monroe township schools - schoolwires

Monroe Township Schools

Curriculum Management System

International Gourmet Foods

Grade 10 - 12 June 2007

* For adoption by all regular education programs Board Approved: July 2007

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-31 Benchmarks Page 32

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Mr. Joseph Homoki Mr. John Leary

Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer

Mr. Ira Tessler

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Melissa Bonamici Ms. Upsana Natarajan

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Susan Rosati Supervisor Name: Robert Mele, Supervisor of Arts and Careers Technology Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The philosophy of the Family and Consumer Sciences program is to provide students with the necessary experiences needed to develop basic life skills for their present and future roles. In its attempt to develop the individual, interpersonal skills, management skills and communication skills are addressed. Family and Consumer Sciences is a systematic approach to developing the individual as a whole. This program emphasizes preparation for the employment in occupations related to Family and Consumer Sciences. Skills transferable to the workplace and the development of positive attitudes toward work are stressed, as well as enriching the family experience, which contributes greatly to the health of our society.

Educational Goals

1. To transfer Family and Consumer Sciences skills to the work setting as well as the home and community. 2. To foster the growth of self-esteem and responsible citizenship, which enables the student to contribute to the community. 3. To emphasize the value of working toward good health and safety practices. 4. To develop a tolerance for, acceptance of, and respect for other people and cultures. 5. To manage resources by analyzing and weighing alternatives. 6. To cultivate and promote student growth in self-expression and creativity. 7. To develop a knowledge of the economic contributions of the family to society.

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New Jersey State Department of Education Core Curriculum Content Standards

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 adopted in July 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Family and Consumer Science may also be found at: http://education.state.nj.us/cccs/?_standard_matrix;c=9.

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Scope and Sequence

Quarter I I. Safety In The Kitchen a. Common Kitchen Accidents b. Proper Food Handling c. Proper Use of Small Kitchen Equipment

II. Kitchen Measurements a. Standard Kitchen Measurements b. Accurate Measurement of Ingredients c. Common Equivalents

III. Plate Presentation and Garnishing a. Garde Manger b. Plate Presentation c. Decorative Garnishes

IV. Regional American Cuisine (carryover into 2nd Quarter) a. Historical Overview of the First Inhabitants, Colonists, and Immigrants b. Development of Regional Cuisines c. Climate, Geography, and Cultural Influences d. New England Cuisine e. Mid-Atlantic Cuisine f. Southern Cuisine g. Midwestern Cuisine h. West and Southwest Cuisine i. Pacific Coast Cuisine j. Hawaiian Islands Cuisine

Quarter II V. Basic Techniques of Bread Making (Carryover into 3rd Quarter and

Individual Countries) a. Types of Flour b. Types of Yeast c. Proofing d. Bread Making Techniques e. Plain Breads f. Savory Breads g. Quick Breads h. Enriched and Sweet Breads i. Bread Machines

VI. Customs, Culture, and Cuisines of Asia a. Climate, Geography, and Culture b. Regional Differences c. Cooking Techniques and Equipment d. Japan e. China f. Russia g. India

VII. Customs, Culture, and Cuisines of Latin America a. Climate, Geography, and Culture b. Regional Differences c. Cooking Techniques and Equipment d. Mexico e. South America

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Quarter III

VIII. Customs, Culture, and Cuisines of the Mediterranean a. Climate, Geography, and Culture b. Regional Differences c. Cooking Techniques and Equipment d. Greece e. Italy f. Spain g. Portugal

IX. Convenience and Fast Food Options a. Planning Meals with Convenience Foods b. Comparison and Analysis of Fast Food Restaurant Recipes c. Preparation of Favorite Fast Food Chain Recipes

X. Customs, Cultures, and Cuisines of Europe a. Climate, Geography, and Culture b. Regional Differences c. Cooking Techniques and Equipment d. France e. Germany f. Scandinavia g. British Isles – Ireland, Scotland, Wales, and England

Quarter IV XI. Customs, Cultures, and Cuisines of the Middle East and Africa a. Climate, Geography, and Culture b. Regional Differences c. Cooking Techniques and Equipment d. Africa e. Israel f. Middle East

XII. Specialty Desserts a. Cake Decorating b. Gingerbread Houses c. Molding Chocolate d. Candy Making Techniques

XIII. Careers in the Food Service Industry a. Specific Careers Available b. Educational Programs Available

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Curriculum Management System Grade Level/Subject: Grade 10-12 / International Gourmet Foods

Topic: Safety in the Kitchen

Goal 1: The student will be able to demonstrate mastery of safe and effective operation in the foods lab.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

10 1.1. Identify ways to prevent common kitchen accidents. (2.1.12.E.2-3, 9.1.12.B.1, 9.1.12.B.1-9, 9.2.12.F.1-5)

1.2. Explain how proper food-

handling practices can prevent food borne illness. (2.1.12.A.2, 2.1.12.D.3, 9.1.12.B.1-9, 9.2.12.F.1-5)

1.3. Demonstrate the proper use

of small kitchen equipment. (2.1.12.A.2, 2.1.12.D.3, 9.1.12.B.1-9, 9.2.12.F.1-5)

• What are the six basic safety guidelines for working in the kitchen?

