Culinary Arts Cycle B

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					                                        FOREWORD


The purpose of this guide is to provide the instructor with a scope and sequence and the course
objectives. In order to understand how these objectives are to be achieved, a sequence of topics is
listed for each unit. Space is provided on each page to allow for notes and recommendations. The
New Jersey Core Curriculum Content Standards and the New Jersey Core Course Proficiencies
are infused throughout the units.


This guide applies to all students and meets the Affirmative Action guidelines.



                              Writer:        Sharon Halvorsen
                                             Teacher of Family and Consumer Sciences




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               HOLMDEL TOWNSHIP PUBLIC SCHOOLS
                FAMILY AND CONSUMER SCIENCES
                         PHILOSOPHY



Family and Consumer Science offers a diverse challenge. Decision making, family dynamics,
child development, personal resource management, consumer education, nutrition, meal planning
and preparation are within the multi- faceted scope of the Family and Consumer Sciences
classroom. The competencies essential for an ongoing healthy lifestyle are an integral part of the
course work.

Family and Consumer Sciences provides opportunities for students to experience a variety of
hands-on activities which develop the attitudes, knowledge and skills necessary for healthful
living-physical, mental and emotional. It is imperative that a relevant needs-based curriculum
not remain static but adapts to current social concerns and technological advances. Providing
instruction that fosters knowledgeable and confident individuals is the goal of the Family and
Consumer Sciences Department.




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                  HOLMDEL HIGH SCHOOL
               FAMILY AND CONSUMER SCIENCE
                           COURSE PROFICIENCIES
                                  CULINARY ARTS I
                                     CYCLE B

I      Course Description:

       Students explore a wide variety of food preparation techniques, dietary topics and
       contemporary food issues experienced through hands-on laboratory projects. Cooperative
       lab groups strengthen teamwork, skills and confidence. Nutritional awareness and world
       cultures/cuisine will be highlighted throughout the course.

II     Unit Topics:
       1.    Safety and Sanitation
       2.    Planned snacks for a healthy diet
       3.    Convenience cookery
       4.    Asian cuisine
       5.    Pies and cakes
       6.    Fad diets and eating disorders
       7.    American regional cuisine
       8.    Creative baking
       9.    World cultures performance assessment
      10.    Topical Review/Final Examination

III    Objectives:

       1.     To understand the importance of safety and sanitation to prevent food born illness.
       2.     To demonstrate safe and proper use of appliances and equipment.
       3.     To develop and enhance interpersonal skills by cooperatively working as part of a
              group.
       4.     To identify nutritional needs of adolescent and evaluate personal eating habits.
       5.     To plan and prepare a variety of foods to strengthen culinary skills and recipe
              understanding.
       6.     To appreciate our diverse community by researching different cuisine and
              preparing indigenous foods as a component of a video presentation of world
              cultures.
       7.     To insure an opportunity for each student to evaluate his/her progress in Culinary
              Arts and suggest ways to improve or expand their skills.
       8.     To plan, prepare and evaluate a complete meal at home
       9.     To infuse technological applications into culinary arts.


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IV.    Expectations:

       1.     Students will arrive on time prepared to work.
       2.     Students will treat teacher and fellow students respectfully.
       3.     Students will observe safety and sanitation standards.
       4.     Students will display appropriate behavior at all times.

V.     Types of Evaluation:

       1.     Group laboratory experiences
       2.     “Mix a Creation” project
       3.     Nutrition Project
       4.     World cultures performance assessment
       5.     Teacher prepared tests and quizzes
       6.     Home project
       7.     In class assignments/homework
       8.     Final examinations

VI.    Standards of Evaluation:

       1.     85% of the students will demonstrate on a quarterly basis a satisfactory
              performance of a “C” or better on the stated objectives.

VII.   Methods of Evaluation:

       The marking period grade will be determined as follows:

       40%             Lab activities, projects, class participation
       30%             Tests/Quizzes
       20%             World cultures performance assessment
       10%             Home project




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                               LANGUAGE ARTS LITERACY

Standard 3.1 (Reading) All Students Will Understand And Apply The Knowledge Of Sounds,
Letters, And Words In Written English To Become Independent And Fluent Readers, And Will
Read A Variety Of Materials And Texts With Fluency And Comprehension.

