What is the social function of food? An Integrated Curriculum unit that reflects the cultural diversity of the Montreal area. Presented by: Tamara Beach.
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What is the social function of food?
An Integrated Curriculum unit that reflects the cultural diversity of the Montreal area.
Presented by: Tamara Beach
Patricia FinnertySuzanne LarkinJune 8th, 2006.
What is the social function of food?What does food say about who you
are?(Guiding questions)
What are the dietary restrictions associated with your culture?
Do you prepare certain dishes for special occasions?
What cultural traditions/customs are associated with the food that you eat?
What does the food that you eat say about where you’re from?
Is there social interaction while eating?
What type of music is played during meal-times?
Who is the first to eat a meal?
Do you have specific meal-time etiquette and table manners?
What is food?
What do you eat for breakfast, lunch and supper?
What do you drink?
Is alcohol served during a meal?
Does the food that you eat belong to all of the food groups?
Who would benefit from this unit?What is the duration of this unit?
This unit has been created for students in Cycle 3 Elementary (grades 5-6) or Cycle 1 Secondary (grade 7-8).
Public, co-ed, Multicultural School.
A full term will be devoted to the full implementation of this project.
Our reasons for creating this unit:
Montreal is a culturally diverse city.
Many of our schools can be seen as Multicultural.
Teachers have an important role in promoting cultural harmony and acceptance in their classrooms.
Students need to learn how to live and work in an increasingly diverse community and world.
A topic that unites students from any background is food.
“The world outside the classroom is a resource for children's learning,
so the school experience should go beyond the four walls, both bringing the world into
the classroom and taking the class
out into the world.”
(Spodek, 1972)
Introduction – Aims of the unit
The aim of this unit is to empower children to take full control of their own learning by means of using their previous knowledge and experiences and relating this to their current situations. The goal is to inspire the students to use every moment given to them to the best of their ability and learn from these experiences. We believe that learning takes place in a variety of contexts and cannot be solely restricted to the individual classroom.
Significance of of the Unit
This unit will explore the types of foods, the cultural traditions and customs related to a diverse Montreal Population.
Using Montreal as a resource, students will be able to compare and contrast their cultural experiences with that of others.
Significance of the unit cont’d
This particular unit is of significance because students will be given an opportunity to reflect upon their own understanding of the role that food plays in their lives.
At the same time, they will be challenged to observe and examine the role that food plays in their community.
Significance of the unit cont’d
This unit provides students with a variety of hands-on learning opportunities to develop cross-cultural competencies of the QEP within the context of each learning situation.
QEP Connections (Media Literacy, Citizenship and community life, etc.)
Theoretical Framework
“A school that serves a multilingual, multicultural, and multiracial community
has a responsibility for ensuring that everyone in the school values cultural
diversity, and for helping all students and their families to feel included and valued in
the school community without giving by aspects of their culture that are important
to them.” (Coelho, 1998, p.94).
Theoretical framework cont’d
Inquiry-based approach.
Constructivism
Cooperative learning
H. Gardner’s Theory of Multiple Intelligences
Place-based education
Interdisciplinary Methods
Overview of learning opportunities
Lesson 1: Foods vary from place to place.
Lesson 2: Nepalese customs and traditions during meal-time
Lesson 3: Examining cultures
List of questions to consider when researching the specific culture:
1. What is the country that you chose? 2.What is one of the cultures that make up this country?3.What is the dominant religion of this region?4.Describe some of the specific types of food that are eaten.5.Identify one culinary dish that this culture prepares.6.When is this made? Why is it made? (For any particular occasion?)
Questions cont’d
7.Supply the exact recipe. (ingredients, preparation time, cooking time)8.Describe the table etiquette associated with this culture.9.What is done before it is time to eat?10.Who eats at the table?11.Who serves the food?12.How does everyone eat the food?13. Is anything done once the meal is over?Does this culture have any dietary restrictions?