• What safety precautions can be taken to prevent falls in the kitchen?

• How does keeping a knife sharpened make it a safer tool?

• How should knives be stored? • What precautions should be taken when washing sharp

utensils? • Why does prevention of fire and burns start with

cleanliness? • What first aid measures should be followed for burns? • How should you handle these range top situations: a)

direction of pot handles; b) lifting a lid; c) use of fabric and paper items; d) aerosol cans

• What can you do to avoid burns when working with a hot oven?

• What should you do if you see flames in an electric skillet or pan on the range top?

• What rules should be followed regarding water and electric appliances?

• What are some poisonous chemicals that are often found in the kitchen?

• What is cross-contamination? • What are the causes of foodborne illnesses? • What is the grooming and personal hygiene habits all

foodservice workers should follow?

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. • Text: Culinary Essentials, Chapters 7-1 and 8-

1. • Lecture Notes / Teacher Demonstrations • Student Workbook, Culinary Essentials • Video: “Common Sense Kitchen” • Video: “Basic Food Safety” • Video: “The Great Food Fight” • Worksheet; “Safety Know How” • Worksheet; “Hazard Proofing a Kitchen” where

students identify potential hazards in their kitchen at home.

• Project: Students create a poster for preventing accidents in the foods lab.

• Test: Chapters 7-1 and 8-1 • Website:

http://www.cdc.gov/nasd/docs/d000801-d000900/d000825/d000825.html U.S. Food and Drug Administration – Center for Food Safety

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n Curriculum Management System Grade Level/Subject: Grade 10-12 / International Gourmet Foods

Topic: Safety in the Kitchen

Goal 1: The student will be able to demonstrate mastery of safe and effective operation in the foods lab.




and Applied Nutrition • Website: http://www.fightbac.org/ offers

information on the prevention of foodborne illness.

• Test / Quizzes. • Final Examination.

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Topic: Kitchen Measurements

Goal 2: The student will be able to choose and use appropriate tools and methods for measuring different types of food.




10 2.1. Identify customary units of measure and the proper procedures for measuring various types of ingredients. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

2.2. Identify commonly used

equivalents. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

• What is the correct method for measuring liquids? • Why might some ingredients, such as flour and

confection’s sugar need to be sifted before measuring? • What is the proper method for measuring dry

ingredients? • Compare the methods for measuring confection’s

sugar and brown sugar. • How are dry ingredients in amounts less than ¼ cup

typically measured? • Describe two ways to measure a fat that doesn’t come

in a stick. • What is taring and why is it done when measuring

foods by weight? • How can a straight edge spatula and rubber scrapper

help 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?

• Text: Food for Today, Chapter 25 “Preparation Techniques”.

• Lecture Notes / Teacher Demonstrations. • Worksheet: “Measuring Up”. • Worksheet: “Cooking with Fractions”. • Worksheet: “Converting Equivalents”. • Worksheet: “Kitchen Equivalents”. • Worksheet: “Kitchen Fundamentals”. • Worksheet: “Knife Cuts” • Video; “Kitchen Math: Measuring”. • Video; “Kitchen Fundamentals: Common Tools

& Terms”. • Test: “Equivalents”. • Final Exam.

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Topic: Plate Presentation and Garnishing

Goal 3: The student will be able to master the art of plate presentation with emphasis on garnishing, seasoning, color, and arrangement.




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3.1. Prepare a dish that is colorful, symmetrical and overall pleasing to the eye. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

3.2. Create garnishes out of

fruits, vegetables, and spices. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

3.3. Use a variety of techniques to add visual appeal to plated foods. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

3.4. Practice garnishing and plate presentation in all dishes prepared in lab. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

3.5. Identify and use various tools in garnishing and plate presentation. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9

• What is garde manger? • What is a garnish? • Describe several common garnishes. • What guidelines should you follow when choosing a

garnish? • Name four garnish tools and describe their uses. • Explain why a garnish should complement the food it

accompanies, add nutrition, and appeal. • Explain why proper service and presentation are

important in food service operations. • What is the difference between cutting and molding

foods for visual appeal and creating garnishes out of foods?

• How can the selection of dinnerware such as bowls and platters affect the visual appeal of the foods served?

• List and describe four techniques for garnishing plates. • Describe how color, texture, shape, and arrangement

can be used to create a well-balanced plate composition.

• What are seven common ingredients used to enhance flavor?

• What is the difference between a seasoning and a flavoring?

• Name three different flavorings? • How do herbs differ from spices? • How are fresh seasonings different from dried

seasoning?