Descriptive Statement: A primary reading goal is for students of all grades to read
independently with fluency and comprehension so that they become lifelong readers and learners.
In order to achieve this goal, students benefit from "daily opportunities to read books they choose
for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students
should read grade-level appropriate or more challenging classic and contemporary literature and
informational readings, both self-selected and assigned. In order to grow as readers and deepen
their understanding of texts, students need many opportunities to think about, talk about, and
write about the texts they are reading. A diversity of reading material (including fiction and
nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially
as they consider universal themes, diverse cultures and perspectives, and the common aspects of
human existence.

In early reading instruction (Pre K-2), children need rich experiences with oral language and
learning about sounds, letters and words, and their relationships. Phonemic awareness,
knowledge of the relationships between sounds and letters, and an understanding of the features
of written English texts are essential to beginning reading. Direct systematic phonics instruction
enables many students to develop their knowledge of phonics, and provides a bridge to apply this
knowledge in becoming independent and fluent readers. Systematic phonics instruction typically
involves explicitly teaching students a pre-specified set of letter-sound relations and having
students read text that provides practice using these relations to decode words (National Reading
Panel, 2000). Additionally, direct instruction and time to practice these skills should be provided
in comprehension, strategy, reading fluency, and vocabulary development at all grade levels. It is
important to help students become fluent readers in the early years, and then help them expand
their literacy abilities as they progress through the middle and high school grades.

The reading process requires readers to respond to texts, both personally and critically, and relate
prior knowledge and personal experiences to written texts. Students apply literal, inferential, and
critical comprehension strategies before, during, and after reading to examine, construct, and
extend meaning. In becoming fluent readers, students must draw on the word meaning and
sentence structure of text and sound/symbol relationships, and use these cueing systems
interchangeably in order to comprehend and gain meaning. Students need to recognize that what
they hear, speak, write, and view contributes to the content and quality of their reading
experiences.

Standard 3.2 (Writing) All Students Will Write In Clear, Concise, Organized Language That
Varies In Content And Form For Different Audiences And Purposes.




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Descriptive Statement: Writing is a complex process that begins with the recording of one’s
thoughts. It is used for composition, communication, expression, learning, and engaging the
reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and
conventions in order to write for different purposes, audiences, and contexts. Students should
have multiple opportunities to craft and practice writing, to generate ideas, and to refine,
evaluate, and publish their writing. In a successful writing program, students develop and
demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising,
editing of multiple drafts, and postwriting processes that include publishing, presenting,
evaluating, and/or performing.

Students should be helped to understand the recursive nature and shifting perspectives of the
writing process, in moving from the role of writer to the role of reader and back again. It is
important for students to understand that writers write, then plan and revise, and then write again.
They will learn to appreciate writing not only as a product, but also as a process and mode of
thinking and communicating. "By the mysterious alchemy of the written word, we range over
time and space, expanding our experiences, enriching our souls, and ultimately becoming more
fully, more consciously human" (Keene, 1999). Students should recognize that what they hear,
speak, read, and view contributes to the content and quality of their writing.

Standard 3.3 (Speaking) All Students Will Speak In Clear, Concise, Organized Language That
Varies In Content And Form For Different Audiences And Purposes.

Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and
learning. Through speaking and listening, students acquire the building blocks necessary to
connect with others, develop vocabulary, and perceive the structure of the English language. An
important goal in the language arts classroom is for students to speak confidently and fluently in
a variety of situations.

Speaking is the process of expressing, transmitting, and exchanging information, ideas, and
emotions. When students listen and talk to others about their ideas, they are able to clarify their
thinking. Whether in informal interactions with others or in more formal settings, communicators
are required to organize and deliver information clearly and adapt to their listeners. Students
should have multiple opportunities to use speaking for a variety of purposes, including
questioning, sharing information, telling a humorous story, or helping others to achieve goals.
Students should recognize that what they hear, write, read, and view contributes to the content
and quality of their oral language.

