Become a Creator today!Start creating today - Share your story with the world!
Start for free
00:00:00
00:00:01
Interdisciplinary collaboration between World History and Hospitality/Tourism
1.1k Plays12 days ago
Ben Gross and Dan Kunanec (Don Mills Collegiate Institute, Toronto, Ontario)
Recipient of the 2024 Governor General’s History Award for Excellence in Teaching
For more information about the award visit CanadasHistory.ca/TeachingAward
Ben Gross (pictured right) and Dan Kunanec (pictured left) developed an interdisciplinary collaboration between a World History course and a Hospitality and Tourism course. Anchoring learning in food history, students studied Ashkenazi and Sephardic life in Europe and how that history travelled to Canada with survivors of the Holocaust. After weeks of preparation, the classes combined for a day of cooking with Holocaust survivor Pinchas Gutter. In the wood-fired oven, students cooked cholent, challah, and kugel with Pinchas. The focus of the conversation was Pinchas’s memories of food in Poland as a young boy and his experiences of change and adaptation when he came to Canada. The students created a website documenting their learning, including recognition of deep connections between the experiences that they learned about and those of their own families.
Recommended
Transcript
Introduction to Podcast and 2024 Governor General's History Award Finalists
00:00:05
Speaker
Welcome to another episode of the Teaching Canada's History podcast. I'm your host, Brooke Campbell, and today we are speaking with the finalists of the 2024 Governor General's History Award for Excellence in Teaching.
00:00:16
Speaker
Created in 1996, the award recognizes innovative and impactful approaches to teaching Canadian history. For more information, visit canadashistory.ca slash teaching award.
Toronto Teachers and the Tasting History Project
00:00:30
Speaker
Today I'm speaking with Toronto high school teachers Ben Gross and Dan Kananik about their Tasting History project. Welcome Dan and Ben. Thanks for having us. Hello, appreciate it. Well, before we talk about your project, why don't you introduce yourselves and share a little bit more about how you both work together?
00:00:47
Speaker
I think you should go first, Dan. I think i think that the the framing of the farming is really important for anything I would say. Oh, I appreciate that. Okay, so I am Dan Kanek, and I teach a few different subjects. They're all experiential in nature. First is green industries, which explains a lot about what we do at our school with urban farming and and different historical and and new age growing techniques.
00:01:12
Speaker
We also have hospitality and tourism, understanding how food product is used and and experiencing relationships with with clientele in all different capacities. And then I also teach technological design.
00:01:24
Speaker
which is about the full design process, especially including the build. And that kind of frames what what I've been doing at Don Mills for 24 years. Ben?
Teaching Approaches and Interdisciplinary Collaboration
00:01:35
Speaker
then I teach history and social science and when I got to Don Mills about as eight years ago now, um I sort of did a little tour and found the stuff that Dan was doing and i was at a point in my career I was really wanting to push the boundaries of historical work and interdisciplinary work and the stuff that Dan was doing was amazing and I was like, hey,
00:02:02
Speaker
maybe we can do some things together. So we've been doing projects together for the last seven, eight years and Tasting History this year was another one of our favorites.
00:02:14
Speaker
Absolutely. I love the history of collaboration that you both have. I don't think I realized that
Exploring the Tasting History Project
00:02:20
Speaker
before. um Will you share more than about this specific project, about about tasting history, and maybe provide kind of the overview of of what the project was all about and what what the students actually did?
00:02:33
Speaker
So this year I had a grade 12 world history course and um Dan and I had been wanting to do, um well we'll give a little bit of the the background stuff to sort of help because ah the history of collaboration is big for us. We've done a number of collaborative projects between my senior social science and history courses in particular and Dan's Green Industries courses.
00:02:57
Speaker
And both Dan and I share a love of pickles. um And so we um in my grade 12 history class, I did like ah a history, like a food history and history of pickles.
00:03:08
Speaker
um And then my class and his class got together at the start of the year and made pickles with produce from his farm. And and as that was going, we're like, oh, this group really works well together. And this idea of doing something around There's these stories like the cookbook of Ravensbrück, where it's this concentration camp that was for women only. And they would share these stories of recipes and that they recorded them. And it was part of it was in this in the museum, the War Museum, Imperial War Museum in England. I and visited my sister last year and it just got me thinking about these connections between food and how important they are.
00:03:47
Speaker
in our lives, but also like how overlooked because it seems like just something we do every day and sort of chatted with Dan about that. And we're like oh, maybe something will come up out of that. Let's do some pickles.