• Text; Culinary Essentials, Chapters 16-1 and 18-1.

• Text; Food for Today, Chapter 28. • Lecture Notes / Teacher Demonstrations. • Student Workbook, Culinary Essentials. • Worksheet: “Identifying Garnishing Tools”. • Worksheet; “Chapter 28 – Creative Additions

Study Guide”. • Worksheet: “Chapter 28 – Puzzling Over Herbs

and Spices”. • Lab: Creating Apple Bird Garnishes. • Lab: Vegetables and Fruits to Garnish. • Lab: Make various sauces that can be used in

plate presentation. • Assignment: “Do You Know the Signs of

Aging?” – Students will use information on website to determine if the spices they have at home are old or not. http://www.mccormick.com/content.cfm?ID=11985

• Videos: “Great Garnishes” series. • Website: Garnishing and Food Presentation

http://www.recipetips.com/kitchen-tips/t-49-/Garnishing-Food.asp

• Website: How to make Vegetable and Fruit Garnishes http://www.finedinings.com/Garnishes.htm

• Website: Spice Advise

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Topic: Plate Presentation and Garnishing

Goal 3: The student will be able to master the art of plate presentation with emphasis on garnishing, seasoning, color, and arrangement.




• What factors play a role in the color of food? • How does plate composition affect the sensory appeal

of food? • Think of five of your favorite dishes. Suggest how the

foods might be garnished for added visual appeal.

http://www.spiceadvice.com/ • Website: All About Spices

http://www.mccormick.com/content.cfm?id=11937


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Topic: Regional American Cuisine

Goal 4: The student will be able to identify the origins 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.




25 4.1. Describe how climate, geography, and culture have influenced the food customs of New England, the Mid-Atlantic region, the Southern region, the Midwest, the West and Southwest, the Pacific coast, and the Hawaiian Islands. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

4.2. Name foods that are native

to each of these regions of the United States. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

4.3. Use recipes to prepare

foods that are native to each of these regions of the United States. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

• What is culture? • What makes cuisines different? • What are some examples of food customs in a culture?

Compare these to customs in your community. • Historically, what determined the staple foods in

regions of the world? • Why do you think early people in history may have

cooked their food quickly? • How did class distinctions determine what people ate in

historical times? • What effect did world exploration have on the foods

people ate? • How have wars throughout history had an impact on

the foods people eat? • What is fasting? • What allowed food preparation to become more

creative? Why? • Why is food part of social activities around the world? • For what reasons are food customs handed down to

new generations? • Why is the United States considered a “melting pot”? • Why do you think ethnic restaurants have gained

popularity in the U.S.? • Name at least three foods for each region of the United

States. • Why did regional foods develop? • List the new foods that the English settlers found in

America.

• Text: Food for Today, Chapter 2 and Chapter 48.

• Text: Modern Meals, Chapter 37. • Text; Guide to Good Food, Chapter 27. • Lecture Notes / Teacher Demonstrations. • PowerPoint presentations. • Project; “Whose Culture Is This?” page 17 Food

for Today student workbook. • Worksheet; “Food Festival” • Worksheet; “1-3 Influences on Food Choices”. • Worksheet; “1-3 Food and Culture”. • Worksheet; “23-1 Regional Foods of the East,

Midwest, and South”. • Worksheet; “23-2 Regional Foods of the West”. • Worksheet; “Study Guide – Foods of the U.S.” • Worksheet;”23-1 - From There to Where? • Worksheet; “Chapter 48 - Study Guide - Foods

of the United States & Canada”. • Worksheet; “Chapter 26 – Cultural Influences

on Food”. • Worksheet; “Chapter 26 – U.S. Regions Maze”. • Worksheet; Chapter 26 - Regional Foods

Match”. • Worksheet; “Chapter 48 - What Do They Bring

to the Table?” • Worksheet; “Chapter 48 – Foods from My

Family Tree”. • Lab: Prepare authentic recipes from New

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Topic: Regional American Cuisine

Goal 4: The student will be able to identify the origins 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.




• What are some of the special foods of the Pennsylvania Dutch?

• What are the different ways that Southerners used corn?

• How did Native Americans contribute to Southwestern cuisine?

• What is the difference between Creole and Cajun cooking?

• Name Native American foods that are eaten today.

England. • Lab: Prepare authentic recipes from the Mid-

Atlantic region. • Lab: Prepare authentic recipes from the South. • Lab: Prepare authentic recipes from the

Midwest. • Lab: Prepare authentic recipes from the West

and Southwest. • Lab: Prepare authentic recipes from the Pacific

Coast. • Lab: Prepare authentic recipes from the

Hawaiian Islands. • Reference Book: American Regional Cuisine,

by the 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_england/0,1971,FOOD_9809,00.html

• Website: American Regional Cuisine Site http://www.bellaonline.com/site/AmericanRegionalCuisine

• Test / Quizzes. • Final examination.