Standard 3.4 (Listening) All Students Will Listen Actively To Information From A Variety Of
Sources In A Variety Of Situations.

Descriptive Statement: Listening is the process of hearing, receiving, constructing meaning
from, and responding to spoken and/or nonverbal messages. Through active listening, students
gain understanding and appreciation of language and communication. Students call on different
listening skills depending on their purpose for listening (e.g., listening to letter sounds to gain



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phonemic awareness, comprehending information, evaluating a message, appreciating a
performance). Effective listeners are able to listen actively, restate, interpret, respond to, and
evaluate increasingly complex messages. Students need to recognize that what they say, read,
write, and view contributes to the content and quality of their listening experiences.

Standard 3.5 (Viewing And Media Literacy) All Students Will Access, View, Evaluate, And
Respond To Print, Nonprint, And Electronic Texts And Resources.

Descriptive Statement: Students learn how to view critically and thoughtfully in order to
respond to visual messages and images in print, nonverbal interactions, the arts, and electronic
media. Effective viewing is essential to comprehend and respond to personal interactions, live
performances, visual arts that involve oral and/or written language, and both print media (graphs,
charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and
newspapers) and electronic media (television, computers, and film). A media-literate person is
able to evaluate media for credibility and understands how words, images, and sounds influence
the way meanings are conveyed and understood in contemporary society. Students need to
recognize that what they speak, hear, write, and read contributes to the content and quality of
their viewing.

                               SOCIAL STUDIES STANDARDS


Standards 6.1: All Students Will Utilize Historical Thinking, Problem Solving, And Research
Skills To Maximize Their Understanding Of Civics, History, Geography, And Economics.

 Descriptive Statement: The purpose of this standard is to develop the requisite skills needed to
fully appreciate, comprehend, and apply knowledge of the other five social studies standards:
civics, world history, United States and New Jersey history, geography, and economics. These
skills must be integrated across all five standards. Students must understand basic concepts such
as time, location, distance, and relationships and must be able to apply these concepts to the
study of people, places, events, and issues. These skills focus on the importance of historical
research as well as the need to distinguish fact from fiction and to understand cause and effect.
These skills should not be taught in isolation; rather, students must use these skills in the study of
all social studies disciplines.

Standard 6.2 (Civics) All Students Will Know, Understand And Appreciate The Values And
Principles Of American Democracy And The Rights, Responsibilities, And Roles Of A Citizen
In The Nation And The World.

Descriptive Statement: The purpose of this standard is to prepare students to be informed,
active, and responsible citizens in the American democratic republic. It is essential that students
have an understanding of the historical foundations, underlying values, and principles upon
which the American system of representative democracy is based. Before citizens can make
informed, responsible decisions as voters, jurors, workers, consumers, and community residents,



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they must have an understanding and appreciation of the fundamental concepts, laws and
documents which form the American heritage including the Declaration of Independence, the
United States Constitution, and the New Jersey State Constitution. Students must understand
how a representative democracy works and the value of citizen participation in the nation, state
and local communities. In addition, students must also be prepared to serve as global citizens;
that is, students must be aware that the United States has a significant impact on the rest of the
world, and conversely, the rest of the world impacts the United States. Technological advances
bring the world to our doorstep. International education enables students to broaden their
understanding of global issues that impact their life as Americans.

The study of politics, government, and society should start in early elementary grades with the
identification of the need for rules, laws, and structures for decision-making or governance, and
proceed through upper elementary grades to identify key documents and ideas that express
democratic principles. Intermediate students should examine the various forms of government,
the functions of the various branches of our federal government, as well as local and state levels
of government. They must understand the ongoing need to balance individual rights and public
needs. High school students should build on their prior knowledge and skills by analyzing the
scope of governmental power, the spectrum of political views, and how the United States
functions in a global society. Students should be encouraged not only to learn about how
government works but also to apply their knowledge and to use their critical thinking, listening,
and speaking skills to better understand the value of citizen participation in a representative
democracy.

