Diversity
embraces every aspect of our world's population today. As you explore the foods
of your assigned country, you will discover that you must also understand the
geography, climate, the political views, beliefs, customs, rituals and
celebrations of the people who reside in your country. Hopefully, the facts you
uncover will increase your appreciation of our diverse global community as will
your respect for the customs you are learning.
The food of your chosen
country reflects many different aspects of the culture. It will be up to you to
discover what the link is between what the people eat and their cultural
identity. This link is referred to as "Foodways."
TASK :
You will be choosing one country
to research. A report will be prepared and your findings in your report
will be part of a PowerPoint presentation for the class.
PROCESS :
As you begin to prepare your report, you
are going to arrange your findings in the following order:
A little
background research might help before you start to explore the area.
Read through the
Food Timeline: History notes on International Cuisine Lynne Oliver, editor
Food Timeline. If you continue to refer to this site, you will find all of the
necessary links for the project!
1. Geography and Agriculture
As you begin your exploration, you
will discover regional differences in your country, sometimes where there are
different climates where crops and food specialties are different.
Different ethnic and local groups can be identified for every
country. (For Spain - you can look at the Spaniards and you can also look at
the major groups which are determined by the geographical areas in Spain :
Castilians, Galicians, Basques, and the Catalans)
Respond to the following questions
as you cover geography & agriculture:
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Where is this
country located? Take pictures of the flag and make sure you have a
slide showing where (Country) is on the map
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What is the
climate like? Show pictures of what people are wearing. Describe what the
days are like during each season of the year.
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Describe the
agriculture of the country. What crops are grown? Talk about this while
showing pictures of fields, crops, livestock - whatever is very
important to their economy in order to feed their population
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How does the geography
affect the agriculture? Find some pictures to show that it helps/hinders
- again make sure to describe the situation
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What regional differences
influence the foods? (coastal, mountains, etc.) Your country could be
very diverse and this will influence the foods served in different
regions |
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What is the
population? Pictures from the city and countryside areas
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Use at least one of the
following sources for this section:
2. History and Cultural
Influence
Respond to the following questions
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How has the country's
history influenced food and agriculture?
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Do political views play a
part in their culture?
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What rituals or
holidays are important? Are any ceremonies or holidays directly related
to food? (i.e. planting or harvesting festivals ...ex. we have the
Potato Blossom Festival) Does the food have symbolic meaning? Does
religion play a part in their dietary staples?
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You will need to use at
least one of the following sources (books) for History and Culture:
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You are what you eat
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The Foodlover's
Atlas of the World
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Foods and Recipes of
the World Encyclopedia
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3. Common Foods,
Ingredients and Recipes
Respond to the following questions
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Explain the cuisine of your country (or region
of the country).
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What cooking methods are
commonly used?
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Provide a list/glossary of
typically eaten foods and ingredients you can expect to find in your
country |
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Find and copy 5 - 10
recipes of various dishes common or associated with your country.
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Describe one unique food
from the country.
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You will need to use at least
one book in addition to the websites listed from the following sources for Common Foods, Ingredients and Recipes:
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You are what you eat A
glossary of foods and ingredients with explanations can be found;
also brief description of cooking methods listed under Domestic
Life. (BOOK) |
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Use the Ethnic Food
Lover's Companion for representative dishes complete with
explanations and profiles of the country. (BOOK) |
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Food Glossary Lists to
help understand the ingredient and cooking terms in the recipe:
World Recipes Information
Epicurus Online
CookRecipes.com - contains a dictionary
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4. Meal Customs,
Celebrations and Feasts
Respond to the following questions
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List mealtime customs or
rituals?
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Describe the meal patterns? (Are meals served
at the same time you are accustomed to? Are they formal / informal? Are
they referred to as breakfast, lunch, dinner?)
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Describe any special foods that are part of the
feasts or festival celebrations you discussed in Part 2 History & Culture.
You will need to use at least
one of the following sources for Meal Customs, Celebrations and Feasts:
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You are what you eat
by Thelma Barer-Stein will provide you with plenty of information
under the "Meals and Customs" heading and also the "Special
Occasions" heading.
