International Foods

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Content Area: Career Education and Consumer/ Family/ Life Skills Course: International Foods

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza David Baker Elizabeth Garrigal Diane Merla Russell T. Olivadotti Ronald O’Neill Frank J. Pingitore Paul Rolleri

Date of Last Revision and Board Adoption: 8/27/2009

Career Education and Consumer/ Family/ Life Skills

Exploring Childhood

Acknowledgements Monroe Township Schools

2 A note about Family and Consumer Science Standards And Cumulative Progress Indicators.

The New Jersey Core Curriculum Content Standards for Family and Consumer Science were developed in 2002. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found at: http://www.nj.gov/njded/cccs/drafts/career.pdf

International Foods

Scope and Sequence

st 1 Quarter I. Safety In The Kitchen II. Kitchen Measurements a. Common Kitchen Accidents a. Standard Kitchen Measurements b. Proper Food Handling b. Accurate Measurement of Ingredients c. Proper Use of Small Kitchen Equipment c. Common Equivalents

III. Regional American Cuisine (carryover into Unit B) IV. Customs, Culture, and Cuisines of Asia a. Historical Overview of the First Inhabitants, Colonists, and Immigrants a. Climate, Geography, and Culture b. Development of Regional Cuisines b. Regional Differences c. Climate, Geography, and Cultural Influences c. Cooking Techniques and Equipment d. New England Cuisine d. Japan e. Mid-Atlantic Cuisine e. China f. Southern Cuisine f. Russia g. Midwestern Cuisine India h. West and Southwest Cuisine i. Pacific Coast Cuisine Hawaiian Islands Cuisine

nd 2 Quarter V. Customs, Culture, and Cuisines of the Mediterranean VI. Customs, Cultures, and Cuisines of Europe a. Climate, Geography, and Culture a. Climate, Geography, and Culture b. Regional Differences b. Regional Differences c. Cooking Techniques and Equipment c. Cooking Techniques and Equipment d. Greece d. France e. Italy e. Germany f. Spain f. Scandinavia g. Portugal g. British Isles – Ireland, Scotland, Wales, and England VII. Customs, Cultures, and Cuisines of the Middle East and Africa VIII. Customs, Culture, and Cuisines of Latin America a. Climate, Geography, and Culture a. Climate, Geography, and Culture b. Regional Differences b. Regional Differences c. Cooking Techniques and Equipment c. Cooking Techniques and Equipment d. Africa d. Mexico e. Israel e. South America f. Middle East

Topic: Safety in the Kitchen Grade Level/Subject: Goal 1: The student will be able to demonstrate mastery of safe and effective operation in the foods lab. Grade 10-12 / International Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to: 10 1.1. Identify ways to prevent • What are the six basic safety guidelines for working in the NOTE: The assessment models provided in this common kitchen accidents. kitchen? document are suggestions for the teacher. If the teacher (2.1.12.E.2-3, 9.1.12.B.1, • What safety precautions can be taken to prevent falls in the chooses to develop his/her own model, it must be of 9.1.12.B.1-9, 9.2.12.F.1-5) kitchen? equal or better quality and at the same or higher cognitive levels (as noted in parentheses). • How does keeping a knife sharpened make it a safer tool? Depending upon the needs of the class, the assessment 1.2. Explain how proper food- • How should knives be stored? handling practices can prevent questions may be answered in the form of essays, What precautions should be taken when washing sharp food borne illness. (2.1.12.A.2, • quizzes, mobiles, PowerPoint, oral reports, booklets, or utensils? 2.1.12.D.3, 9.1.12.B.1-9, other formats of measurement used by the teacher. 9.2.12.F.1-5) • Why does prevention of fire and burns start with cleanliness? • What first aid measures should be followed for burns? • Lecture Notes / Teacher Demonstrations 1.3. Demonstrate the proper use of • How should you handle these range top situations: a) • Student Workbook, Culinary Essentials direction of pot handles; b) lifting a lid; c) use of fabric and small kitchen equipment. • Video: “Common Sense Kitchen” (2.1.12.A.2, 2.1.12.D.3, paper items; d) aerosol cans • Video: “Basic Food Safety” 9.1.12.B.1-9, 9.2.12.F.1-5) • What can you do to avoid burns when working with a hot Video: “The Great Food Fight” oven? • Worksheet; “Safety Know How” • What should you do if you see flames in an electric skillet or • pan on the range top? • Worksheet; “Hazard Proofing a Kitchen” where • What rules should be followed regarding water and electric students identify potential hazards in their kitchen at appliances? home. • What are some poisonous chemicals that are often found in • Project: Students create a poster for preventing the kitchen? accidents in the foods lab. • What is cross-contamination? • Test: Chapters 7-1 and 8-1 • What are the causes of foodborne illnesses? • Website: http://www.cdc.gov/nasd/docs/d000801- d000900/d000825/d000825.html U.S. Food and What is the grooming and personal hygiene habits all • Drug Administration – Center for Food Safety and foodservice workers should follow? Applied Nutrition

