Over three weeks, Park Grade 7 students explored the connections between food, identity, and nostalgia. In English class with Teacher Amelia DeFrancis, they studied cookbooks, including Indian-Ish by Priya Krishna, Korean American by Eric Kim, Salt Fat Acid Heat by Samin Nosrat, Cook This Book by Molly Baz, Aloha Kitchen by Alana Kyser, Recipes From a Young Black Chef by Kwame Onwuachi, Bianco by Chris Bianco, Soframiz by Ana Sortun, and First Generation by Frankie Gaw.
Drawing inspiration from these works, students reflected on their family food traditions, interviewing relatives, near and far, to uncover the stories behind nostalgic recipes. Their work culminated in a heartfelt collection of personal recipes and family histories. The project exemplifies how Diversity, Equity, Inclusion, and Belonging are woven into Park’s curriculum in daily learning experiences for students that foster connections and broaden their knowledge and perspectives.
Below are a few insights and highlights from Amelia DeFrancis:
Is this the first year this project has run at Park?
When I moved to Park from my school in California last year, I brought this project with me, inspired by a master teacher I had worked with previously. At my former school, we used the recipe project as a unit focused on instructional writing, where students practiced writing clear, specific directions by composing recipes. I wanted to build on this idea, so I expanded the unit to include a deeper exploration of identity and storytelling through the lens of family recipes. This allowed students not only to refine their writing skills but also to connect personal stories and identity and family history to the act of sharing a recipe, making the process more meaningful and reflective.
What has been an unexpected highlight?
An unexpected highlight of this project has been listening to the students’ interviews with the original authors of their recipes. I have fifty-five to get through, and I often tell the students that I won’t listen to their full interview, yet I always break that promise because their conversations are so captivating. I love tuning in during my drives to and from school throughout the December weeks of this project. It offers me such rich insight into their lives—an invaluable bonus as their teacher.
What has been your observed impact on students?
Through this project, students gain a deeper understanding of each other’s family histories in ways they wouldn’t through traditional prompts or projects. By sharing and listening to personal stories behind family recipes, they connect with one another on a meaningful, emotional level. Additionally, the opportunity to try the recipes themselves increases their engagement and investment in the stories their peers share. Because food is such a universal experience, each student can contribute something personal and compelling, making the project inclusive for everyone involved.
What has been your observed impact within the broader community?
This year, it was great to watch how the current eighth graders rushed into my room, eager to see the work of the seventh graders once they had finished their cookbook. The class cookbook has become a tradition for the grade level, which is something I love. The project also gives students an object they can keep forever, and even the library has a copy on its shelves for others to enjoy. The cookbook creates a sense of continuity and community that makes the entire project even more meaningful!
– Alile Eldridge, Director of Diversity, Equity, Inclusion & Belonging