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Topic: Basic Techniques of Bread Making

Goal 5: The student will be able to understand the principles for making specialty breads.




20 5.1. Identify types of yeast. (9.1.12.B.1-9)

5.2. Identify various flours and

their appropriate uses. (9.1.12.B.1-9, 9.2.12.A.3)

5.3. Describe the characteristics

of quality yeast products. (9.1.12.B.1-9)

5.4. Demonstrate the technique

for making quality yeast products. (3.1.12.G.1, 9.1.12.B.1-9, 9.2.12.A.3)

5.5. Identify common causes of

failure in yeast bread production. (9.1.12.B.1-9)

5.6. List the stages of baking in

bread making. (9.1.12.B.1-9)

5.7. Identify products made from

regular yeast doughs and rolled-in fat yeast doughs. (9.1.12.B.1-9)

• Why are the breads of different cultures around the world both similar and different?

• What are the different types of yeast? • Explain the difference between quick breads and yeast

breads and give three examples of each. • What are the different types of flour available and what

are their appropriate uses? • How does fermentation cause yeast dough to rise? • What is the difference between basic white bread and

whole-grain bread? • Why should ingredients for making yeast bread be at

room temperature? • Why is the quick-mix method of making yeast dough

faster than the conventional method? • How do you prepare yeast dough for the first rise? • Why is yeast dough punched down after the first rise? • What are the steps involved in making yeast bread? • List the common causes of failure in bread making. • How do you shape yeast dough into a loaf? • How and why would you score a loaf before baking it? • Name two ingredients used as washes and explain

what purpose they serve. • What are the characteristics of a quality yeast bread? • What are the steps involved in making yeast bread in a

bread machine? • What is the main difference between liquids used in

traditional yeast breads and liquids used in bread machine yeast breads?

• Text; Food for Today, Chapter 45 • Text; Guide to Good Food, Chapter 22 • Text; Culinary Essentials, Chapter 28 • Lecture Notes / Teacher Demonstrations. • Student workbook, Food for Today. • Student workbook, Guide to Good Food. • Student workbook, Culinary Essentials. • PowerPoint presentations. • Worksheet: “Chapter 22 – Yeast Breads”. • Worksheet: “28-1 – Yeast Dough Basics”. • Worksheet: “28-2 – Yeast Dough Production”. • Worksheet: “Chapter 45 – Quick and Yeast

Breads”. • Lab: Prepare plain breads. • Lab: Prepare savory breads. • Lab: Prepare quick breads. • Lab: Prepare enriched and sweet breads. • Lab: Prepare bread using a bread machine. • Lab: Prepare specialty breads from around the

world. • Cookbook; The Great Book of Bread, by

Rosemary and Nick Moon. • Tests / Quizzes. • Final Examination.

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Topic: Basic Techniques of Bread Making

Goal 5: The student will be able to understand the principles for making specialty breads.




• What is the proper consistency of dough in a bread machine and how can it be checked?

• Name one specialty bread from each country that we studied in class.

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Topic: Customs, Culture, and Cuisines of Asia

Goal 6: The student will be able to identify the customs, culture, and cuisines of Japan, China, Russia, and India.




15 6.1. Describe how climate, geography, and culture have influenced the food customs of Russia, India, China, and Japan. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)


to each of these countries. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)


foods that are native to each of these countries. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

• How did spices have an impact on Asian history? • What staples define Indian cuisine? • Describe the Indian dishes: a) curries b) dal and c)

chutney. • How might rice be used in southern Indian cooking? • Provide two examples of how the foods of Southern

India differ from those in the North. • How do the principles of yin and yang apply to the

cuisines of East Asia? • Since China has relatively little farmland, how is it able

to raise enough food for the population? • How do Chinese foods get much of their sweetness

and spiciness? • What cooking methods are commonly used in China? • What is dim sum and in what cuisine is it a specialty? • Why is food prepared simply in northern China? • What characteristic is common to both Szechuan and

Hunan cuisines in central and western China? • Why is stir-frying a popular method of cooking in

China? • What similarities exist between the cuisines of China

and Japan? • What characteristics make Chinese cuisine distinct? • What characteristic make Japanese cuisines distinct? • What ingredient is particularly important in Japan? • Describe the Japanese dishes, sukiyaki and teriyaki. • Describe two ways the Japanese eat raw fish.

• Text: Food for Today, Chapter 54. • Lecture Notes / Teacher Demonstrations. • Student Workbook, Food for Today. • Worksheet; “Study Guide – Foods of South and

Eastern Asia”. • Worksheet; “It’s All in the Technique!” • Text: Guide to Good Food, Chapter 31. • Worksheet, “Chinese and Japanese Cuisine”. • Worksheet; “Japan Maze”. • Worksheet; “China Match”. • Worksheet; “Indian Culture and Cuisine”. • Worksheet; “Russian Culture and Cuisine”. • Video: “Chopsticks: An Introduction to Chinese

Cooking”. • Worksheet; “Chopsticks: An Introduction to

Chinese Cooking – Video Worksheet”. • Worksheet; “Yin and Yang Crossword Puzzle”. • Lab: Prepare authentic Japanese dishes. • Lab: Prepare authentic Chinese dishes. • Lab: Prepare authentic Russian dishes. • Lab: Prepare authentic Indian dishes. • Website:

http://www.cookbookwiki.com/Cuisines_of_the_World Cuisines of the World.


