UNIVERSIDAD DE MANILA

College of Education
Course Code FSM 321
Course Title MULTI CULTURAL FOODS
Course Credit 8 UNITS
Course Description Multicultural Foods will help students develop a better understanding of the world around them. This course will investigate various cultural groups with an emphasis on
the foods they eat and significance of food in different cultures by exploring the way the ethnicity, gender, socioeconomic status, and religion influence global food choices or preferences.
Countries or regions to be studied will be determined by student interest. Collaboratively, students will prepare and serve full meals or meal components from each country or region studied.

A. UNIVERSITY VISION
Universidad De Manila is paragon of learning, research, excellence and empowerment for the underprivileged youth of Manila.

B. UNIVERSITY MISSION
Universidad de Manila promotes free and quality tertiary education for the underprivileged youth, relevant curricular and research programs and responsive extension services- all these
benefitting the City of Manila and the country.

C. CORE VALUES
 QUALITY AND EXCELLENT EDUCATION
 ACADEMIC FREEDOM
 ETHICAL STANDARDS
 EMPOWERMENT
 PEOPLE ORIENTED

D. COLLEGE OF TEACHER EDUCATION VISION

Center of Excellence in Teacher-Education, research, extension and linkages as well as a leader in fostering competent, conscientious, versatile and holistic teachers able to adapt
to fast evolving new realities in the local and global learning environment.

E. COLLEGE OF TEACHER EDUCATION MISSION

 The College of Education is committed to strive to pursue the highest level of excellence, advance the frontiers of knowledge using creative and innovative hybrid approaches and
engender lifelong learning.

F. CORE VALUES
 Excellence
 Ethics & Dignity
 Student Focus
 Research ad Extension Oriented
 Collaboration and Public Engagement

G. INSTITUTIONAL GRADUATE STUDIES AND LEARNING OUTCOMES

1. Professional Competence. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective practice in the field of specialization.
2. Critical Thinking Problem Solving Skills. Exercise critical and creative thinking in providing solutions to discipline-related problems.
3. Productivity. Contribute to city and nation-building and development through application of new technology.
4. Communication Skills. Apply effective communication skills, both orally and in writing.
5. Interpersonal Skills. Work effectively in multi-disciplinary and multicultural teams.
6. Collaboration. Allows team members to solve problems together, thus expediting the process of finishing a task.
7. Research-minded. Display skills to assess and apply its insights effectively and the ability to identify appropriate sources of evidence and interpret potentially complex and conflicting
findings in appropriate specific practice settings.
8. Lifelong learning. Utilize lifelong learning skills in pursuit of personal development and in professional practice excellence.
9. Social and Ethical Responsibility. Holds personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global citizen values.
10. Nationalism. Serves others willingly as a way towards contributing a nation-building and participates in influencing public policy towards the promotion of just society.

H. PROGRAM INTENDED LEARNING OUTCOMES (PILO)

PILO 1. Produce food products and services complying with enterprise standards (CMO-62-6.5.1)

PILO 2. Articulate and discuss the latest developments in the specific field of practice. (CMO-62-6.1.1)
 PILO 3. Provide food and beverage service and manage the operation seamlessly based on industry standards (CMO-62-6.5.6)

I. COURSE INTENDED LEARNING OUTCOMES (CILO)

Students in order to evidence success in this course, the students will be able to:
1.) Demonstrate skills in menu and recipe interpretation and conversion, production lists and planning, organization of work stations, employment of appropriate cooking methods, plating, and
saucing principles.
2.) Organize work stations for multi-cultural foods cooking service.
3.) Prepare a multi-cultural food using various cooking methods.
4.) Proper use of kitchen stewards, and proper sanitation procedures
5.) Prepare short sauces to accompany a la carte food items
6.) Interpret and enforce and establish the quality standards for an a la carte food operation.
7.) Ability to summarize, and explain food costs.
8.) Gain insightful and practical OJT to aid in meeting their future goals for employment upon graduation
9.) Ability to judge, and critique one’s actions, using verbal and written skills.

Teaching Strategies
Student Learning Outcomes Content Synchronous Assessment
Asynchronous

Face-to-Face Virtual
At the end of these weeks, the  Research works related  Student-led discussion on  Roundtable discussion
preservice teacher (PST) should be  Class Orientation to topics indicated in the general concepts of and creative presentation Participation in interactive
able to:  a. Introduction, the syllabus Food processing and on assigned definitions of discussion
 Getting to Know preservation different multi-cultural
• Discuss the course syllabus.  b. Course  Table differentiation of  Reading of rubrics for food techniques
• Identify the different learning introduction, different multi-cultural reflection paper  Lecture on general
resources needed as well as the major objectives, and food techniques  Consultation/checking of concepts of multi-cultural
course requirements. requirements  Reading and analysis of reflection paper with Food.
• Revisit and review the items and  c. Grading system multi-cultural food instructor  Consultation/checking of
provisions of the classroom man•  d. Classroom properties and  Oral recitation reflection paper with
management characteristics.  Question and answer instructor
guidelines  Reading of rubrics for
 Drafting of own reflection paper
reflection paper to
discuss the importance
of multi-cultural food.