• Website: http://www.fightbac.org/ offers information on the prevention of foodborne illness. • Test / Quizzes. 2

Suggesteddays of Instruction The student will be able to: • Final Examination.

Topic: Kitchen Measurements Grade Level/Subject: Goal 2: The student will be able to choose and use appropriate tools and methods for measuring different types of Grade 10-12 / International food. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to: 10 2.1. Identify customary units of • What is the correct method for measuring liquids? • Lecture Notes / Teacher Demonstrations. measure and the proper • Why might some ingredients, such as flour and confection’s • Worksheet: “Measuring Up”. procedures for measuring sugar need to be sifted before measuring? Worksheet: “Cooking with Fractions”. various types of ingredients. • What is the proper method for measuring dry ingredients? (3.1.12.D.1, 3.12.G.1, • • Worksheet: “Converting Equivalents”. 4.1.12.B.1, 5.3.12.B.1, • Compare the methods for measuring confection’s sugar and • Worksheet: “Kitchen Equivalents”. brown sugar. 9.1.12.B.1-9) • Worksheet: “Kitchen Fundamentals”. • How are dry ingredients in amounts less than ¼ cup typically Worksheet: “Knife Cuts” measured? • 2.2. Identify commonly used • Video; “Kitchen Math: Measuring”. equivalents. (3.1.12.D.1, • Describe two ways to measure a fat that doesn’t come in a 3.12.G.1, 4.1.12.B.1, stick. • Video; “Kitchen Fundamentals: Common Tools & Terms”. 5.3.12.B.1, 9.1.12.B.1-9) • What is taring and why is it done when measuring foods by Test: “Equivalents”. weight? • • How can a straight edge spatula and rubber scrapper help • Final Exam. when measuring foods? • What general guidelines should be followed when cutting foods? • Describe how chopping, mincing, cubing, and dicing differ. • How do you pare, score, and sliver foods?

Topic: Regional American Cuisine Grade Level/Subject: Goal 3: The student will be able to identify the origins of foods of the seven main regions of the United States and Grade 10-12 / International to explain how climate, geography, and culture affected the development of these cuisines. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to:

Suggesteddays of Instruction The student will be able to: 25 3.1. Describe how climate, • What is culture? • Lecture Notes / Teacher Demonstrations. geography, and culture have • What makes cuisines different? • PowerPoint presentations. influenced the food customs of What are some examples of food customs in a culture? Project; “Whose Culture Is This?” page 17 Food for New England, the Mid-Atlantic • • Compare these to customs in your community. Today student workbook. region, the Southern region, the Midwest, the West and • Historically, what determined the staple foods in regions of • Worksheet; “Food Festival” Southwest, the Pacific coast, the world? • Worksheet; “1-3 Influences on Food Choices”. and the Hawaiian Islands. • Why do you think early people in history may have cooked • Worksheet; “1-3 Food and Culture”. (3.1.12.D.1, 3.12.G.1, their food quickly? Worksheet; “23-1 Regional Foods of the East, 4.1.12.B.1, 5.3.12.B.1, • • How did class distinctions determine what people ate in Midwest, and South”. 9.1.12.B.1-9) historical times? • Worksheet; “23-2 Regional Foods of the West”. • What effect did world exploration have on the foods people Worksheet; “Study Guide – Foods of the U.S.” 3.2. Name foods that are native to ate? • • Worksheet;”23-1 - From There to Where? each of these regions of the • How have wars throughout history had an impact on the United States. (3.1.12.D.1, foods people eat? • Worksheet; “Chapter 48 - Study Guide - Foods of 3.12.G.1, 4.1.12.B.1, the United States & Canada”. • What is fasting? 5.3.12.B.1, 9.1.12.B.1-9) • Worksheet; “Chapter 26 – Cultural Influences on • What allowed food preparation to become more creative? Food”. Why? 3.3. Use recipes to prepare foods • Worksheet; “Chapter 26 – U.S. Regions Maze”. • Why is food part of social activities around the world? that are native to each of these • Worksheet; Chapter 26 - Regional Foods Match”. regions of the United States. • For what reasons are food customs handed down to new (3.1.12.D.1, 3.12.G.1, generations? • Worksheet; “Chapter 48 - What Do They Bring to the Table?” 4.1.12.B.1, 5.3.12.B.1, • Why is the United States considered a “melting pot”? • Worksheet; “Chapter 48 – Foods from My Family 9.1.12.B.1-9) • Why do you think ethnic restaurants have gained popularity Tree”. in the U.S.? • Lab: Prepare authentic recipes from New England. • Name at least three foods for each region of the United States. • Lab: Prepare authentic recipes from the Mid- Atlantic region. • Why did regional foods develop? • Lab: Prepare authentic recipes from the South. • List the new foods that the English settlers found in America. • Lab: Prepare authentic recipes from the Midwest. • What are some of the special foods of the Pennsylvania • Lab: Prepare authentic recipes from the West and Southwest. 6

Suggesteddays of Instruction The student will be able to: Dutch? • Lab: Prepare authentic recipes from the Pacific • What are the different ways that Southerners used corn? Coast. • How did Native Americans contribute to Southwestern • Lab: Prepare authentic recipes from the Hawaiian cuisine? Islands. • What is the difference between Creole and Cajun cooking? • Reference Book: American Regional Cuisine, by the • Name Native American foods that are eaten today. Arts Institute. • Reference Book; American Regional Cuisine, by Betty Fussell. • Website: Food Network’s Global Cuisine – New England http://www.foodnetwork.com/food/ck_gc_new_engl and/0,1971,FOOD_9809,00.html • Website: American Regional Cuisine Site http://www.bellaonline.com/site/AmericanRegional Cuisine • Test / Quizzes. • Final examination.

