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Background Information
Background Info
chicken dishes, or some combination of black beans, pork or rice. (See
Cuban cuisine is shaped by indig-
also Panela in the culture box). Of
enous, African and European influ-
course, snacks and soft drinks(such
ence. Spanish colonists brought
as Chicoticos and TuKola in the cul-
their favorite foods from Spain, such
ture box) are also very popular.
as wheat flour buñuelos (fried balls
Large Cuban networks have formed
of dough). In Cuba, the buñuelo
in the United States. Through the
evolved from wheat to cassava flour
gateway of Miami, authentic Cuban
which is made from local yucca. Af-
foods are being introduced to the US
rican slaves introduced to the island
market (see Cuba Libre’s Passport to
their own delicacies, including a
Cuban Cuisine in the culture box).
crispy fried plantain, called a Tostone. In addition to these influences, a period of Chinese labor-driven migration gave rise to Chinese varia-
References
tions of the already popular Cuban pork and rice dishes.
Cooking the Cuban Way
Cuban cooking primarily relies on
Lonely Planet: Cuba
fresh staples, such as rice, beans and pork seasoned with garlic, oregano and other spices—rather than the chili peppers which are common elsewhere in Latin America. In Cuba, most residents begin their day with buttered bread and café con leche (coffee with milk). Cubans often come home for a midday almuerzo consisting of soup, salad, and a guarapo (a fresh sugarcane drink). The evening meal is eaten late and varies from stews, soups,
Culture Boxes of the World | Cuba
Curriculum
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Food
curriculum objectives
Curriculum Objectives
Level
Through the following discussion questions and activities, students
Appropriate for middle and upper
will investigate Cuban food and its
elementary; easily adapted to
importance and significance to the
higher and lower grades.
culture. These discussion questions and activities address multiple skills and
Corresponding Inventory
can be adapted to fit the needs of a
»» Café Bustelo
specific grade level. Not only will
»» TuKola
students be asked to learn about
»» Chicoticos
traditional Cuban foods, but they
»» Panela
will also be asked to think critically
»» Pamphlet: Cuba Libre’s Passport
about the importance of traditional foods in our societies. Students will conduct research using appropriate resources and write up their findings to complete the activities below.
Culture Boxes of the World | Cuba
to Cuban Cuisine
Curriculum
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Food
Discussion Questions
Discussion Questions 1. Look at the examples of Cuban food provided in the culture box. How are these examples of foods similar to the foods that you’re accustomed to eating or seeing the grocery store? How are they different? 2. Using appropriate print or online resources (cookbooks, websites, blogs), research traditional Cuban food. If students have read any of the novels provided in the culture box, they may also have information from those resources. What are traditional Cuban foods? Do you see any foods that are similar to foods in the United States? 3. Cuba is only 90 miles away from the United States. As close as we are, do you think our foods should be more similar? Why or why not? (Students may want to discuss the role of culture and geography. Cuba is an island with a much different temperature and climate, which impacts the kinds of foods that can be cultivated).
Culture Boxes of the World | Cuba
Curriculum
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Food
Activity One: Plan A Traditional Cuban Menu
Activity One: Plan a Traditional Cuban Menu Materials Cuban cookbook or other similar resource Paper Pencil
Procedure 1. Explain to students that they are going to plan a traditional Cuban menu for one day. This means that they will need to provide a typical Cuban breakfast, lunch and dinner. This can be done individually or in groups. 2. Once students have completed their research and drafted their menu, they will create a final copy to present to the class. This can be as simple as writing or typing out the menu, or depending upon available resources creating a poster of their menu with images of the included dishes or ingredients. 3. Extension (1): For extra credit or as an extension activity, tell students to think about what ingredients they would need to create this menu and make a grocery list. Then, students will take the list to their local grocery store and see if they can find the necessary items. Students will then write up their experience: How easy was it to find the ingredients and foods? Is there a different grocery store that might have carried more of these items? How do you think the availability of these items relates to the size of the Cuban population where you live? 4. Extension (2): As a class, plan a Cuban meal, then divide the chosen dishes up amongst volunteering class members. On the scheduled day, students will bring their dish to class to share as the entire class participates in eating a Cuban meal.
Culture Boxes of the World | Cuba
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Food
Activity Two: A Traditional Cuban Holiday Meal
Activity Two: A Traditioanl Cuban Holiday Meal Food is an important part of many celebrations across the globe. Here, students will choose a specific holiday and research the traditional Cuban foods used to celebrate. They will then compare that to their own traditions.
Procedure 1. Students will choose a specific holiday—birthdays, Christmas, New Year’s Eve, Independence celebrations, etc. 2. Then, they will research what would traditionally be served to celebrate this holiday in Cuba. Once the research is completed, students write a paragraph sharing what they found, including any information on why these specific foods are part of the tradition. 3. Last, students compare the Cuban celebration to their own. Answering the following questions: How are the celebrations different? How are they the same? Do you think you would like the Cuban celebration?
Culture Boxes of the World | Cuba