch PJ. The Gardens of Thomas Jefferson’s Monticello. Charlottesville, Va: Thomas Jefferson Memorial Foundation; 1992. 8. Thomas Jefferson Foundation. Thomas Jefferson’s Monticello. Chapel Hill, NC: The University North Carolina Press; 2002. 9. Kimball M. Thomas Jefferson’s Cookbook. Charlottesville, Va: University of Virginia Press; 1976. 10. Thomas Jefferson Foundation. Monticello—A Guidebook. Charlottesville, Va: Thomas Jefferson Memorial Foundation; 1997. 11. Gunderson M. The Food Journal of Lewis and Clark—Recipes for an Expedition. Yankton, SD: History Cooks; 2003. 12. Charles H. Wright Museum of African American History. Of the People—An African American Cooking Experience. Nashville, Tenn: Favorite Recipe Press; 1999. 13. Thomas Jefferson Foundation. Monticello homepage. Available at: http://www. monticello.org/. Accessed September 15, 2008. 14. Armstrong DL. A community diabetes education and gardening project to improve diabetes care in a northwest American Indian tribe. Diabetes Educ. 2000;26:113-120. 15. Gustafson A, Cavallo D, Paxton A. Linking homegrown and locally produced fruits and vegetables to improving access and intake in communities through policy and environmental change. J Am Diet Assoc. 2007;107:584-585. 16. Nanney MS, Johnson S, Elliott M, HaireJoshu D. Frequency of eating homegrown produce is associated with higher intake among parents and their preschool-aged children in rural Missouri. J Am Diet Assoc. 2007;107:577-584.