Topic: Customs, Culture, and Cuisines of Asia Grade Level/Subject: Goal 4: The student will be able to identify the customs, culture, and cuisines of Japan, China, Russia, and India. Grade 10-12 / International Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to: 15 4.1. Describe how climate, • How did spices have an impact on Asian history? • Worksheet; “Study Guide – Foods of South and geography, and culture have • What staples define Indian cuisine? Eastern Asia”. influenced the food customs of Describe the Indian dishes: a) curries b) dal and c) chutney. • Worksheet; “It’s All in the Technique!” Russia, India, China, and • Text: Guide to Good Food, Chapter 31. Japan. (3.1.12.D.1, 3.12.G.1, • How might rice be used in southern Indian cooking? • 4.1.12.B.1, 5.3.12.B.1, • Provide two examples of how the foods of Southern India • Worksheet, “Chinese and Japanese Cuisine”. 9.1.12.B.1-9) differ from those in the North. • Worksheet; “Japan Maze”. • How do the principles of yin and yang apply to the cuisines • Worksheet; “China Match”. 4.2. Name foods that are native to of East Asia? • Worksheet; “Indian Culture and Cuisine”. each of these countries. • Since China has relatively little farmland, how is it able to • Worksheet; “Russian Culture and Cuisine”. (3.1.12.D.1, 3.12.G.1, raise enough food for the population? 4.1.12.B.1, 5.3.12.B.1, • Video: “Chopsticks: An Introduction to Chinese • How do Chinese foods get much of their sweetness and Cooking”. 9.1.12.B.1-9) spiciness? Worksheet; “Chopsticks: An Introduction to Chinese • • What cooking methods are commonly used in China? Cooking – Video Worksheet”. 4.3. Use recipes to prepare foods • What is dim sum and in what cuisine is it a specialty? Worksheet; “Yin and Yang Crossword Puzzle”. that are native to each of these • Why is food prepared simply in northern China? countries. (3.1.12.D.1, • • Lab: Prepare authentic Japanese dishes. 3.12.G.1, 4.1.12.B.1, • What characteristic is common to both Szechuan and Hunan • Lab: Prepare authentic Chinese dishes. 5.3.12.B.1, 9.1.12.B.1-9) cuisines in central and western China? • Lab: Prepare authentic Russian dishes. • Why is stir-frying a popular method of cooking in China? • Lab: Prepare authentic Indian dishes. • What similarities exist between the cuisines of China and Website: Japan? • http://www.cookbookwiki.com/Cuisines_of_the_Wo • What characteristics make Chinese cuisine distinct? rld Cuisines of the World. • What characteristic make Japanese cuisines distinct? • Test / Quizzes. • What ingredient is particularly important in Japan? • Final Examination. • Describe the Japanese dishes, sukiyaki and teriyaki. • Describe two ways the Japanese eat raw fish.

Topic: Customs, culture, and Cuisines of Latin America. Grade Level/Subject: Goal 5: The student will be able to identify the customs, culture, and cuisines of Mexico and South America. Grade 10-12 / International Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to: 15 5.1. Describe how climate, • What parts of the world make up Latin America? • Worksheet; “Study Guide – Foods of South and geography, and culture have • Identify the geographic and climatic factors that have Eastern Asia”. influenced the food customs of influenced the characteristic foods of Mexico and the South • Worksheet; “It’s All in the Technique!” Mexico and South America. American countries. Text: Guide to Good Food, Chapter 27. (3.1.12.D.1, 3.12.G.1, • Describe cultural factors that have affected the food customs 4.1.12.B.1, 5.3.12.B.1, • • Worksheet; “Lunch Latin-American Style”. of Mexico and South America. 9.1.12.B.1-9) • Worksheet; Study Guide Latin America – Foods of Name four contributions that the Aztecs and the Spaniards • the World”. made to Mexican cuisine. 5.2. Name foods that are native to • Video: “The Jalapeno Bowl”. • What three foods are basic in the Latin American diet? each of these countries. • Worksheet; “The Jalapeno Bowl: A Wrap-up of (3.1.12.D.1, 3.12.G.1, • What is a tortilla and how is it made? Mexican Food”– Video Worksheet”. 4.1.12.B.1, 5.3.12.B.1, • Describe an empanada. • Worksheet; “Create Your Own Mexican Glossary”. 9.1.12.B.1-9) • What is masa and how is it made? • Worksheet; “Crossword Puzzle on Mexico”.

