Class began with a brief review of the meal served yesterday. Then the class viewed two videos of Mark Bittman talking about savory, whole grain breakfasts.
http://www.nytimes.com/2009/02/18/dining/18mini.html
and
http://www.thetakeaway.org/story/7867-mark-bittman-thinking-outside-cereal-box-breakfast/
Next the class considered the claims in the first several paragraphs of the Chapter "Rethinking Consumption" in Food Matters.
Students wrote short responses to various prompts including:
How could "eating fewer animals, and less junk food and super-refined carbohydrates" be better for you and for the world?
Finally the class took note of the following:
Junk food is made primarily from corn.
The government subsidizes the production of corn.
Therefore the government uses tax dollars to make junk food cheap.
Students ended class writing about their reactions to these facts: should this be the case?; should the government be involved in our eating choices at all?; is there a positive side to this set of facts?
http://www.nytimes.com/2009/02/18/dining/18mini.html
and
http://www.thetakeaway.org/story/7867-mark-bittman-thinking-outside-cereal-box-breakfast/
Next the class considered the claims in the first several paragraphs of the Chapter "Rethinking Consumption" in Food Matters.
Students wrote short responses to various prompts including:
How could "eating fewer animals, and less junk food and super-refined carbohydrates" be better for you and for the world?
Finally the class took note of the following:
Junk food is made primarily from corn.
The government subsidizes the production of corn.
Therefore the government uses tax dollars to make junk food cheap.
Students ended class writing about their reactions to these facts: should this be the case?; should the government be involved in our eating choices at all?; is there a positive side to this set of facts?
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