Please see the assessment criteria below for lesson plan #3 (Examining cultures):
Evaluation - rubric
Group members _________________________
Culture ________________ Country/region _____
Fair (1) Good (2) Very Good (3-4) Excellent (5)
Description of Religion 1 2 3-4 5
Customs/traditions 1 2 3-4 5
Cultural Recipe 1 2 3-4 5
Table etiquette 1 2 3-4 5
Dietary restrictions 1 2 3-4 5
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25
Comments:
Learning opportunities cont’d
Lesson 4 & 5: Class time to work on projects
Lesson 6 & 7: Sharing of partner projects.
Lesson 8: Field Research – Visit to Eaton centre’s food court.
Field research in a Montreal food court
Look at the different types of vendors. What are some of the different ethnicities representing these merchants? (“Edo Japan is considered Japanese, “Kojax Souvlaki is considered Greek.) What type of food are the merchants selling? Appetizers, main courses, desserts, etc? Observe the shoppers who are eating in the food court. What exactly are they eating?
Questions cont’d
How are they eating their meal? (Are they using their hands, utensils, etc?) What are these people doing while they are eating? At the same time, depending on our budget, students will be given an opportunity to sample various foods from the different vendors at the food court. They will be given the choice of what they would like to eat. They are encouraged to try something that is new to them.
They will be encouraged to look for the following:
Is the family sitting at a table or sitting on the floor during meal-time? Is anything done before the meal is eaten?Who serves the food? How does everyone eat?Does the family talk, laugh or remain silent during this time?How is the food served?Are there beverages at the table?Do family members share the food on their plates with one another?Is there anything that is missing on the table?When the meal is finished, what happens?
Learning opportunities cont’d
Lesson 10: Cultural cooking
Lesson 11: Taste of the Nations – Ethnic Food fair.
Part 1: For homework : students will be asked to think of a particular dish or recipe that they are able to identify their family’s heritage with. Students will interview a relative/person who would normally prepare this dish. They would be asked to interview this person and find out the following information:Name of the recipeHow it is madeBrief personal history of the person who shared this recipe with you.
Who eats this dish? (Which community, what ethnic group, what region, what country, etc.)For what occasion or for what time of the year is this dish prepared for? (X-Mas, Passover, etc)Explain what you have learned about your cultural heritage by doing this assignment.’Letter will be sent home to parents asking them to prepare a culinary dish and to join the celebration.Any staff members on spare at that time are welcome as well.
Forms of Assessment
Individual brainstorming/ reflections in journals.
Small/Large group discussions.
Rubrics (including self-evaluation & peer-evaluation)
Participation grade.
Poem: Look at Me
I am tallYou are shortWe are friendsNo matter what
I am seriousYou are funny
We share our foodHow very yummy!
References
Coelho, Elizabeth (1998). “Teaching and Learning in Multicultural Schools :An Integrated Approach. Mutilingual Matters Ltd. Dewey, John. (1938).“Experience and Education”. Simon and Schuster, Inc. Focus Program, 2003.Gardner, Howard, Multiple Intelligences and Education. Retrieved 3/06/2006 from ttp://www.infed.org/thinkers/gardner.htm. pp. 6-8. Gonzales, Norma, et al.1993.Teacher research on funds of knowledge: Learning from households. Educational Practice Report 6. National center for research on cultural diversity and second language learning. Retrieved on 4/18/2006 from http://www.ncela.gwu.edu/pubs/ncrcdsll/epr6.htm. From Coursepack EDEM-644, McGill University, 2006.
References cont’d
Howden, J. and Kopeic, Marguerite. (1999) “Structurer le Succès”. Chenelière/McGraw-Hill. Noddings, Nel. (2005). Place-based education to preserve the earth and its people. In Nel Noddings (Ed.), Educating citizens for global awareness.(pp.57-68).NY: Teachers College Press. From Coursepack EDEM-644, McGill University, 2006. Ozmon, Howard and Craver, Samuel. (2003). “Philosophical Foundations of Education”, (7th ed.), Merrill Prentice Hall. Quebec. Minister of Education. (2001). “Quebec Education Program, 01-00611”. Quebec City, QC, Canada.Smith, Tom E.C. et al. (2001) “Teaching Students with Special Needs in Inclusive Settings”. Pearson Education Canada Inc.http://www.healthsystem.virginia.edu/internet/chaplainey/hindu.cfmhttp://www.faqs.org/nutrition/Pre-Sma/Religion-and-Dietary-Practices.html
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