• What kind of sauce uses unsweetened chocolate as an • Worksheet; “Mexico Q and A”. 5.3. Use recipes to prepare foods ingredient? • Worksheet; “Chapter 27 – Mexican Cuisine”. that are native to each of these • How did the Aztecs use chocolate in Mexico? countries. (3.1.12.D.1, • Worksheet; “Latin America Maze”. • Describe three different foods made from the tortilla. 3.12.G.1, 4.1.12.B.1, • Worksheet; Quiz – Latin America”. • What are the colors of peppers used in Mexican cooking and 5.3.12.B.1, 9.1.12.B.1-9) Cookbook: The Art of Mexican Cooking. how are they used? • • Cookbook: Mexican: Healthy Ways with a Favorite • List two types of beans that are used in many Mexican Cuisine”. dishes. • Lab: Prepare authentic Mexican dishes. • Why are Mexican dishes more popular in the United States than dishes from South America? • Lab: Prepare authentic South American dishes. • If you could take a culinary journey to one part of Latin America, where would you go and why?

• Website: http://www.cookbookwiki.com/Cuisines_of_the_Wo rld Cuisines of the World.

Suggesteddays of Instruction The student will be able to: • Test / Quizzes. • Final Examination.

Topic: Customs, Culture, and Cuisines of the Mediterranean. Grade Level/Subject: Goal 6: The student will be able to identify the customs, culture, and cuisines of Greece, Italy, Spain, and Portugal. Grade 10-12 / International Foods of Instruction Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays The student will be able to: 15 6.1. Describe how climate, • What are the four main countries that make up Southern • Worksheet; “Chapter 29 – Spanish Culture and geography, and culture have Europe? Cuisine”. influenced the food customs of • Why is Spain’s geographical location beneficial for the • Worksheet; “Italian Foods Identification”. Greece, Italy, Spain, and country? Worksheet; “Italian Culture and Cuisine”. Portugal. (3.1.12.D.1, 3.12.G.1, • What role does salt cod or bacalhau have in the Portuguese 4.1.12.B.1, 5.3.12.B.1, • • Worksheet; “Greece Maze”. diet? 9.1.12.B.1-9) • Worksheet; “Mediterranean Climate, Geography, Describe the food customs of Spain, Italy, and Greece. • and Cuisine”. How has the climate, geography, and culture of these 6.2. Name foods that are native to • • Worksheet; “Chapter 51 – Foods of Southern countries influenced their customs? each of these countries. Europe”. (3.1.12.D.1, 3.12.G.1, • Name three culinary advances the Moors made to Spanish • Worksheet; “Chapter 51 – Southern Versus Northern 4.1.12.B.1, 5.3.12.B.1, cuisine. Italy”. 9.1.12.B.1-9) • Describe a local dish from each of the five regions in Spain. • Video: “Italy – Pizza, Pasta, and Panache”. • What is the difference between tortillas in Spain and tortillas • Lab: Prepare authentic Greek dishes. in Mexico? 6.3. Use recipes to prepare foods • Lab: Prepare authentic Italian dishes. that are native to each of these • Why is Italian cuisine known as the “mother cuisines”? • Lab: Prepare authentic Spanish dishes. countries. (3.1.12.D.1, • Describe three different ways that Italians may serve pasta. 3.12.G.1, 4.1.12.B.1, • Lab: Prepare authentic Portuguese dishes. • List the courses that would make up a typical noon meal in 5.3.12.B.1, 9.1.12.B.1-9) Website: Cuisines of the World Italy and give an example of a food that might be served for • http://www.cookbookwiki.com/Cuisines_of_the_Wo each course. rld. • Name three dishes invading groups of people contributed to Website: Greek Cuisine: http://www.greek- Greek cuisine and two foods that are native to Greece. • recipe.com/ • What is the basic sweetener used in preparation of many Website: Italian Regional Cuisines: Greek desserts, pastries, and cakes? • http://italianfood.about.com/od/regionalcuisines1/Ita • Describe and prepare dishes from the countries of Southern lian_Regional_Cuisines.htm Europe. • Website: Spanish Cuisine: • Identify typical ingredients used in dishes of Southern http://www.hillmanwonders.com/cuisines/spanish_c European countries and explain how they are used. uisine.htm • What vegetables are typical Italian ingredients? • Website: Portugese Cuisine: • What cured meats are included in the Italian cuisine? http://en.wikipedia.org/wiki/Portuguese_cuisine

Suggesteddays The student will be able to: • Describe the Italian foods; panino, cannoli, and biscotti. • Tests / Quizzes. • How is cheese served in Italian cuisines and what cheeses • Final Examination. are typical? • What typical ingredients in Greek dishes are grown on trees? • What four ingredients basic to Greek cuisines do sheep, pigs, and goats supply? • Describe these Greek dishes: Moussaka, Souvlaki, and Dolmas. • Compare the dishes of Mediterranean cuisines with typical foods in countries to the north. What geographical factors account for these differences?