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Topic: Customs, culture, and Cuisines of Latin America.

Goal 7: The student will be able to identify the customs, culture, and cuisines of Mexico and South America.




15 7.1. Describe how climate, geography, and culture have influenced the food customs of Mexico and South America. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)





• What parts of the world make up Latin America? • Identify the geographic and climatic factors that have

influenced the characteristic foods of Mexico and the South American countries.

• Describe cultural factors that have affected the food customs of Mexico and South America.

• Name four contributions that the Aztecs and the Spaniards made to Mexican cuisine.

• What three foods are basic in the Latin American diet? • What is a tortilla and how is it made? • Describe an empanada. • What is masa and how is it made? • What kind of sauce uses unsweetened chocolate as an

ingredient? • How did the Aztecs use chocolate in Mexico? • Describe three different foods made from the tortilla. • What are the colors of peppers used in Mexican

cooking and how are they used? • List two types of beans that are used in many Mexican

dishes. • Why are Mexican dishes more popular in the United

States than dishes from South America? • If you could take a culinary journey to one part of Latin

America, where would you go and why?

• Text: Food for Today, Chapter 49. • Lecture Notes / Teacher Demonstrations. • Student Workbook, Food for Today. • Worksheet; “Study Guide – Foods of South and

Eastern Asia”. • Worksheet; “It’s All in the Technique!” • Text: Guide to Good Food, Chapter 27. • Worksheet; “Lunch Latin-American Style”. • Worksheet; Study Guide Latin America – Foods

of the World”. • Video: “The Jalapeno Bowl”. • Worksheet; “The Jalapeno Bowl: A Wrap-up of

Mexican Food”– Video Worksheet”. • Worksheet; “Create Your Own Mexican

Glossary”. • Worksheet; “Crossword Puzzle on Mexico”. • Worksheet; “Mexico Q and A”. • Worksheet; “Chapter 27 – Mexican Cuisine”. • Worksheet; “Latin America Maze”. • Worksheet; Quiz – Latin America”. • Cookbook: The Art of Mexican Cooking. • Cookbook: Mexican: Healthy Ways with a

Favorite Cuisine”. • Lab: Prepare authentic Mexican dishes. • Lab: Prepare authentic South American dishes.

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Topic: Customs, culture, and Cuisines of Latin America.

Goal 7: The student will be able to identify the customs, culture, and cuisines of Mexico and South America.




• Website:

http://www.cookbookwiki.com/Cuisines_of_the_World Cuisines of the World.


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Topic: Customs, Culture, and Cuisines of the Mediterranean.

Goal 8: The student will be able to identify the customs, culture, and cuisines of Greece, Italy, Spain, and Portugal.




15 8.1. Describe how climate, geography, and culture have influenced the food customs of Greece, Italy, Spain, and Portugal. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)





• What are the four main countries that make up Southern Europe?

• Why is Spain’s geographical location beneficial for the country?

• What role does salt cod or bacalhau have in the Portuguese diet?

• Describe the food customs of Spain, Italy, and Greece. • How has the climate, geography, and culture of these

countries influenced their customs? • Name three culinary advances the Moors made to

Spanish cuisine. • Describe a local dish from each of the five regions in

Spain. • What is the difference between tortillas in Spain and

tortillas in Mexico? • Why is Italian cuisine known as the “mother cuisines”? • Describe three different ways that Italians may serve

pasta. • List the courses that would make up a typical noon

meal in Italy and give an example of a food that might be served for each course.

• Name three dishes invading groups of people contributed to Greek cuisine and two foods that are native to Greece.

• What is the basic sweetener used in preparation of many Greek desserts, pastries, and cakes?

• Describe and prepare dishes from the countries of Southern Europe.

• Identify typical ingredients used in dishes of Southern

• Text: Food for Today, Chapter 51. • Lecture Notes / Teacher Demonstrations. • Student Workbook, Food for Today. • Text: Guide to Good Food, Chapter 29. • Worksheet; “Chapter 29 – Spanish Culture and

Cuisine”. • Worksheet; “Italian Foods Identification”. • Worksheet; “Italian Culture and Cuisine”. • Worksheet; “Greece Maze”. • Worksheet; “Mediterranean Climate,

Geography, and Cuisine”. • Worksheet; “Chapter 51 – Foods of Southern

Europe”. • Worksheet; “Chapter 51 – Southern Versus

Northern Italy”. • Video: “Italy – Pizza, Pasta, and Panache”. • Lab: Prepare authentic Greek dishes. • Lab: Prepare authentic Italian dishes. • Lab: Prepare authentic Spanish dishes. • Lab: Prepare authentic Portuguese dishes. • Website: Cuisines of the World

http://www.cookbookwiki.com/Cuisines_of_the_World.