Five major topics are addressed in the indicators and are reflected in the following questions:
         What is government and what should it do?
         What are the basic values and principles of American democracy?
         How does the government established by the Constitution embody the purposes,
            values, and principles of American democracy?
         What is the relationship of the United States to other nations and to world affairs?
         How can citizens and groups participate effectively in the democratic process?

Standard 6.3 (World History) All Students Will Demonstrate Knowledge Of World History In
Order To Understand Life And Events In The Past And How They Relate To The Present And
The Future.

Descriptive Statement: This standard includes content relating to eight periods of world history,
including:
         The Birth of Civilization to 1000 BCE (BC)
         Early Human Societies to 500 CE (AD)
         Developing Human Societies to 1400 CE (AD)
         The Age of Global Encounters (1400-1750)
         The Age of Revolutionary Change (1750-1914)
         The Era of the Great Wars (1914-1945)
         The Modern World (1945 to 1979)
         Looking to the Future (1980-present)


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The standards do not outline specific world history content and skills for students in grades K-4.
Students in grades K-4 need to develop the social studies skills outlined in Standards 6.1 in order
to understand the complex information presented in grades 5-8. Standard 6.2: Civics and
Standard 6.4: United States and New Jersey History provide a foundation for the study of home,
family, community, culture, international education, and global issues. In addition, as elementary
students begin the study of a world language, they will learn about the history and culture of
countries where the target language is spoken. Finally, the visual and performing arts standards
require that students study works of art from various historical periods and diverse cultures.
Thus, K-4 students will have multiple opportunities to study world history from different
perspectives through a more integrated approach.

The Cumulative Progress Indicators (CPIs) are grouped primarily in two grade clusters, grades 5
to 8 and grades 9 to 12. In order to study the periods of history in more depth, students in grades
five through eight study the first four periods, from the development of human civilization in
prehistory to the beginning of the post-medieval world. Students in grades 9 through 12 study the
last five periods from global encounters to the contemporary world. Throughout the teaching of
history, teachers are encouraged to connect events being studied to similar occurrences at
different times in history and to current events. Teachers should endeavor to address the
following critical questions of historical study:

Are there general lessons to be learned from history?
How and why do societies change?
What is civilization and how has it been defined? Why do civilizations decline and perish?
Why is there political and social conflict?
How does religion influence the development of individual societies as well as global processes?
Are individuals as important as underlying structures in explaining change?
How have social institutions and groups failed to function in a positive way when people have
behaved in cruel or inhumane ways?
How have people worked to combat instances of prejudice, cruelty, and discrimination?
The history topics listed for each of the eight eras of world history are organized around the
following geographic areas: Eastern Europe, Western Europe, East Asia, Africa, the Middle East,
North America, and Latin/Mesoamerica. They are grouped around the following topics:

            Study of a particular civilization
            Specific structures within the civilization (political, social, economic)
            Comparative civilizations/societies
            Connections among civilizations
            Global processes such as trade, conflict, and demographic change
            World religions
            Humanities: arts, sciences, and culture

Students need to learn critical and historical thinking as they study history and cultures, the role
of geography and the development of social, economic and political structures throughout the
world at various times. There should also be a balanced look at some of the political, social,


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cultural and technological changes that occurred in Europe, Africa, the Middle East and Asia and
the Americas from earliest times to the present. Students should trace the evolution of selected
important ideas, beliefs, practices, and technologies as they shaped major developments.

Standard 6.4 (United States And New Jersey History) All Students Will Demonstrate Knowledge
Of United States And New Jersey History In Order To Understand Life And Events In The Past
And How They Relate To The Present And Future.