Topic: Customs, Cultures, and Cuisines of Europe. Grade Level/Subject: Goal 7: The student will be able to identify the customs, culture, and cuisines of France, Germany, Scandinavia, Grade 10-12 / International and the British Isles – Ireland, Scotland, Wales, and England. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to: 15 7.1. Describe how climate, • What countries make up the United Kingdom? • Worksheet; “Foods of Western & Northern Europe”. geography, and culture have • What is “low” tea in the United Kingdom? • Worksheet; “ABC’s of Dining in Western & influenced the food customs of What are fish and chips in the United Kingdom? Northern Europe”. France, Germany, Scandinavia, • Worksheet; “Puzzling Over Foods of Western & and the British Isles. • Describe the English foods Yorkshire pudding, trifle, and • Northern Europe”. (3.1.12.D.1, 3.12.G.1, fool. 4.1.12.B.1, 5.3.12.B.1, • What is bubble and squeak? • Text: Guide to Good Food, Chapter 28 9.1.12.B.1-9) • What are the four staples of the British diet that were • Worksheet, “Influences on Scandinavian Cuisine”. introduced by the Anglo-Saxons? • Worksheet; “Foods of Germany”. 7.2. Name foods that are native to • Describe a typical breakfast in England. • Worksheet; “France Crossword”. each of these countries. • How does the geography of France impact its different • Worksheet; “British Foods and Customs”. (3.1.12.D.1, 3.12.G.1, cuisines? 4.1.12.B.1, 5.3.12.B.1, • Worksheet; “Russian Culture and Cuisine”. 9.1.12.B.1-9) • What fats are commonly used in different areas of France? • Video: “Provincial French Cuisine” Describe three basic types of cuisines in France. • • Video: “Multicultural Foods Series – Video #1 – What are haute cuisine, provincial cuisine, and nouvelle French Cuisine.” 7.3. Name foods that are native to • cuisine? each of these countries. • Video: “Multicultural Foods Series – Video #2– (3.1.12.D.1, 3.12.G.1, • Name and describe three types of French sauces. German”. 4.1.12.B.1, 5.3.12.B.1, • Name three foods that are eaten in the Provence region of • Cookbook: The Best of France. 9.1.12.B.1-9) France. • Cookbook; The Flavors of Provence. • Why is German cooking considered robust? • Cookbook; Glorious French Food. • Based on what you know about German foods, what • Lab: Prepare authentic French dishes. nutritional concerns might be valid? • Lab: Prepare authentic German dishes. • Describe three popular German potato dishes. • Lab: Prepare authentic Scandinavian dishes. • Have German bakers traditionally made their cakes with Lab: Prepare authentic British dishes. molasses? • • Website: Cuisines of the World • How do German meal patterns differ from those in the http://www.cookbookwiki.com/Cuisines_of_the_Wo United Stated? rld • What three foods are national dishes in Belgium? • Website: German Cuisine http://www.sallys- • Why do people in the Netherlands appreciate foods that 13

Suggesteddays of Instruction The student will be able to: warm the body? place.com/food/ethnic_cusine/germany.htm • What two examples show how the Swiss make use of • Website: French Cuisine http://www.cuisine- cheese? france.com/ • Describe the Austrian pastries strudel, torte, and linzertorte. • Website: Scandinavian Cuisine • What is a smorgasbord and what dishes are typically http://www.allscandinavia.com/scandinaviancuisine. included htm • What are two specific toppings commonly eaten on Danish • Website: British Customs, Culture, and Cuisine smorrebrod? http://www.learnenglish.de/culture/foodculture.htm • Describe three kinds of Norwegian cookies. • Test / Quizzes. • How is Denmark geographically different from the other • Final Examination. Scandinavian countries? • What are gravlax? • What are lefse and krumkaker?