Holocaust Education Collaboration
00:03:58
Speaker
And then as we kept talking and as I got to know my class better and they just love the pickle project,
00:04:05
Speaker
This idea came back, the kids were really excited about it. um so I was like, okay, let's let's try to do that then. um And we reached out to some folks in sort of like the Holocaust education community, particularly Jodi Spiegel at Azraeli, who,
00:04:24
Speaker
not only like Jody also has a history and like food anthropology. So, and we were like, we just, we're just kind of figuring out what to do with this. Do you have any tips and pointers? And Jody came and met with us and gave us like recipe books from survivors she'd worked with and like all this stuff.
00:04:40
Speaker
And then was like, Hey, you know, I talked to Pinkus Gutter and even though they don't really do a lot of like survivor stuff anymore because it's hard and they're old, he would like to come work with the kids. So I was like,
00:04:53
Speaker
Dan, what do you think? And it kind of just revolved around that. We brought the idea to the students because a lot of the kids that I had in my class had taken the genocide elective that I teach the year before. And they just threw themselves into it and really drove most of the project. And we just tried to sort of facilitate and help curate stuff for them. And yeah, all the like in my class, we focused a lot on like ah the history and the stories of connection back through generations, which Pincus really helped us with.
Role of Partnerships and Resources in Education Projects
00:05:24
Speaker
And then the kids made huge connections between, you know, Pincus's connection to food and how it's changed and stayed the same for him. And then their own connections to food that they hadn't really considered before because it's just something that they did every day um and had some in the reflections on the website. I hope, you know, you can see the depth of what they got from it and how it
00:05:46
Speaker
how it made them think about you know their their own and their families sort of journeys from where they were to where they are. And just really fortunate to have Dan as a partner who had all these things that he's built that made it possible for us to do it. And maybe Dan, if you want to talk about some of that stuff and the facilities that and program that helped us be able to do any of it in the first place in the collaborative collaborative part Absolutely. um
00:06:17
Speaker
you've You've both touched on already just how important that collaboration is between Ben and I. But it mean, the more you you hear about it, it's it's a collaboration with Ben and i with our students that are equal partners, and then people outside of of the TDSB organization, be it at OISE, at U of T, Jodi Spiegel at ah the Azraeli Foundation.
00:06:41
Speaker
Pincus now. um So those those collaborations mean so much, but we're learning with each other at the same time. So we don't always know where it's going to go. um And I have my side advantage is the facilities that we've developed over these years. We literally have designed and built.
00:06:58
Speaker
um The students have done it. We've raised the money to do it. So that experiential side provides a lot of real honest background to how these things get done. But throughout it all, even though I don't teach history, historical connections are deeply embedded in in what we do in our our tech programs.
00:07:16
Speaker
Because if you're going to explore you know new or or traditional farming technique techniques, that is that's history. If you're exploring food, how could that not be anything but history? I mean, that is history. So for my students that are are very hands-on first to understand that deep, rich academia and thoughtfulness, because Ben's able to provide ah you know a richer view on that.
00:07:41
Speaker
And then for for me to have opportunities for everybody to just get their hands dirty and get right in there and actually pick harvest that that item that's about to be pickled and tasted. And then we're getting ideas for our next cooking things that we're going to do and And luckily along came Pincus and, you know, there we are using our our traditional wood fired oven to to make the cholent because the power wasn't working well in the school that day.
00:08:06
Speaker
okay, let's let's get the fires going. it was It was amazing. So I'm out there cooking outside um knowing that I'm not going to miss anything because Ben's students are doing such a great job of recording everything through pictures and the reflections in the website. So I was i was happy to be that participant that just trusted what was going on inside was happening.
00:08:28
Speaker
And Ben was trusting what was going on outside with me was
Students' Historical Exploration Through Food
00:08:31
Speaker
happening. It just, it ended up being so incredible on the day and but also this many days after reading those reflections and we didn't know exactly where it was going to go but when you see and read what the students have have put together it's it's above and beyond what our expectations could have been so pretty thrilled this project is so experiential and interdisciplinary and all of these things you're you're talking about and you've both alluded to the ways that your students are thinking about what they're doing and the history behind it and making all of those connections. um Can you share a little bit more about the aspects of historical thinking that your your students are you know utilizing and strengthening throughout throughout this work?