• Website: Greek Cuisine: http://www.greek-recipe.com/

• Website: Italian Regional Cuisines: http://italianfood.about.com/od/regionalcuisines1/Italian_Regional_Cuisines.htm

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Topic: Customs, Culture, and Cuisines of the Mediterranean.

Goal 8: The student will be able to identify the customs, culture, and cuisines of Greece, Italy, Spain, and Portugal.




European countries and explain how they are used. • What vegetables are typical Italian ingredients? • What cured meats are included in the Italian cuisine? • Describe the Italian foods; panino, cannoli, and biscotti. • How is cheese served in Italian cuisines and what

cheeses 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?

• Website: Spanish Cuisine: http://www.hillmanwonders.com/cuisines/spanish_cuisine.htm

• Website: Portugese Cuisine: http://en.wikipedia.org/wiki/Portuguese_cuisine

• Tests / Quizzes. • Final Examination.

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Topic: Convenience and Fast Food Options.

Goal 9: The student will be able to summarize ways to incorporate fast food and convenience foods into nutritious meal planning and preparation.




10 9.1. Identify different types of convenience foods and their uses. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

9.2. Discuss the pros and cons

of using convenience foods. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

9.3. Describe general methods

for preparing basic convenience foods. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

9.4. Describe the benefits of

making you own convenience and fast foods. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

9.5. Choose nutritious

convenience and fast-food options. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

• What is a convenience food? • What constitutes “healthy” food? • Do fast food chains really offer healthy choices on their

menus? • How can families make the most of their resources for

planning and preparing meals? • What are some of the drawbacks of convenience

foods? • List three tips for healthfully using convenience foods in

meals. • What is the definition for fast foods? • How can you simplify meal preparation without using

convenience foods? • List five tips for choosing nutritious fast-food meals. • What are five ways to cut calories when eating in a

traditional restaurant? • Demonstrate how to wisely select foods from a fast

food menu that balance you day’s dietary intake. • Is nutritious fast food possible? • What are some healthy fast food choices? • What are the least fast food choices? • What are good fast food and restaurant suggestions for

teenagers? • What are some general guidelines for eating out and

staying healthy? • Can you eat healthy by frequenting fast food

restaurants?

• Text: Food for Today, Chapter 15. • Student Workbook: Food for Today. • Text: Modern Meals, pages 77 – 79. • Lecture Notes / Teacher Demonstrations. • Worksheet: “15.1 Weighing the Pros and Cons”. • Worksheet: “15-1 Pros and Cons of

Convenience Foods”. • Worksheet: “15-2 Rhyme or Reason.” • Worksheet: “15-2 Substituting for Convenience

Foods”. • Webquest -Convenience Foods Project –

Webquest: http://www.kn.att.com/wired/fil/pages/webconvenieks.html

• Webquest - Web and Flow Fast Food Webquest http://web-and-flow.com/members/acorallo/fastfood/webquest.htm

• Webquest – Fast Food Choices – You are What You Eat - http://www.can-do.com/uci/lessons98/Nutrition.html

• DVD, Supersize Me • Webquest - Fast Food for a Fast Generation

http://coe.west.asu.edu/students/jklein/janwebquest2.htm

• Fast Food Facts http://www.foodfacts.info/ • Quiz: “15-1 Choosing Convenience Foods”. • Quiz: “15-2 Cooking with Convenience”. • Tests.

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Topic: Convenience and Fast Food Options.

Goal 9: The student will be able to summarize ways to incorporate fast food and convenience foods into nutritious meal planning and preparation.




9.6. Summarize ways to incorporate convenience and time savings into meal planning and preparation. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)

• What types of foods are sold in and purchased by teens at fast food restaurants?

• What components of food make it a good or poor choice?

• How can you control fat in your diet? • Hoe can you control added sugar in your diet? • What are the top fast-food restaurants in your area? • If eliminating fast-food from a diet is not an option, what

are the better choices to make?

• Final Examination.

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Topic: Customs, Cultures, and Cuisines of Europe.

Goal 10: The student will be able to identify the customs, culture, and cuisines of France, Germany, Scandinavia, and the British Isles – Ireland, Scotland, Wales, and England.




