NEW COURSE NUMBER & NAME (6/21/2011)
If you took HE402K ʻWe Are What We Eatʼ, then you may not also take this course.
COURSE TITLE:
YOU ARE WHAT YOU EAT: Peak Performance & Nutrition
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
JULIE BORA, M.S.T.
ask4jam@gmail.com
60
60
COURSE DESCRIPTION:
“An enormous amount is known about the links between nutrition and health. But the real science
has been buried beneath a clutter of irrelevant and even harmful information- junk science, fad diets and
food industry propaganda.” – T. Colin Campbell, PhD.
Do you know what healthy food is; are you able to sort out conflicting claims to distinguish what
sounds good from what is real? In this course K-12 educators will look into the thinking of some of our
most nationally respected experts in the field of nutrition science and learn what the facts say about diet,
optimal health and longevity.
Uncover how our agri-business/health care complex is a profit-making junket fueled by “edible
food-like substances” promotion which ensures we stay sick and don't treat the real causes of the top
illnesses (heart disease, cancer, diabetes.) Relearn which types of food promote health and optimal
performance. Develop simple ways to start making more thoughtful food choices in school and out. Share
your knowledge with your students, your family and friends. Abandon the Industrial Food Pipeline: Eat
Local, Eat Seasonal, Eat Well. By eating food that your great-grandmother would recognize, you will
optimize your own peak performance, and that of your students.
Required text The China Study. 2004. ISBN 978-1-932100-66-2 is available from Amazon.com for
approximately $10 used plus shipping.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. Redefined how they view nutrition information.
2. Examined the overwhelming scientific support for one simple optimal whole-foods based diet.
3. Developed an inventory of print and Internet resources providing evidence of the consequences of
consuming a Western-based diet and which promote socially and environmentally responsible eating
habits based on peer reviewed data.
4. Reflected on their own eating habits and life values and practiced bringing these into their teaching.
5. Designed and implemented some form of action project that incorporates dietary recommendations
into their lives.
6. Viewed a number of school models that address peak performance relationship to what students eat.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION:
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and/or Web pages) may be submitted as substitute assignments with
the instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather
use an alias or designation such as “Student A.”
REQUIRED TEXT:
• Campbell, T. Colin. The China Study. 2004. Paradigm Press. Boulder, CO
MATERIAL FEE:
•
$9.50+ for text, used, on Amazon.com ISBN 978-1-932100-66-2
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
You Are What You Eat
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Instructor Name:
Course Name:
Level: Clock/ PDU/Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
As you go through these assignments keep a journal or notes on concepts, what is really
happening, recommendations, what aspects we need to be less concerned with, and your own
mindful suggestions for possible lessons/projects/activities.
• Participants registered for the 400 & 500 Level Option: This journal will become the basis for
implementing changes in your own teaching and dietary habits, which you will consider and plan
in Section B: Learning Application portion of this course.
•
Assignment #1:
Introduce yourself with a 1-page background statement that includes the following:
• Describe your current professional situation and your eating habits in your workplace and at
home.
• Consider your curriculum and schedule or daily routine. When are you able to create spaces in
time where students can ask questions about food, where they can practice the way they want to
be, and where they can push the edges of their everyday experiences of food?
• In addition to peak performance, what outcomes do you hope to achieve in taking this course?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #1ʼ.
Assignment #2:
In the text The China Study, read the Preface, the Forward, and Part I, pages 11-108, then respond to the
following in a 1-2 page paper:
• What did the author and other contributors say that produced “Ah-ha” moments for you? Please
elaborate by supporting your comments with specific abstracts from the text including page(s)
citations.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #2ʼ.
Assignment #3:
Over a 2-week period, find articles in your local newspaper or favorite magazine(s), listen to radio or
television reports, or visit websites discussing children and nutrition. Discuss your findings with teaching
and non-teaching staff in your school setting. Create a 1-2 page report that features areas of concern and
suggestions.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #3ʼ.
Assignment #4:
Each of us regularly hears stories about diet and health. We long to do something in our own lives but
often feel overwhelmed by the magnitude of information and the confusion it creates so we do nothing. In
his online commentary, Michael Pollan, speaks of the modern history of nutritionism, the world of food
which we have inherited from the 70ʼs, and the accepted way that the government talks about food.
For this assignment go to YouTube: FOOD NEWS: Michael Pollan: In Defense Of Food
http://www.youtube.com/watch?v=LWg0cCNAB-M
View all 4 Parts of In Defense of Food. (Hang in; Part 3 is very funny.)