00:09:19
Speaker
One thing that stood out to me um was ah part of the project was the students. We talked about like sort of historiography and how do you think about like how recipes are made? And because they'd learned about both Sephardic and Ashkenazi Jews, they were like, well, then like when we're looking at these recipes, why is this one recipe different than that other recipe? But it's called the same thing.
00:09:44
Speaker
um And they did some incredible research to the point where I was like, I i can't help you with that. I got to ask Jodi. And Jodi found some obscure like Jewish history book that had stuff in it that she sent us scans of.
00:09:59
Speaker
um that was like this because the kids had realized that kugel had been a savory dish and because Pinkus had talked about savory kugel but the recipes most of the recipes we found were sweet as they were trying to figure out when that happened and how apples got introduced And so for me, that, that like continuity and change, but also like the cause and consequence of it and the historical significance of it, because I grew up mostly with sweet kugels as well.
00:10:29
Speaker
It was my dad's side of the family is Jewish. And so like, but I never knew, I just sort of assumed it was that way. I didn't ask that question, but they did. And they found, they found answers.
00:10:39
Speaker
So like that, that ability through the process and having the time in the class outside of this day with Pincus to, really think about the food and the history of it and how it was changing and why it was changing and to come up with like really good questions that I hadn't thought about myself at all, um I think is,
00:11:06
Speaker
exactly the kind of thing that I was hoping for in terms of getting students to think historically about about food. um So I think for me that that the historiography of of the food, of the recipes, really stood out to me as ah as a strong example of them thinking historically about the practical work they were doing.
00:11:31
Speaker
Yeah, that's ah honestly, that's, and Ben can attest to this, that's what got me the most excited was the the ingredients and and the regionality of it all. You know, comparing a recipe that was Eastern European with a recipe that was North African.
00:11:47
Speaker
and recognizing that it had similar roots but different flavors and why would that be in that one and why would this one be in that one and then you know having opportunities with pink is they're asking how things were actually cooked what was in the kitchen space what was the equipment how did it function um Even what kind of wood were you using like, I was completely geeking out at these opportunities.
00:12:10
Speaker
um And our students could see us geeking out at the same time, which I think only gets them more excited. I'm not sure why they're so excited, but it sounds exciting. So we should all be excited. And then you know some of the questions, like the clay vessels that I was seeking out to make the choline in the wood fired oven.
00:12:29
Speaker
And then the research that allowed me to bring to myself, but also immediately share it with the students, bring it to Ben, share it with Jody. And it was just this, this collective community of, of little sparks going off everywhere. And the luxury of having, you know, a man like Pincus in the room to actually ask those questions about and and seeing the memories come back and just couldn't be more excited to talk about the fireplace, you know, it's amazing. they're So good.
00:12:58
Speaker
That is so special and like bringing in experts and having experts that seems to be such a, want say like a central component to this project. and to your into your work. um You know, if you're looking bigger picture, even through through what you do, you know, even beyond this project, you know, what resources do you find are are the most most helpful for you when you're when you're teaching and when learning both about history and and more? What how what resources do you like to use? And how do you how do you use them?
00:13:31
Speaker
I think you have a more and interesting perspective on this, Dan, maybe maybe maybe more untraditional. So maybe more interesting to me. So maybe this one's for you to take first.
00:13:44
Speaker
Yeah, it's it's really interesting um because, you know, i'm i'm not I'm not approaching what I do through a purely academic lens because that's not the way I came into teaching. um And my number one resource has always been experts.
00:13:59
Speaker
and And more often than not, the older, the better, just for these reasons. and um and then And then actually creating things, those become resources. So I think traditionally, if you were to ask a teacher about resources, they would automatically go to books, texts, you know websites, magazines, whatever.
00:14:16
Speaker
Whereas I'm like people, experts, um facilities, a lot of land-based learning, location, um asking asking people. So for me, resource is is is people.
00:14:29
Speaker
and you know to have a resource like like ben as a colleague um who also has this incredible network and you know as we bring our networks together and then those networks start networking with each other and and then we find out about it sometimes after the fact we're like that's pretty cool that they're doing that um and and somehow we we had a ah you know an opportunity to introduce amazing people so Ben, as much as Ben passed that one on to me, Ben does it the same way. Like we we find good people, we surround ourselves with them.
00:15:03
Speaker
we We honestly build relationships, not because it's, it's you know, at an ends to a means, it's because we like these people and we we want to be around them. And there's nothing better than having them around our students and they're getting those experiences at the same time.