Descriptive statement: This standard introduces students in grades K-4 to the history of the
United States and New Jersey through the study of family and community life. Through this
study, students also become aware of many cultural traditions and heritages that contribute to the
diversity of this country. As a foundation for further study in grades 5-8, students learn about
important issues and personalities that have influenced the history of the state and the nation.
Within the grades 5-12 cluster, students study the following ten periods in New Jersey and
American history:

           Many Worlds Meet (to 1620)
           Colonization and Settlement (1585-1763)
           Revolution and the New Nation (1754-1820)
           Expansion and Reform (1801-1861)
           Civil War and Reconstruction (1850-1877)
           The Industrial Revolution (1870-1900)
           The Emergence of Modern America (1890-1930)
           The Great Depression and World War II (1929-1945)
           Postwar Years (1945-1970)
           Contemporary America (1968-present)

Within the ten broad eras, the indicators cover the political, social, cultural, diplomatic,
scientific/technological, and military aspects of United States history. Throughout the teaching of
these periods, teachers are encouraged to connect events being studied to similar occurrences at
different times in history and to current events. In addition, the study of New Jersey history
provides an excellent laboratory for teaching major themes in American history. New Jersey
history, and the many historical sites located throughout the state, provides close-at-hand,
immediate examples that make American history real to students.

Standard 6.5 (Economics) All Students Will Acquire An Understanding Of Key Economic
Principles

Descriptive Statement: Economics is the study of human behavior in relation to scarce
resources. It is also about responsible citizenship. Effective economic decisions within the roles
of consumer, producer, saver, and investor are more likely to be made if students understand
economic concepts and their applications. The understanding of economic principles, concepts,
and analytical tools is also essential for career development and financial success in the 21st
century. Our students live in a world of increasing global interdependence.



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Students also need to understand that the economic decisions of institutions, governments, and
individuals can have immediate and far-reaching impacts. Another goal of this standard is to
provide students with the necessary economic knowledge and skills for a full understanding of
political, social, and historical events. These events are often incompletely or inadequately
understood without a firm grasp of their economic components. For example, no modern election
is without economic aspects and, in fact, economic issues have dominated many recent elections.
Therefore, it is essential that New Jersey’s schools provide all students with a strong foundation
in the social science of economics.

This standard addresses two strands across grades K-12:
A. Economic Literacy
B. Economics and Society

Standard 6.6 (Geography) All Students Will Apply Knowledge Of Spatial Relationships And
Other Geographic Skills To Understand Human Behavior In Relation To The Physical And
Cultural Environment.

Descriptive Statement: The study of geography is based on the principle that thinking in and
understanding spatial terms will enable students to understand the many relationships of place,
people, and environments. By taking an active, questioning approach to the world around them,
students learn to devise their own mental world-view. As students engage in critical thinking to
interpret patterns in the evolution of significant historic events and the movement of human
populations on the Earth’s surface, their understanding of geography, history, economics, and
civics deepens. Furthermore, the use of geographic tools and technology assists students to
understand the reasons for, and the economic, political and social consequences of, human
impact on the environment in different areas of the world.

This section is organized around five strands adapted from the National Geography Standards.
            The World in Spatial Terms
            Places and Regions
            Physical Systems
            Human Systems
            Environment and Society

                               VISUAL & PERFORMING ARTS


Standard 1.1 (Aesthetics) All Students Will Use Aesthetic Knowledge In The Creation Of And In
Response To Dance, Music, Theater, And Visual Art.

Descriptive Statement: The arts strengthen our appreciation of the world, as well as our ability
to be creative and inventive decision-makers. The acquisition of knowledge and skills that
contribute to aesthetic awareness of dance, music, theater, and visual art enhances these abilities.
Through experience in the arts, students develop the capacity to perceive and respond



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imaginatively to works of art. These experiences result in knowledge of forms of artistic
expression and in the ability to draw personal meaning from works of art.

Key skills necessary to an understanding of aesthetics include the abilities to identify arts
elements within a work to articulate informed emotional responses to works of art, to engage in
cultural reflection, and to communicate through the use of metaphor and critical evaluation.
Aesthetics involves the following key understandings: appreciation and interpretation;
stimulating imagination; the value and significance of the arts; art as object; the creation of art;
developing a process of valuing; and acquaintance with aesthetic philosophies.

Standard 1.2 (Creation And Performance) All Students Will Utilize Those Skills, Media,
Methods, And Technologies Appropriate To Each Art Form In The Creation, Performance, And
Presentation Of Dance, Music, Theater, And Visual Art.

