Page 170 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
C1. Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and various other countries;
C2. Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures;
C3. Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with cuisines of various countries/cultures.
C1. Food Availability C2. Sources of Foods
C3. Flavours of the World
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 explain the relationship between geography and the foods naturally found or produced in different regions of Canada (e.g., salmon on the west coast, beef and bison on the prairies, Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood in the Atlantic provinces, seal and whale in the far north)
C1.2 explain how overhunting and overfishing, as well as the reduction or elimination of natural habitats, have affected the availability of foods found in different regions of Canada
C1.3 explain the relationship between geography and the foods naturally found or produced in various countries of the world (e.g., tropical and citrus fruits in countries with consistently warm climates, fish/seafood in coastal areas, food products from grazing animals in grassland areas)
Teacher prompt: “Why can we not grow coffee
and tea in Ontario?”
C1.4 explain how food-acquisition practices vary among people who live in rural and urban environments (e.g., in rural areas, people may grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, people have access to large grocery stores and may have access to food products from a variety of cultures, local farmers' markets, and community gardens)
Teacher prompt: “In what ways might food- purchasing and food-storage practices differ between rural and suburban communities?”
By the end of this course, students will:
C2.1 describe the origins of various foods eaten in Canada (e.g., potatoes, breads, corn, rice, bananas, tofu, various cheeses, various herbs and spices)
Teacher prompt: “How do immigration patterns affect the foods eaten in various regions of Canada?”
C2.2 identify foods that are regularly eaten as a dominant part of the diet in different parts of the world (e.g., grains/cereals such as rice, wheat, maize/corn, millet, sorghum; roots and tubers such as potatoes, cassava, yams, taro; animal products such as meat, milk, eggs, cheese, fish)
C2.3 compare the different forms that certain foods take around the world (e.g., rice: noodles, rice pudding, risotto, rice paper; corn/maize: flour, tortillas, polenta, oil; chickpeas: hummus, chana masala, flour; wheat: flour, bannock, pasta, cereal, breads such as pita, naan, baguette, focaccia, challah)
C2.4 plan and prepare a food item or items using ingredients from a variety of countries/cultures
By the end of this course, students will:
C3.1 explain the differences between herbs and spices
Teacher prompts: “What are the characteristics of herbs?” “What are the characteristics of spices?” “Why might garlic sometimes be mistaken for a herb or a spice?”
C. FOODSANDFLAVOURS OVERALL EXPECTATIONS
By the end of this course, students will:
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