Bisquera 1

LESSON 8
FEAST OF RESISTANCE: FOOD AS FAMILY, HER/HISTORY, AND
IDENTITY

“If you want knowledge, you must take part in the practice of changing reality. If you to know
the taste of a pear, you must change the pear by eating it yourself. If you want to know the theory
and method of revolution, you must take part in revolution” – Toni Osumi

DESCRIPTION: STUDENTS WILL BE GIVEN THE OPPORTUNITY TO UNDERSTAND HOW FOOD

CARIES ACROSS GENERATION. THIS LESSON PLAN WILL PROMOTE POSITIVE GROUP AND
CLASSROOM DYNAMICS THROUGH THE SHARING OF FOOD AND CULTURAL HER/HISTORIES.
THROUGH THE ACT OF ORAL HER/HISTORY AND COUNTER-STORY TELLING, STUDENTS WILL BE
ABLE TO SHARE THEIR CONNECTION TO THEIR TRADITIONAL FOODS TO THE CLASS.

GUIDING QUESTIONS: HOW DOES FOOD CONNECT US TO OUR CULTURE AND HER/HISTORICAL
TRADITIONS? HOW CAN WE CREATE COMMUNITY IN THE CLASSROOM (AND OUTSIDE OF THE
CLASSROOM) THROUGH THE SHARING OF FOOD?

PURPOSE/AIM:
• STUDENTS WILL BE ABLE TO SHARE THEIR RELATIONSHIP (NARRATIVE) ABOUT THE FOOD
THEY CHOSE TO BRING TO CLASS
• STUDENTS WILL BE ABLE TO LEARN THE HISTORY OF ONE DISH SHARED BY THEIR
CLASSMATES
• STUDENTS WILL BE ABLE TO OBSERVE HOW FOOD TRADITIONS ARE TRANSFERRED
FROM GENERATION TO GENERATION IN DIFFERENT FAMILIES

MATERIALS:
Computer (for Music, pictures, etc.)
Utensils
Plates
Napkins
Feast of Resistance Article
Colored Paper
Colored Pencils
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PART 1: CULTURAL ENERGIZER

FEAST OF RESISTANCE
STEP DESCRIPTION: TIME

1 The classroom will be prepared so that all students’ food can be Pre-Class
displayed in the center of the room. Students will be welcomed to Preparation
class and prompted to put their food on a table in the middle of
the classroom. Class will begin by when all students have placed
their food on the table with the Name/Recipe Placards.

2 Class will begin with an introduction to the Feast of Resistance by 10 min

the instructor. Afterwards, students will begin a “gallery walk”
around the table to see all the foods that have been brought for
the feast. Students will be instructed to take note of names and
recipes of food they would like to learn more about/try.

PART 2: CRITICAL CONCEPTS

SHARING FOOD AND STORIES

STEP DESCRIPTION TIME

1 Once the ‘gallery walk’ is complete, students will need to stand near their 20 min
dish that they brought to the feast. At this point, students will be ask to
share their relationship to the dish they brought and talk about its
significance to: resistance, their her/history, and identity. Students will be
given 30 seconds to a minute to talk.

2 As other students are sharing, students should be seated, and the

person talking should stand to share their food with the class.

PART 3: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION

FEAST OF RESISTANCE
STEP DESCRIPTION TIME
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1 After everyone shares, the rest of the class period will be spent 40 min
sharing food with each other. It is encouraged that all students try
food that they never have tried before in order for them to learn
about the physically taste foods that they have never tried.

PART 4: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE

ASSESSMENT: HOW WILL THE STUDENTS BE ASSESSED?

STUDENTS WILL BE ASSESSED ON THEIR ABILITY TO SHARE THEIR RELATIONSHIP TO THEIR NARRATIVE
ABOUT THEIR FOOD. THEY WILL BE EVALUATED ON THE THEIR PUBLIC SPEAKING SKILLS, CLARITY, AND
CONNECTION TO THEIR FOOD.

RESOURCES AND NOTES

RESOURCES
● FEAST OF RESISTANCE – TONI OSUMI