Descriptive Statement: Through developing products and performances in the arts, students
enhance their perceptual, physical, and technical skills and learn that pertinent techniques and
technologies apply to the successful completion of the tasks. The development of sensory acuity
(perceptual skills) enables students to perceive and acknowledge various viewpoints. Appropriate
physical movements, dexterity, and rhythm pertain to such activities as brush strokes in painting,
dance movement, and fingering of musical instruments.

Active participation in the arts is essential to deep understanding of the imaginative and creative
processes of the arts as they relate to the self and others. Involvement in the presentational
aspects of art and art making also leads to awareness and understanding of arts-related careers.

Standard 1.3 (Elements And Principles) All Students Will Demonstrate An Understanding Of
The Elements And Principles Of Dance, Music, Theater, And Visual Art.

Descriptive Statement: In order to understand the visual and performing arts, students must
discover the elements and principles both unique and common to dance, music, theater, and the
visual arts. The elements, such as color, line, shape, form and rhythm, time, space and energy, are
the basis for the creation of works of art. An understanding of these elements and practice of the
principles ensure the strengthening of interdisciplinary relationships with all content area
curricula and their applications in daily life.

Standard 1.4 (Critique) All Students Will Develop, Apply And Reflect Upon Knowledge Of The
Process Of Critique.

Descriptive Statement: Through the informed criticism of works of art, students will develop a
process by which they will observe, describe, analyze, interpret and evaluate artistic expression
and quality in both their own artistic creation and in the work of others. Through this critical
process, students will arrive at informed judgments of the relative artistic and aesthetic merits of
the work examined.




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Standard 1.5 (History/Culture) All Students Will Understand And Analyze The Role,
Development, And Continuing Influence Of The Arts In Relation To World Cultures, History,
And Society.

Descriptive Statement: In order to become culturally literate, students need to understand the
historical, societal, and multicultural aspects and implications of dance, music, theater, and visual
art. This includes understanding how the arts and cultures continue to influence each other.

                                  TECHNOLOGY LITERACY


Standard 8.1 (Computer And Information Literacy) All Students Will Use Computer
Applications To Gather And Organize Information And To Solve Problems.

Descriptive Statement: Using computer applications and technology tools students will conduct
research, solve problems, improve learning, achieve goals, and produce products and
presentations in conjunction with standards in all content areas, including career education and
consumer family, and life skills. They will also develop, locate, summarize, organize, synthesize,
and evaluate information for lifelong learning.

Standard 8.2 (Technology Education) All Students Will Develop An Understanding Of The
Nature And Impact Of Technology, Engineering, Technological Design, And The Designed
World As They Relate To The Individual, Society, And The Environment.

Descriptive Statement: The following indicators are based on the Standards for Technological
Literacy (STL, 2000) and support the National Academy of Engineering’s (2002) call for
students to gain technological literacy. Students will be expected to understand the various facets
of technology and the design process. They will analyze and evaluate design options and then
apply the design process to solve problems. A systems perspective is employed to emphasize the
interconnectedness of all knowledge and the impact of technology and technological change.
Students will be expected to use technology as it applies to physical systems, biological systems,
and information and communication systems. The intent at the elementary and middle school
levels is that all students develop technological literacy and are prepared for the option of further
study in the field of technology education. At the elementary level, the foundation for technology
education is found in the science standards, particularly standards 5.2 and 5.4.

        CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS


Standard 9.1: (Career And Technical Education) All Students Will Develop Career Awareness
And Planning, Employability Skills, And Foundational Knowledge Necessary For Success In
The Workplace.




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Descriptive Statement: All students will explore career opportunities and make informed choices
based on aptitudes and interests. Students will identify and pursue career goals, apply
communications skills in work-relevant situations, demonstrate the ability to combine ideas or
information in new ways, make connections between unrelated ideas, organize and present
information, and allocate financial and other resources efficiently and effectively. Students will
identify and use various print and non-print resources in the home, school, and community to
seek and plan for employment. They will be able to use the job application process, including
resumes, forms, and interviews.