After viewing respond to the following: (1-2 pages)
• List some premises of the science of nutrition which we hold as assumptions. (a minimum of 3)
• In your own words describe what Pollan means when he speaks of the “wisdom of cuisine.”
• What portions of this presentation did you really resonate with, and why?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #4ʼ.
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Assignment #5:
In the text read Part IV, pages 251-343, which addresses how health information is generated and
communicated and the control of this information and communication activities. In a 2-3 page paper:
• Discuss how the distinctions between government, industry (globalized corporate agriculture),
science (genetic engineering) and medicine have become blurred.
• Reflect on how this confusion influences your grocery decisions.
• List some possible ways you can change things by “voting with your dollars.”
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #5ʼ.
Assignment #6:
Scan Part II: Diseases of Affluence, pages 111-203 in your text, paying particular attention to any area
that has health implications for you based upon your knowledge of your family history.
Complete one of the following:
Option A)
Eat a meal at one of your favorite dining venues. Based on the area from your reading that you targeted,
write a 1-page restaurant review highlighting what portions of the meal were healthy and what
components would need changing to suit your profile better. Describe the modifications that you could
request from the kitchen. Could you have made a different, better choice from the existing menu? If so,
what?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #6Aʼ.
OR
Option B)
Eat at home. Go to the website: http://www.westonaprice.org/bookreviews/index.html
Select Food Features --- a direct link to many menu ideas. (Or you can go directly to the Food Features
link at http://www.westonaprice.org/foodfeatures/index.html.) Write a 1-page report on the highlights of
your visit and what you found that was personally useful in adapting one of your favorite recipes to make it
healthier. Include the original recipe and the revised one with your report.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #6Bʼ.
Assignment #7:
Examine contrarian viewpoints.
• Go to the website: http://www.westonaprice.org/bookreviews/index.html
• From the Thumbs Down list in the right column, read the review of The China Study.
• Pick a book from the Thumbs Up list (the list on the left) and read the review.
• Compare and contrast the material in the review with information in your text, The China Study.
• Use specific examples to illustrate the comparison and include only the information relevant to the
comparison. Summarize in a 1-2 page paper what is important from the comparison. You may
choose to use the compare contrast chart from the ReadWriteThink website:
http://www.readwritethink.org/materials/compcontrast/
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #7ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #8:
(Required for 400 and 500 Level)
In the text, read Part III, The Good Nutrition Guide, from pages 223-251.
• Review the Eight Principles of Food and Health.
• Use one or more of the Eight Principles and create 2 lessons to promote good nutrition and
optimum performance. Use your district template or the sample provided on the last page of this
syllabus.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #8ʼ.
Assignment #9:
(Required for 400 and 500 Level)
Good information comes from schools with experience in healthy nutrition and its positive change in
student behaviors and academics.
Review the following:
• The basic story about the change in nutrition at one (and then more) schools in Wisconsin:
http://www.feingold.org/PF/wisconsin1.html
• The web site of some of the schools involved. Appleton Central High was the first.
http://www.aasd.k12.wi.us/aca/profile%20ACHS.htm
• There is also a great video here which tells the story and is easy to share.
http://www.youtube.com/watch?v=OYG4V_hogzI
Construct a 1-2 page comprehensive outline for an action plan to convene a team (district nutritionist,
cafeteria kitchen personnel, principal, administrators, school board rep, PTA rep, teacher rep, possible HS
student rep) to discuss the pros and cons of implementing changes in your school or district such as
those viewed in the websites above.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #9ʼ.
Assignment #10:
(Required for 400 and 500 Level)
Based on your reading and writing for the prior eight assignments, use a graphic organizer or in a short
narrative, identify what aspects of your diet you would change and what you would keep and enhance.
Select one action from your list. Follow it for a week.
Report on your progress in a 1-2 page paper using the following Outline:
a) Name of Action Step
b) Background statement of issue or problem to be solved.
c) Implementation obstacles and successes.
d) Where do you go from here?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #10ʼ.
Continue to the next page for additional assignments required for University Quarter Credit.
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Assignment #11:
(Required for 400 and 500 Level)
Complete one of the following:
Option A)
Refer to the movies in the Bibliography. Select a film that you would like to view which best fits your
teaching needs. Write a 1-2 page summary of the issues you think are most relevant and usable in your
teaching situation. Include with your summary a movie guide or lesson plan reflecting learning from this
course.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #11Aʼ.