 Identify and explain working  Books • Interactive lecture –

definitions of culture and I. Culture and Cuisine:  Online Reading
cuisine in the context of the discussion
Introduction  Module
course. • Oral responses to discussion • Oral Presentation Random
 Ppt questions presentation of definitions
o Discuss and explain the a. Definition of Culture  Activity • Small Group Discussion and key points.
basic concept of food b. Definition of Cuisine Worksheets
other than its c. Basic Concepts of Food (Moodle
physiological d. Course Terminologies • Written / oral exam or quiz
importance to man. e. Timeline of Food
o Define basic f. The Effects of Conquests
terminologies related to and Trading on Cultural Foods
food and culture. g. Factors Affecting Food
o Describe and explain Ways and Culinary Practices
the effects of war,
colonization, barter and
trading of food supplies
and goods in the
development of cultural
food.
 Discuss the different factors
that affect and influence food
 ways and culinary practices of
major cultural groups in the
world
At the end of these weeks, the
preservice teacher (PST) should be
able to:
 Discuss the evolution of
agricultural practices,
domestication, and technology in
different era.
 Compare and contrast the
different traditions of a variety
of culture during those era.
 Assess the influences and
contributions of different
cultures in food customs
At the end of these weeks, the pre-
service teacher (PST) should be able
to:
 Identify influences of climate and
geography on food customs.
 Determine food availability
within various regions recipes.
 Discuss the historical influences
of immigration on food customs.
 Analyze the role that food plays
in cultural expression.
 Determine examples of
multiculturism within the
community
II. From prehistory to the
present; agricultural practices,
domestication, and technology.
a. Prehistory, Mesopotamia,
Egypt, India, China
b. Ancient agricultural
revolution
c. Ancient Greece and Imperial
Rome
d. Early Middle Age in
Western Europe
e. Medieval Asia and
Renaissance Europe
f. 17th Century
g. 18th Century and
Enlightenment
h. 19th Century
i. Early 20th Century
III. Cultural variation and food
choices; the geography of
tastes and preferences.
a. Climate and geography
contribute to a diversity of
food customs and preparations.
b. Culture and traditions
influence food selection,
customs, and preparation.
c. Equipment and tools vary
 Creating of graphic  Lecture on different  Presentation of A. Graphic organizers
organizers to products of multi-cultural different products of synthesis on tools
differentiate tools and foods multi-cultural foods and equipment
equipment for  Demonstration on the  Discussion on the B. Various oral and
preparing different about different concept of process of making written participation
multi-cultural food these products C. Process assessment
multi-cultural foods
cuisine  Video presentation of D. Observation
 Laboratory work
 Group work on the recipes about multi- E. Rubric Graded
creative presentation cultural foods Performance
of different products in  Return demonstration
multi-cultural foods
 Readings on the
process of making
different multi-cultural
foods
 Project method
 Research and prepare  Lecture on types of fruits  Group activity and A. Produce regional
presentations on and vegetables used in class presentation on cuisine dishes, which
various regions of multi-cultural foods the raw materials and employ standard
study thru the  Laboratory Activity other ingredients principles, concepts,
following:  Group activity and class needed in the different and quality factors.
 Modelling presentation on table of B. Process assessment
cuisine of food
 Vlogging different products of C. Observation
products
 Demonstrations multi-cultural foods D. Rubric Graded
 Video presentation of Performance
 Activity worksheets
the recipes E. Presentations In-class
(Moodle)  Multicultural
cookbooks/magazines  Return demonstration discussions
 Internet F. Tests/Quizzes
 Videos G. • Oral presentations