Cultural Connections and Learning Through Food
00:15:17
Speaker
um And so for me, I think, You know i mean, listen, I'm talking to a couple of historians about history. Everyone has that thought of wouldn't it be great to go back in time and ask so-and-so or see what's going or I would have loved to have met my great grandfather. And like, this is the stuff that we crave.
00:15:39
Speaker
And so if we can, you know, put together these little journeys very selfishly for us as well, it's it's and then just see what happens. So that's pretty awesome.
00:15:51
Speaker
Yeah, I mean, relationship as a resource is huge. um Like, I'm thinking about... there's ah There's so many thoughts, going to get them together. But like ah having having a colleague like Dan, who's up for trying new things and sees that this like discipline-based silo shouldn't really exist, that like our our disciplines have so much to offer each other, and our work is so much better because of the work the other person does,
00:16:27
Speaker
is is like the first part of that resource. And I mean, the work that Dan did to build that urban farming program before I even knew it existed for 15 years is why this stuff can happen. Like we we pickled produce from the farm. a lot of the ingredients we used in the day of cooking with Pincus were from the farm, unless we had to go get, you know, kosher meat and stuff. But yeah, come on, Dan. Yeah. yeah But like that relationship as as resource is really huge. And I think the way that we think about that too, over the years that we've worked together is very much in terms of reciprocity, right? Like we we tend to find people who are interested in the same kinds of things that we're interested in. And then we we have lots to offer each other and support each other. And we have the same curiosities and interests. And that really is...
00:17:20
Speaker
um really helps to build the possibilities of what you can do over the over the years. and And when I think about resource resources and relationships too, I think about like dan Dan, this might be a bit of a non sequitur, but it just popped into my head when Dan was talking about like, wouldn't you like to go talk to your like great grandfather whatever? And I had a student who um brought me, he went home the week after all this and made his grandmother's tomato sauce recipe and brought me a couple of jars of it.
00:17:55
Speaker
It was so good. Man, like, but like, what what is that? Like, how lucky are we? Right. Like, and, and it comes because he felt that deep connection, that deep relationship, it sparked in him that desire to connect to his own past and like, what else are we doing? So I, like that just stood out to me. And then even for myself, like,
00:18:19
Speaker
As we were going along, as Dan said, like we weren't really sure where we were going. So we have all of the like resources. you know We used stuff that we got from the the memoir, the Israeli Foundation memoirs, because there's all kinds of reflections on food and stuff in there that we use in terms of like books. And obviously working with Pincus and Jody's knowledge of Jewish food history. And ah there's just so many of those types of things. And then as we're going along, you know my dad is second generation Jewish immigrant from Eastern Europe. his
00:18:51
Speaker
Both of his parents fled pogroms in the early nineteen hundreds right before and right after World War I, right before the Exclusion Act came in, limiting Jewish immigration into Canada.
00:19:02
Speaker
And then I was like... Well, all these kids are like really opening up and talking about their personal connections. What am I doing? um So my parents zoomed in because they live in in Manitoba and ah did a session on, you know, um being that second generation, right? The children of immigrants and like 90 percent of my class is children of immigrants.
00:19:24
Speaker
And talking about that experience that they had 60 years ago, 70 years ago, as as like teenage children of immigrants. And absolutely the number of things that as I'm watching the kids going...
00:19:40
Speaker
Like, yeah, like i'm I'm dealing with that too. Like, how do I bridge these expectations of my parents, but I'm in a new place. And like my my my my Bob and my dad's mom was very much of the mind of like, let's out with the old and with the new.
00:19:58
Speaker
Whereas his other aunties were very much like traditional. And so anyway, that's, I'm sort of sidetracking here, but it's got me thinking about all these things that are, that come up when we start to really,
00:20:10
Speaker
build strong relationships based on like mutual interest and curiosity and how that becomes an incredible resource for doing and thinking and learning about interesting things. Yeah, I i couldn't agree more with that.
00:20:25
Speaker
The school that we're at in Toronto is incredibly multicultural and that's such a blessing. I mean, we got students from everywhere, um probably if not the one of the most multicultural buildings in in the TDSB, which is saying a lot to to be in Toronto and to have that.
00:20:42
Speaker
And, you know, teaching a course of hospitality and talking about food, the conversations that just open up when you're talking about food and it's the commonalities that come up, you know as well as the differences, but the differences are now interesting.
