OBJECTIVE

Students will understand why hardtack can be preserved for so long

Students will make descriptive comparisons between fresh bread and hardtack.

ESSENTIAL QUESTIONS

Where does food come from?

What foods do people eat?

What is the difference between fresh foods and preserved foods in terms of cooking/processing, taste, and seasonal eating?

MATERIALS NEEDED

• paper towels hot cups
• electric tea kettle
• chamomile tea
• Hardtack (made last class)
• Fresh bread
• Recipe
• Minnesota Historical Society Hardtack Video
• Hardtack Worksheet

PROCEDURE

Introduction:

Start by asking students how long has it been since they made hardtack. Review together why hardtack preserves so well?
Share some other names for hardtack: dog biscuits, tooth dullers, sheet iron, worm castles. Ask students what do these names tell us about hardtack and the way people felt about it?
Share the video from The Minnesota Historical Society about the 150 year old piece of hardtack in its collection.

Activity:
Pass out the Hardtack Worksheet and explain that students will be tasting their hardtack as well as fresh bread and comparing them. Explain you will be making tea so students can soften their hardtack. Pass out the hardtack and tea and have students finish the section about hardtack. After students complete this, pass out the fresh bread and have them finish the next page about fresh bread.

Have students complete the Venn diagram to compare them or do this together as a whole class.

Wrap up:
How long do you think the fresh bread will last before going bad?

We know how to make hardtack. How do you make fresh bread? What are the ingredients?

How is the goal a cook has for fresh bread different than the goal a cook has for hardtack?

FOLLOW UP & EXTENSIONS

Whaling and Tropical Ports

Radish Pickling

Plan a Whaler’s Menu