Topic: Customs, Cultures, and Cuisines of the Middle East and Africa. Grade Level/Subject: Goal 8: The student will be able to identify the customs, culture, and cuisines of Africa, Israel, and the Middle Grade 10-12 / International East. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model

Suggesteddays of Instruction The student will be able to: 15 8.1. Describe how climate, • Where geographically are the countries of Southwest Asia • Lecture Notes / Teacher Demonstrations. geography, and culture have and North Africa? • Worksheet; “Middle East Match”. influenced the food customs of • What is a common name for Southwest Asia? Worksheet; “Middle East Regional Cuisine”. Africa, Israel, and the Middle • How do people in the Middle East make use of yogurt? East. (3.1.12.D.1, 3.12.G.1, • • Worksheet; “Israeli Culture and Cuisine”. 4.1.12.B.1, 5.3.12.B.1, • What special knowledge might be needed by a Middle • Worksheet; “An African Buffet”. Eastern cook and why? 9.1.12.B.1-9) • Video: “North African – Crossroads of the • What is mezza? Mediterranean”. 8.2. Name foods that are native to • What is tahini? • Worksheet; “North African: Crossroads of the each of these countries. • What is knish? Mediterranean – Video Worksheet”. (3.1.12.D.1, 3.12.G.1, • What geographic feature exists throughout North Africa? • Worksheet; “North African Cuisine”. 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9) • What is the main grain in North African dishes and how is it • Worksheet; “Matching – North African Cuisine”. typically used? • Worksheet; “The Seasonings of Southwest Asia and • Compare food availability in cities and rural areas of Sub- Africa”. 8.3. Name foods that are native to Saharan Africa. each of these countries. • Lab: Prepare authentic African dishes. (3.1.12.D.1, 3.12.G.1, • What foods add flavor and color to Sub-Saharan dishes? • Lab: Prepare authentic Israeli dishes. 4.1.12.B.1, 5.3.12.B.1, • What is fufu? • Lab: Prepare authentic Middle Eastern dishes. 9.1.12.B.1-9) • Name and describe a dish that a street vendor in Angola • Website: Cuisines of the World might sell? http://www.cookbookwiki.com/Cuisines_of_the_Wo • What effect do you think nature has had on the food supply rld. in Africa? • Tests / Quizzes. • Final Examination.

International Gourmet Foods

COURSE BENCHMARKS

1. The student will be able to demonstrate mastery of safe and effective operation in the foods lab. 2. The student will be able to choose and use appropriate tools and methods for measuring different types of foods. 3. The student will be able to master the art of plate presentation on garnishing, seasoning, color, and arrangement. 4. The student will be able to identify the origin of foods of the seven main regions of the United States and to explain how climate, geography, and culture affected the development of these cuisines. 5. The student will be able to understand the principles for making specialty breads. 6. The student will be able to identify the customs, culture, and cuisines of Japan, China, Russia, and India. 7. The student will be able to identify the customs, culture, and cuisines of Mexico and South America. 8. The student will be able to identify the customs, culture, and cuisines of Greece, Italy, Spain, and Portugal. 9. The student will be able to summarize ways to incorporate fast food and convenience foods into nutritious meal planning and preparation. 10. The student will be able to identify the customs, culture, and cuisines of France, Germany, Scandinavia, and the British Isles. 11. The student will be able to identify the custom, culture, and cuisines of Africa, Israel, and the Middle East. 12. The student will be able to prepare specialty desserts requiring advanced skills and techniques. 13. The student will be able to identify career opportunities related to food production and service.