15 10.1. Describe how climate, geography, and culture have influenced the food customs of France, Germany, Scandinavia, and the British Isles. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)





• What countries make up the United Kingdom? • What is “low” tea in the United Kingdom? • What are fish and chips in the United Kingdom? • Describe the English foods Yorkshire pudding, trifle,

and fool. • What is bubble and squeak? • What are the four staples of the British diet that were

introduced by the Anglo-Saxons? • Describe a typical breakfast in England. • How does the geography of France impact its different

cuisines? • What fats are commonly used in different areas of

France? • Describe three basic types of cuisines in France. • What are haute cuisine, provincial cuisine, and

nouvelle cuisine? • Name and describe three types of French sauces. • Name three foods that are eaten in the Provence

region of France. • Why is German cooking considered robust? • Based on what you know about German foods, what

nutritional concerns might be valid? • Describe three popular German potato dishes. • Have German bakers traditionally made their cakes

with molasses? • How do German meal patterns differ from those in the

United Stated? • What three foods are national dishes in Belgium?

• Text: Food for Today, Chapter 50 • Lecture Notes / Teacher Demonstrations. • Student Workbook, Food for Today. • Worksheet; “Foods of Western & Northern

Europe”. • Worksheet; “ABC’s of Dining in Western &

Northern Europe”. • Worksheet; “Puzzling Over Foods of Western &

Northern Europe”. • Text: Guide to Good Food, Chapter 28 • Worksheet, “Influences on Scandinavian

Cuisine”. • Worksheet; “Foods of Germany”. • Worksheet; “France Crossword”. • Worksheet; “British Foods and Customs”. • Worksheet; “Russian Culture and Cuisine”. • Video: “Provincial French Cuisine” • Video: “Multicultural Foods Series – Video #1 –

French Cuisine.” • Video: “Multicultural Foods Series – Video #2–

German”. • Cookbook: The Best of France. • Cookbook; The Flavors of Provence. • Cookbook; Glorious French Food. • Lab: Prepare authentic French dishes. • Lab: Prepare authentic German dishes. • Lab: Prepare authentic Scandinavian dishes.

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Topic: Customs, Cultures, and Cuisines of Europe.

Goal 10: The student will be able to identify the customs, culture, and cuisines of France, Germany, Scandinavia, and the British Isles – Ireland, Scotland, Wales, and England.




• Why do people in the Netherlands appreciate foods that warm the body?

• What two examples show how the Swiss make use of cheese?

• Describe the Austrian pastries strudel, torte, and linzertorte.

• What is a smorgasbord and what dishes are typically included

• What are two specific toppings commonly eaten on Danish smorrebrod?

• Describe three kinds of Norwegian cookies. • How is Denmark geographically different from the other

Scandinavian countries? • What are gravlax? • What are lefse and krumkaker?

• Lab: Prepare authentic British dishes. • Website: Cuisines of the World

http://www.cookbookwiki.com/Cuisines_of_the_World

• Website: German Cuisine http://www.sallys-place.com/food/ethnic_cusine/germany.htm

• Website: French Cuisine http://www.cuisine-france.com/

• Website: Scandinavian Cuisine http://www.allscandinavia.com/scandinaviancuisine.htm

• Website: British Customs, Culture, and Cuisine http://www.learnenglish.de/culture/foodculture.htm


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Topic: Customs, Cultures, and Cuisines of the Middle East and Africa.

Goal 11: The student will be able to identify the customs, culture, and cuisines of Africa, Israel, and the Middle East.




15 11.1. Describe how climate, geography, and culture have influenced the food customs of Africa, Israel, and the Middle East. (3.1.12.D.1, 3.12.G.1, 4.1.12.B.1, 5.3.12.B.1, 9.1.12.B.1-9)





• Where geographically are the countries of Southwest Asia and North Africa?

• What is a common name for Southwest Asia? • How do people in the Middle East make use of yogurt? • What special knowledge might be needed by a Middle

Eastern cook and why? • What is mezza? • What is tahini? • What is knish? • What geographic feature exists throughout North

Africa? • What is the main grain in North African dishes and how

is it typically used? • Compare food availability in cities and rural areas of

Sub-Saharan Africa. • What foods add flavor and color to Sub-Saharan

dishes? • What is fufu? • Name and describe a dish that a street vendor in

Angola might sell? • What effect do you think nature has had on the food

supply in Africa?

• Text: Food for Today, Chapter 53. • Lecture Notes / Teacher Demonstrations. • Student Workbook, Food for Today. • Text: Guide to Good Food, Chapter 30. • Worksheet; “Middle East Match”. • Worksheet; “Middle East Regional Cuisine”. • Worksheet; “Israeli Culture and Cuisine”. • Worksheet; “An African Buffet”. • Video: “North African – Crossroads of the

Mediterranean”. • Worksheet; “North African: Crossroads of the

Mediterranean – Video Worksheet”. • Worksheet; “North African Cuisine”. • Worksheet; “Matching – North African Cuisine”. • Worksheet; “The Seasonings of Southwest Asia

and Africa”. • Lab: Prepare authentic African dishes. • Lab: Prepare authentic Israeli dishes. • Lab: Prepare authentic Middle Eastern dishes. • Website: Cuisines of the World

http://www.cookbookwiki.com/Cuisines_of_the_World.