OR
Option B)
Locate a local chapter of the Weston A. Price organization and attend a meeting. Membership info is
posted at www.westonaprice.org or call 202 363-4394. Compose a 1-2 page summary of your take on the
meeting; include specific information that was new for you. Include the date and location of the meeting
and a contact person. State how you may incorporate some of your learning into your teaching.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #11Bʼ.
OR
Option C)
Another assignment of your own design with prior approval of the instructor.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #11Cʼ.
500 LEVEL ASSIGNMENT
Assignment #12:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Select one of the books listed in the Bibliography, or a book of your own choosing (with the instructorʼs
prior approval). You need not read the entire book, but rather may review the chapters most relevant or
interesting to you. (Used copies of the books from amazon.com are reasonably priced.)
Compose a 3-4 page paper:
• Identify the book you read.
• Summarize the main points of the chapters you read.
• Share one specific area of learning that was new to you.
• Indicate what ideas, resources, statistics etc. could be useful in your professional situation or
development.
• Answer the question: If you were going to share this book with another person, who would that be
and why?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #12Aʼ.
OR
Option B)
Another assignment of your own design, with the instructorʼs prior approval.
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #12Bʼ.
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #13: Integration Paper
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: ask4jam@gmail.com. Subject line to read ʻWhat You Eat #13ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to Julie Bora if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Julie Bora, M.S.T., was there when the first wave of eating whole foods hit the mainstream in the late
70ʼs, early 80ʼs. She was there when the aflatoxin scare had everyone skipping Skippy. She was there for
the saccharin ban. She is an advocate of buy local, eat seasonally, cook at home and eat proteins with
veggies. She asks if soy and corn reincarnations are the destroyers of the human body. She has taught a
variety of subjects at both elementary and secondary levels. In addition to a Master of Science in
Teaching degree from State University New York – Plattsburgh, Julie has a B.S. in pharmacology/ biology
from the Philadelphia College of Pharmacy and Science.
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YOU ARE WHAT YOU EAT: Peak Performance & Nutrition
BIBLIOGRAPHY & RESOURCES
Bricklin, Mark & Claessens, Sharon. 1981. The Natural Healing Cookbook. Emmaus, PA. Rodale
Press, Inc.
ISBN 0-87857-338-0
This classic 80ʼs cookbook is really two books in one: a health improvement book and a collection of over
450 recipes whose ingredients are whole foods. Each recipe has a set of symbols which tell you at a
glance which recipes relate to which health problems. Love this book.
Campbell, T. Colin. 2004. The China Study. Paradigm Press. Boulder, CO.
ISBN 978-1-932100-66-2
Text for this course.
DʼAdamo, Peter, J. 2007. The Genotype Diet. New York, NY. Broadway Books.
ISBN 978-0-7679-2524-2
Discover what it means to be a particular GenoType and how to use that knowledge to stay healthy.
This book provides 7-12 grade students opportunities to analyze phenotype (gene expression) through
hands-on measurement and experimentation to determine their genotype group and its recommended
foods and beverages. A great addition to Life Science curriculum!
Fallon, Sally and Enig, Mary G. 2001. Nourishing Traditions: The Cookbook that Challenges
Politically Correct Nutrition and the Diet Dictocrats. Washington D.C. New Trends Publishing Inc.
ISBN 978-0-7679-2524-2
The title says it all.
Kingsolver, Barbara. 2007. Animal, Vegetable, Miracle. New York, NY. HarperPerennial.
ISBN 978-0-06-085256-6.
The bookʼs message: Abandon the Industrial Food Pipeline: Eat Local, Eat Seasonal, Eat Well. Oh, joy!
Ornish, M.D., Dean. 2001. Eat More, Weigh Less. New York, NY. HarperCollins Publishers.
ISBN 978-0-06-095957-9
The topic here increases your understanding of how powerful lifestyle choices can affect your health and
well-being. Change the type of food you eat and you donʼt have to be as concerned about the amount of
food you eat. Inside this book youʼll find 250 recipes from the countryʼs most celebrated chefs.
Planck, Nina. 2006. Real Food: What to Eat and Why. New York, NY. Bloomsbury USA.
A contrarian view of what constitutes good nutrition. Planck explains the only sensible path for eating, one
that maintains and even improves health, one that maintains stable weight and avoids obesity. It happens
to be the one that we all crave: traditional food, real food.