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The Foodlover's
Atlas of the World by Martha Rose Shulman
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Foods and Recipes of
the World, Jr. Worldmark Encyclopedia
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SOURCES :
In each of the tasks above, several
required sources were listed. Below you will find these and additional links
which are chosen for the quality of content based on your report. Your works
cited page must follow MLA format and must include at least 4 sources. Use
NoodleBib to
construct your citations. (See Mrs. Brown for help if you have not used this
program before.)
top
On-Line:
BOOKS:
394.1 BAR You are what you
eat
641.59. ALB The Multicultural Cookbook for Students
641.59 ZIB Zibart, Eve The
Ethnic Food Lover's Companion
The books listed above will provide
you with the required information. Once you have an understanding of the
customs and celebrations of the country, it will be easier to find additional
information on-line (pictures, incidents, etc.)
top
An On-Line Additional Source:
This link focuses on the
staples in your chosen country. This will help to determine what the normal
everyday menu may look like in your region. This chart will also help you to
determine if diet has a primary influence in maintaining / inhibiting good
health.
**Note: If you do not see your country's pyramid
listed on this chart, you could use one of the charts as a guide to create your
own pyramid for your country.
PRESENTATION :
Once you have completed your
research, you will put all of your pictures together in a slide show so that you
can share your country's foodways with your class.
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You
will conduct research to learn about a country.
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You will create a
PowerPoint presentation to be shared with the class (Each
slide will contain pictures representing your country - map, flag, region(s),
people, festivals, food dishes, etc. Do not put any text on your
slides.)
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You will create an essay based on the research you
have conducted from all 4 parts of the process.
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You will design a study guide hand-out to be given
to each class member
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You will present your PowerPoint and essay to the
class.
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You will include a
Works Cited (if you do not have a NoodleBib account, please get help from Mrs. Brown) page in your
report and for your presentation .
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You will be given class time to do the research
and you will need to work outside of class to complete the project.
CONCLUSION
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You have discovered that we have
many differences with the country you visited, but the one thing we all have in
common is FOOD!
EVALUATION : MULTICULTURAL FOODS WEBQUEST RUBRIC
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MULTICULTURAL
FOODS ORAL PRESENTATION RUBRIC |
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Student is completely prepared and has
obviously rehearsed.
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Student seems pretty prepared but might
have needed a couple more rehearsals.
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The student is somewhat prepared, but it
is clear that rehearsal was lacking.
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Student does not seem at all prepared to
present.
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Stays on topic all (100%) of the time.
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Stays on topic most (99-90%) of the
time.
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Stays on topic some (89%-75%) of the
time.
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It was hard to tell what the topic was.
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Student is able to accurately answer
almost all questions posed by classmates
about the topic.
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Student is able to accurately answer
most questions posed by classmates about
the topic.
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Student is able to accurately answer a
few questions posed by classmates about
the topic.
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Student is unable to accurately answer
questions posed by classmates about the
topic.
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Pauses were effectively used 2 or more
times to improve meaning and/or dramatic
impact.
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Pauses were effectively used once to
improve meaning and/or dramatic impact.
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Pauses were intentionally used but were
not effective in improving meaning or
dramatic impact.
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Pauses were not intentionally used.
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Shows a full understanding of the topic.
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Shows a good understanding of the topic.
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Shows a good understanding of parts of
the topic.
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Does not seem to understand the topic
very well.
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Speaks clearly and distinctly all
(100-95%) the time, and mispronounces no
words.
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Speaks clearly and distinctly all
(100-95%) the time, but mispronounces
one word.
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Speaks clearly and distinctly most (
94-85%) of the time. Mispronounces no
more than one word.
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Often mumbles or can not be understood
OR mispronounces more than one word.
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Volume is loud enough to be heard by all
audience members throughout the
presentation.
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Volume is loud enough to be heard by all
audience members at least 90% of the
time.
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Volume is loud enough to be heard by all
audience members at least 80% of the
time.
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Volume often too soft to be heard by all
audience members.
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Stands up straight, looks relaxed and
confident. Establishes eye contact with
everyone in the room during the
presentation.
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Stands up straight and establishes eye
contact with everyone in the room during
the presentation.
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Sometimes stands up straight and
establishes eye contact.
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Slouches and/or does not look at people
during the presentation.
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Oral Presentation Rubric :
Peer Evaluation |
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Teacher Name: Mrs. Knowles |
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Name of Presenter:
________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Presentation |
Great voice projection, easy to listen to, good eye contact with
audience and good posture |
Good voice projection, some distracting movements and poor eye contact |
Monotone; low, volume; no eye contact, poor posture |
Monotone, extensive mumbling, unable to be heard; poor posture, no eye
contact |
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Audience Reaction |
The PowerPoint captivates all of the audience |
Most of the audience is attentive during the PowerPoint |
Select few appear to be talking during the PowerPoint |
All of audience is non-attentive during PowerPoint |
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Quality of Content |
Well organized, informative, very interesting |
Organized and informative |
Hard to follow, not very interesting |
Little or no facts, not organized, did not learn from this presentation |
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TIMELINE
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