• Tests / Quizzes. • Final Examination.

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Topic: Specialty Desserts

Goal 12: The student will be able to prepare specialty desserts requiring advanced skills and techniques.




20 12.1. Demonstrate proper techniques in making crystalline and noncrystalline candy.

12.2. Explain the different types of

chocolate candies and prepare samples of each type.

12.3. Design, bake gingerbread,

assemble, and decorate Gingerbread houses.

12.4. Identify ingredients for butter

cream, whipped cream, and royal icing. (9.1.12.B.1-9)

12.5. Create borders, lines and

designs using pastry bags, tips, and couplers. (9.1.12.B.1-9,9.2.12.A.3)

12.6. Create an attractive and

decorative cake. (4.2.12.E.2,9.1.12.B.1-9,9.2.12.A.3)

• Describe different types of cakes and candies. • Compare methods for mixing cake batters. • Explain the impact of temperature and crystallization in

candy making. • Describe and demonstrate how to make cakes and

candies. • How does a crystalline candy differ in texture from a

noncrystalline candy? • How do you take a cold water test to check a candy

mixture for doneness? • Why is controlling crystallization important when

making candy? • How do interfering agents control the process of

crystallization? • How should candies be stored? • Contrast chiffon cakes and pound cakes. • How can you tell that a shortened cake is done baking? • Explain one of the five methods for mixing cakes. • Describe the process for icing a cake. • What are the procedures used for assembling cakes? • What is a cake or baker’s comb and what is it used for? • Describe the ingredients and steps for making butter

cream, chipped cream, and royal icing? • List the steps employed in assembling and frosting a

three-layer cake. • Describe two ways to decorate cakes without using

frosting. • Demonstrate the proper techniques in baking and

• Text: Culinary Essentials, Chapter 30-2. • Text: Guide to Good Food, Chapter 23. • Text: Food for Toady, Chapter 46. • Lecture Notes / Teacher Demonstrations. • Video: “The Basics of Cake Decorating”. • Video: “The Gingerbread Lady”. • Food Network Video: “Let Them Eat Foam

Cake”, Alton Brown. • Food Network Video: “Fudge Factor”. Alton

Brown. • Lab: Prepare crystalline candies. • Lab: Prepare noncrystalline candies. • Lab: Prepare different types of chocolate

candies. • Lab: Bake, assemble, and decorate a special

occasion cake. • Lab: Bake, assemble, and decorate a

Gingerbread house. • Book: Candy Making Beginner’s Guide. • Tests / Quizzes. • Final Examination.

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Topic: Specialty Desserts

Goal 12: The student will be able to prepare specialty desserts requiring advanced skills and techniques.




building gingerbread house. • What type of frosting is used in building gingerbread

house? • What different types of ginger are available

commercially?

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Topic: Careers in the Food Service Industry.

Goal 13: The student will be able to identify career opportunities related to food production and service.




10 13.1. Identify career opportunities related to food production and service. (3.1.12.D.1, 3.2.12.C.1, 8.1.12.A.1, 8.1.12.B.7, 9.1.12.B.1, 9.1.12.B.1-9)

13.2. Identify educational and

vocational programs that prepare students for careers in foods. (3.1.12.D.1, 3.2.12.C.1, 8.1.12.A.1, 8.1.12.B.7, 9.1.12.B.1, 9.1.12.B.1-9)

• What are three positions in foodservice that require working directly with customers?

• Name three ways to prepare for a foodservice career. • What are the rewards and demands in the foodservice

industry? • What are two reasons people choose to work in the

foodservice industry? • What skills does a high-school education provide to

help build your foodservice career? • What is the best way to work your way up in the

foodservice industry? • What types of restaurants have entry-level positions

most readily available? • What are three entry-level positions in the foodservice

industry? • What shows proof of expertise in different areas, such

as culinary, baking, and pastry? • What is the purpose of a work experience program?

• Text: Culinary Essentials, Chapter 1 • Lecture Notes / Teacher Presentations. • Student Workbook, Culinary Essentials. • Guest Speaker from Johnson and Wales. • Field Trip: Atlantic Cape Community College –

tour Culinary School, observe demonstration by Chef, and have lunch at Careme’s which is run by students.

• Worksheet: “Developing a Career Plan” • Worksheet; “Tracking Trends”. • Worksheet; “Section 1-1 Careers in

Foodservice”. • Project: Interview a Restaurant Manager. • Project: Each student will choose three

foodservice job opportunities that interest them and then use Internet resources to explore the education and training, work experience, and key skills needed for each.

• Video: “Professional Careers in the Food Industry”.

• Website: http://www.chrie.org International Council on Hotel, Restaurant, and institutional Education (CHRIE)

• Test / Quizzes, • Final Examination.

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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.

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