Pollan, Michael. 2008. In Defense of Food: An Eaterʼs Manifesto. New York, NY. The Penguin
Press.
Pollan makes a well-documented and passionate appeal for restoring heart and soul to what goes down
at school.
Young, Robert O. 2008. The pH Miracle: Balance Your Diet, Reclaim Your Health. New York, NY.
Wellness Central.
ISBN 978-0446536196
A controversial read. Dr. Young maintains that there is just one disease and only one cure. The disease is
too much acidity in the blood; the cure is to alkalinize.
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WEBSITES
The Weston A. Price Foundation
www.westonaprice.org
A number of brochures for Wise Traditions are available.
McDonald's 4 Year Old Cheeseburger Video
http://www.youtube.com/watch?v=4IGtDPG4UfI&feature=channel
Whether it is true or not, it does make one pause and think.
A DVD and book, Food & Behavior, on the project in Wisconsin
http://www.naturalpress.info/
MOVIES
Babbettʼs Feast
Babbett, a French maid to two Danish spinsters wins the lottery and decides to create a French feast for
her employers. A real window into the world of real food. It won the 1987 Academy Award for Best
Foreign Language Film.
The Future of Food
Before compiling your next grocery list, you might want to watch this eye-opening documentary, which
sheds light on a shadowy relationship between agriculture, big business and government. By examining
the effects of biotechnology on the nation's smallest farmers, director Deborah Koons Garcia reveals the
unappetizing truth about genetically modified foods: You could unknowingly be serving them for dinner!
King Corn
Picking up where Super Size Me left off, King Corn examines America's health woes through the
multifaceted lens of one humble grain that has successfully reproduced itself across the land. This film
offers irrefutable proof that the American consumer is virtually drowning in the corn avalanche. A
provocative and creative film appealing to everyone and particularly all science students.
Like Water for Chocolate
A tale of forbidden love--- this is the story of a young woman who learns to suppress her passions under
the eye of a stern mother, but channels them into her cooking. Another film depicting the wisdom of
cuisine and its sensual affects. Spanish with subtitles.
Never Say Die
A PBS documentary from Scientific American Frontiers which reviews research about the benefits of
caloric restricted diets and the correlation to longevity.
The Real Dirt on Farmer John
Filmmaker Taggart Siegel paints a fascinating portrait of a man who refused to yield. By transforming his
farm into an experimental haven in the late 1960s, John Peterson attracted hundreds of artists, hippies
and other political radicals. But when the agriculture crisis of the late 1980s led to the farm's eventual
collapse -- and his neighbors publicly branded him a devil worshipper -- most locals thought he'd call it
quits. They were wrong.
Super Size Me
On the heels of recent lawsuits against McDonald's, director Morgan Spurlock takes a hilarious and often
terrifying look at the effects of fast food on the human body. For one month, Spurlock eats nothing but
McDonald's food, ordering everything on the menu at least once and "super-sizing" his order if asked.
With obesity on the rise, Spurlock's film begs the question: Where does personal responsibility end and
corporate responsibility begin?
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THE HERITAGE INSTITUTE
LESSON PLAN TEMPLATE
Grade Level:
Subject:
Theme/Topic:
Student Outcomes: (with Connection to State Standards)
Required Materials and Equipment:
Agenda: (The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks,
surprises (pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so
students can manage their time with you.)
Warm Up: (A one to two sentence task, written or drawn on the board, to be completed alone or in
groups prior to the beginning of the lesson. At the elementary level it would be used for classroom
transitions, and in grades 7-12 to define one content area from another. The warm-up is designed to
access learning from the previous lesson and settle students into the flow for the present lesson on
hand.)
Anticipatory Set: (Attention Getter to kindle student interest)
Direct Instruction (10-20 mins): (Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins): (Under teacherʼs direct supervision, students individually apply or practice
what they have just learned and receive immediate feedback)
Closure (x mins): (Actions designed to cue in students that they have arrived at an important point in the
lesson or at the end of the lesson; often closure consists of review and clarifying key points)
Independent Practice: (Student directed, may be incorporated before closure or as outside assignment.
The aim is repetition in enough different contexts so that the learning may be applied to any relevant
situation, not only the context in which it was originally learned.)
Assessment and Follow-Up: (Self-reflection, collaborative rubric, other rubric, anecdotal evidence,
teacher created quiz/test etc., peer review, standardized test, exhibition, portfolio piece(s))
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