00:20:55
Speaker
We don't do it that way. What's what's that flavor like? and And finding out where a student is from and, and, Ben, you'll remember this when one of your students who's here from Ukraine right now, um and I happen to have some sauerkraut, kapusta that I had made in the fridge at school, and I was able to give her some.
00:21:15
Speaker
And just, you know, that moment of like, I haven't had this since I was there and bringing it home to have with her family. And, you know, that's the connections that that food makes, but it's also those um cross-cultural but also similar story connections. Like we can connect with anybody when it comes to food.
00:21:35
Speaker
Therefore, history and tradition and culture has all become intertwined. And that's I think that's the magic of of working with food um as ah as ah as a focus of history.
00:21:47
Speaker
just It just opens things up immediately. And I forgot to tell you you, don't record this part if you don't want to, but that student, gave me this at the end of the year. A little pickle.
00:22:00
Speaker
Emotional support. It's an emotional support pickle. I will always be around to let you know that you are a big dill. ah I love that. That's amazing. That's amazing.
Project Impact and Emotional Outcomes
00:22:12
Speaker
Thank you for sharing all of these anecdotes. I want to get that. Where'd she get that? I don't know. Did she hand knit it? Sorry? Did she hand knit it?
00:22:22
Speaker
I don't know. ah she I, cause I, I wasn't in the office. I didn't get to see her. Another teacher said, oh, this student dropped this off for you. And I opened up the box and it's a little note just saying, thank you so much for all the food stuff.
00:22:38
Speaker
Love like the pickles and and the baking and everything. Um, here's a pickle. that's Awesome. That's amazing. I love that so much. Um, um I don't even think i need to ask you about impact because that's exactly what you've been you've been sharing like all these stories and and wonderful tidbits but maybe i'll I'll say if there's if there's, you know, one other, you know, defining moment about what what this project has has done for your students or for your community or anything like that that you want to share.
00:23:10
Speaker
i' would love to hear it. yeah ill one Yeah, please. i got I think I got to sort through some thoughts. could You got to squeeze your emotional support, Dickel there. Calm down.
00:23:21
Speaker
So for for me, because I think a lot of my my work was more front end on this. And of course, you know, supporting Ben's awesome ideas. um For me, it was was the moment I saw the website for the first time.
00:23:33
Speaker
Because um that was that was the reaction from the students as as as pure as it gets. um The design, the layouts, um the with the pictures taken and chosen. But the reflections that they were writing, I mean, I could barely get, I had to start over so many times because I was getting very weepy very, very often.
00:23:55
Speaker
um And then, you know, being part of this action research group at OISE, having an opportunity to present the website to other people that are educators, multiple disciplines, and seeing them have the same reaction.
00:24:08
Speaker
um It was was quite remarkable. um and And it's so humbling to be part of something like that. and see the net result and hear the net result and feel the net result, not knowing for sure that this is where it's going to go. And you can only be hopeful that you're you're making impacts.
00:24:26
Speaker
um Like seeing the emotional support pickles, like that's that's a thing. um But, you know, here it is in perpetuity. And and as I think as a website,
00:24:38
Speaker
It's so ah connected to the masses. um So some of the stuff that that I'm doing with OISE, it's like a lot of that work ends up in and research papers, which is great.
00:24:50
Speaker
But who's going to read that? Like it's only going to professor or a grad student or maybe another, you know, nerdy teacher that is looking for something that that may or may not have access to that.
00:25:02
Speaker
Whereas I think a website like this done by the students for everybody in the world um is just, it's so powerful. And I think, you know, being able to bring history to a living history, to ah to ah an actual moment of now and and history in the future where things could go.
00:25:25
Speaker
um That to me, when I saw that website, I was just like, oh my God, like, look look what has happened here. And, you know, very, very emotional every time I look at it, because it's talking about, you know, grandmothers and grandfathers and and families and struggles, but also it's it talks about joy and celebration out of all of that.
00:25:47
Speaker
So that's my impact. How you doing, Ben? You ready? No. Yeah, I mean. Love that. um the there are There are a few things along the way that really stood out to me as we're doing something pretty special here.
00:26:06
Speaker
um so I'm going to focus, I think, on a few things that happened that didn't need to happen, that were good. like This was a project for a class where kids are in grade 12 in a university course trying to get marks to like get into school.
00:26:23
Speaker
There are certain things that they were getting marked on and other things that they weren't, but we still had to do. like They still had to happen. So I think maybe those ones really stood out to me. So like the day of cooking, um I had to get there early because the challah takes forever to rise. It's a double proof bread.
