Page 169 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B2.3 compare recommendations in Canada’s Food Guide with those in food guidelines from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, French Food Guide, Chinese Food Guide)
Teacher prompts: “How do the food guidelines of different countries reflect their cultures?” “For which food groups are there the largest apparent differences between Canada’s Food Guide and those of other countries?”
B3. Culture and Food Habits
By the end of this course, students will:
B3.1 describe foods from other cultures that are available in Canada (e.g., samosa, sushi, pizza, fried rice, pita, nachos, tortillas, dhal, bannock)
B3.2 describe responses by the food industry to consumer demand for greater diversity in food products (e.g., international aisles and greater variety of imported foods in grocery stores, exotic fruits and vegetables in the produce section, culture-specific grocery markets)
Teacher prompt: “What cultures are represented in the food markets, restaurants, and specialty stores in your community?”
B3.3 identify some foods that are Westernized versions of foods/dishes from various cultures (e.g., California roll)
Teacher prompts: “In what ways has the original food item been changed? How do the changes reflect the food preferences of Western cultures?” “To what extent would these changes be considered cultural appropriation? To what extent would these changes be considered acculturation?”
B3.4 compare some food-production and food- acquisition practices in Canada to those in a variety of other countries/cultures (e.g., with reference to: cultivation on small family farms versus
large monoculture farms; the role of hunting and fishing; organic farming practices versus the use
of chemicals and genetically modified seeds/plants; growing cash crops versus growing for local con­ sumption; using surplus produce to barter or trade for different foodstuffs; buying packaged goods
and butchered meat in grocery stores versus fresh produce and live animals in markets; kosher and halal foods)
Teacher prompts: “How does the size of refrig­ erators and ovens available in different regions affect the amount and type of food that can be purchased at one time?” “How does the avail­ ability of fresh foods in urban Ontario compare to the availability of fresh foods in the southern United States? Northern Europe? Southern Europe? Urban China?”
B3.5 compare and contrast food-preparation practices in a variety of cultures
Teacher prompts: “How is food-preparation labour distributed among family members in your own culture? How is this different from the practices in some other cultures?” “What factors affect whether food is typically cooked indoors or outdoors in various countries?”
B3.6 describe some cultural variations in daily eating patterns (e.g., time of day for meals, number of meals per day, timing and typical content of the main meal of the day)
Teacher prompt: “How might typical eating patterns vary around the world?”
B3.7 compare dining etiquette in various cultures (e.g., seating arrangements, order and use of utensils, appropriate sounds while eating)
Teacher prompt: “What signs, behaviours, or actions are appropriate to show appreciation for food in various cultures? In what ways are these gender specific?”
CULTURE, FOODS, AND FOOD PRACTICES
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Food and Culture
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