At the end of these weeks, the pre-
service teacher (PST) should be able
to:
 Familiarize and present the
distinct characteristics of the
cuisine which sets it apart
from the other major culinary
groups in the world.
 Establish the relationship of
geographical location, religion
and other factors that shape
and influence the development
of the cuisine.
 Present examples of cuisines
partaken by people during
regular and special occasions
At the end of these weeks, the pre-
service teacher (PST) should be able
to:
• Familiarize and present the
distinct characteristics of the cuisine
which sets it apart from the other major
culinary groups in the world.
• Establish the relationship of
geographical location, religion and
from culture to culture.
d. Economics influence food
choices
IV. Decoding Culture through
Major Culinary Groups in the
World:
Europe
 French Cuisine
 Italian Cuisine
 German Cuisine
 Spanish Cuisine
 Greek Cuisine
North America
 American Cuisine
(US)
South America
 Mexican Cuisine
Australia
a) Australian Cuisine
Africa
a) Moroccan Cuisine
Eurasia
a) Turkish Cuisine
H. • Group activities
I. • Portfolios
J. • Peer evaluations
K. • Self-evaluations
 Lecture on types of multi- A. Process assessment
 Group work on cultural foods  Group activity and B. Observation
creative presentation  Presentation of produced class presentation on C. Rubric Graded
of different products of different cuisine the raw materials and Performance
 Readings on the other ingredients D. Creative Presentation
 Laboratory Activity
E.
process of multi- needed in the produced
F. Information would
cultural foods products
include:
 Project method  Video presentation of G. Name Country
 Interactive lecture – the recipes. H. Geographical Location
discussion  Return demonstration I. Religion
 Oral responses to J. Agricultural Produce
discussion questions
Cuisine:
 Written responses to
o Common Ingredients Day –
questions in the activity to – Day meal
sheet
Students-led to proper
handling during cooking
 Review discussion on  Student-led discussion on  Group Discussion and A. Verbal participation
cooking presentation reasons why a multi- participation B. Group sharing and
students used in cultural food needed. creative presentation
presenting the projects  Group discussion, creative  Open Sharing C. Observation
 Research on the presentation of assign D. Rubric Graded
appropriate dishes. cuisine  Video Demonstration performance
.  Presentation of case study E. Worksheets
F. Food Journal
G. Project Proposal
other factors that shape and influence
the development of the cuisine.
• Present examples of cuisines
partaken by people during
Recitation
At the end of these weeks, the pre-
service teacher (PST) should be able Lecture (online) Book Quiz
to: Asia
• Familiarize and present the a. Philippine Cuisine Open Forum Online Reading Case study
distinct characteristics of the cuisine b. Chinese Cuisine
which sets it apart from the other major c. Japanese Cuisine Group Activity Food Journal
culinary groups in the world. d. Indian Cuisine
• Establish the relationship of e. Singaporean Cuisine
Video Demonstration
geographical location, religion and f. Malaysian Cuisine
other factors that shape and influence g. Indonesian Cuisine
the development of the cuisine. h. Thai Cuisine
• Present examples of cuisines i. Vietnamese Cuisine
partaken by people during j. Cambodian Cuisine
k. South Korean Cuisine
At the end of these weeks, the pre-
service teacher (PST) should be able
to:
 Analyze and compare perceptions
and practices of Food Ethics in a
diverse environment. • Case study
 Describe and characterize Food V. More on Food and Culture: Book • Small Group Discussion
Principles of different cultural • Interactive lecture –
Other Cultural Norms, discussion and Reflection Sharing
groups
Practices, and Issues • Presentation and Online Reading • Documentation of Own
 Understand and explain Food
Habits of different cultural groups Surrounding Food. Food Ways and Food Habits
discussion of
or segments a. Food Ethics Journal
Documentation of Own
b. Food Principles
c. Food Habits Food Ways and Food
Habits
At the end of these weeks, the pre-
service teacher (PST) should be able to: • Activity Worksheets
(Moodle)
• Analyze the impact of food
globalization in health and nutrition. Group Discussion
 • Evaluate the impact of food
globalization in agriculture. Case Study/Research
• Determine the effect of food VI. Globalization: migration Book
globalization in food industry and changing food habits. • Interactive lecture – Long Test
discussion Online Reading
a. Impact of food consumption, • Activity Worksheets
health, and nutrition (Moodle) Journal
FINAL EXAM
b. Impact in Agriculture
c. Effect in food industry

CLASS POLICY
1. A 15-minute grace period is only allowed.
2. Beyond 15minutes is considered absent and may not be allowed to enter the class.
3. No using of cellphone during online class and everybody is required to turn on their camera.
4. 5 Absences are allowed for the whole term and more than that shall be dropped and will be given a failing grade.
J. Learning Environment: Physical classroom/Virtual
K. Classroom Policy: Attendance/Drop-out Policy
L. Course Requirement: 1. Written Examination
Mid-term Examination
Final Examination
2. Assignment
3. Quizzes and Class Recitation
4. Class Attendance
5. Class Activities
6. Laboratory

M. Grading System: Class Standing (60%)

Recitation/Participation
Activity Worksheets (Moodle)
Project/Research
 Laboratory
Major Exams (40%)
Final Grade = Midterm (50%) + Finals (50%)

N. Resources: Textbooks, web links

O. References:
1. Carol Counihan, Penny Van Estirik, Penny. Food and Culture Third Edition
2. Civitello, Linda. Cuisine and Culture Second Edition, John Wiley & Sons. Inc, 2008

P. Instructor: CHARLEMAGNE E. TAN, RND

Q. Consultation Hour: FRIDAY, 5-7PM

Prepared by: MR. CHARLEMAGNE E. TAN, RND Reviewed by: PROF. ALISTAIR B. SELORIO Approved by: DR. RONALD A.
HERRERA
INSTRUCTOR DEAN VPAA