00:26:41
Speaker
So I had to start it at like 7.30. And so I told the kids, if anybody wants to come and make hollow with me, I have to get it started at 730. You can meet me in Mr. K's kitchen.
00:26:54
Speaker
Like eight kids came. More than a quarter of the class showed up at 730.
00:27:00
Speaker
to help make the, they didn't have to do that. That was like, cause I was like, I'm going lot of work getting this done. So that maybe one or two will show. It was no problem at all. Like that, that, that's something. um And then even the website, like we finished it during the class time. Cause I had to like mark all the contributions, but there were um three, three,
00:27:27
Speaker
four but like three kids really that were like we're not happy with it um they probably spent another 20 hours working on it through like march and february because they didn't think it was what they wanted it to be and this was after after their semester the marks are done like the course is over everything's in so like thinking about that impact was was big and then for for the students in particular um and then i think in terms of like the a community impact that was that was big for me outside of that student one was that like like pinkus deciding to come was a big deal i don't ask
00:28:18
Speaker
survivors to come and speak anymore because it's a small group. They might do a big thing, but that's about it. um And Jody just happened to know Pincus was interested in food histories and just mentioned it to him because there was no ask.
00:28:32
Speaker
And he said he wanted to do it. ah Like that's that that was really moving for me as well for a person who's, you know, in his 90s, has lots of things to do in his life.
00:28:45
Speaker
um And then for him to just sort of say, hey, like, I'd love to do that. And i think there was something special in that, that so much of Holocaust survivors lives, in terms of interaction with education, after the Holocaust has been about reliving their experiences as Holocaust survivors.
00:29:04
Speaker
And this wasn't that. And this, that part of this was trying to see um not just sort of Holocaust survivors, but also Jewish folks as more than just victims of a tragedy.
00:29:23
Speaker
during World War II, more than just victims of the Holocaust, but people with full actual lives. Right. And, um, when Dan mentioned, uh, a few minutes ago about like Pincus lighting up with these questions, um,
00:29:39
Speaker
he was like smiling and laughing. You could see a memory common, like the smile would come across his face and he'd be like, oh, let me tell you about like this chimney in this apartment block. And we'd throw the potatoes into the soot.
00:29:52
Speaker
You pull them out a few minutes later, brush them off, pull it, like open them up and you'd have this potato that you'd eaten. he'd written something about like stuffed goosenecks and the kids had to know what a stuffed gooseneck was. So he's describing stuffed go goosenecks and giving his like very, very strong opinions about what's real, the filter fish and what's not. um And, and like um the opportunity for us to be in a space with a person who experienced such tragedy, but to talk about parts of his life that were so joyful, I think were really, really powerful and had a big impact on the kids. um You can see sometimes their reflections, they they sort of think about the Holocaust a lot, but then it comes back out again because all they've learned for the most part about Jewish folks in the past is about the Holocaust.
00:30:44
Speaker
And this allowed them to see outside of that. And I think that helped them also for themselves to see outside of whatever big narrative they have about themselves to look at other parts of it. So I think for me, that's sort of like a community impact piece. And then the student impact ones were these moments where kids really stepped up and did things that were not required.
Final Thoughts and Invitation to Visit
00:31:08
Speaker
What a special way for for your students to to learn and to to walk away with all of these, you know, self reflections, as you said, and and just understandings. Thank you so much, Ben and Dan for for sharing, sharing all that you've been doing, doing with us.
00:31:27
Speaker
Thanks for having us. It was an absolute pleasure. Yeah, it was lots of fun. You have to come and visit Don Mills when you're in Toronto. Yeah, you're welcome anytime. Yeah. Happy to. I want to see the food lab. Dan gives a great tour.
00:31:40
Speaker
Oh, I bet. Thanks so much. There's often some goodies after too. Oh, even better. I want some of these pickles. That's what I really want. Well, so in, in the fall I'm doing, um, we have the genocide course in the fall and I'm going to try to grow beets inside and then do pickled beets, um, with that group, uh, thinking about Jewish history in, uh, in the East. ah So, um,
00:32:10
Speaker
i'm I'm hopeful for that. Dan also does maple syrup on site. So if you can ah organize a spring trip. Anytime of year, we're doing something good. so Sounds amazing. oh my gosh. Very, very cool. Well, thank you again. i really appreciate you sharing this with us.
00:32:30
Speaker
You're amazing, brother. Thank you. Thank you.