Career and technical education, formerly called practical arts, is the application of life, academic,
and occupational skills demonstrated by student-centered experiences in courses related to the
sixteen States’ Career Clusters. The intent at the elementary and middle school levels is to
prepare all students for the option of further study in career and technical education at the high
school level. These courses typically include business education, family and consumer sciences,
and other courses related to careers and life skills. Career and technical education programs
establish necessary pathways for secondary vocational-technical education programs, entering the
world of work, continuing education (such as college, post secondary vocational-technical
education, specialized certification and/or registered apprenticeships), and lifelong learning.

Those students electing courses in career and technical education should demonstrate both
teamwork and problem-solving skills through a structured learning experience. This could
consist of an experiential, supervised educational activity designed to provide students with
exposure to the requirements and responsibilities of specific job titles or job groupings, and to
assist them in gaining employment skills and making career and educational choices. The
experience may be either paid or unpaid, depending on the type of activities in which the student
is involved. Examples include, but are not limited to: apprenticeships, community service,
cooperative education, internships, job shadowing, school-based experiences, vocational student
organizations, paid employment, and volunteer activities. Structured learning experiences must
meet all state and federal child labor laws and regulations.

Standard 9.2 (Consumer, Family, And Life Skills) All Students Will Demonstrate Critical Life
Skills In Order To Be Functional Members Of Society.

Descriptive Statement: All students need to develop consumer, family, and life skills necessary to
be functioning members of society. All students will develop original thoughts and ideas, think
creatively, develop habits of inquiry, and take intellectual and performance risks. They will
recognize problems, devise a variety of ways to solve these problems, analyze the potential
advantages and disadvantages of each alternative, and evaluate the effectiveness of the method
ultimately selected. Students will understand the components of financial education and make
economic choices. Students will demonstrate self-awareness and the ability to respond
constructively to criticism and potential conflict. In addition, students will work collaboratively
with a variety of groups and demonstrate the essential components of character development and
ethics, including trustworthiness, responsibility, respect, fairness, caring, and citizenship.
Students apply principles of resource management and skills that promote personal and
professional well-being. Wellness, nutrition, child development, and human relationships are an


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important part of consumer, family, and life skills. However, wellness, nutrition, and human
relationship cumulative progress indicators are not listed here as it would duplicate those in
Comprehensive Health and Physical Education Standards.

                                    WORLD LANGUAGES

Standard 7.1 (Communication) All Students Will Be Able To Communicate In At Least One
World Language In Addition To English. They Will Use Language To Engage In Conversation,
Understand And Interpret Spoken And Written Language, Present Information, Concepts, And
Ideas While Making Connections With Other Disciplines, And Compare The Language/Culture
Studied With Their Own.

Descriptive Statement: The ability to communicate is at the heart of knowing another language.
Communication can be characterized in many different ways. The approach used within the New
Jersey and national standards is to recognize three communicative modes that place primary
emphasis on the context and purpose of the communication. The three modes are:

The Interpretive Mode. Students understand and interpret within the appropriate cultural
context spoken and written communication. Examples of "one-way" reading or listening include
the cultural interpretation of texts, movies, radio and television broadcasts, and speeches.
Interpretation differs from comprehension because it implies the ability to read or listen "between
the lines."

The Interpersonal Mode. Students engage in direct oral and/or written communication.
Examples involving "two-way", interactive communication are conversing face-to-face, or
exchanging personal letters or e-mail messages.

The Presentational Mode. Students present, through oral and/or written communications,
information, concepts and ideas to an audience of listeners or readers with whom there is no
immediate personal contact. Examples of this "one-to-many" mode of communication are
making a presentation to a group or writing an article for the school newspaper.

The Communicative Modes and the Study of Classical Languages. Students and teachers of
classical languages, such as Latin and ancient Greek, are primarily concerned with the
interpretation of texts and historical/cultural understanding and therefore concentrate their study
in the interpretive mode. They may occasionally give some attention to the oral dimensions of the
classical languages, or may ask students to make presentations in the language they study as a
way of strengthening language knowledge and use.

The Communicative Modes and the Study of Non-European Languages. Students engaging
in conversations and negotiations (interpersonal mode), interpreting speeches, texts or films
(interpretive mode), or making oral and written presentations (presentational mode) in non-
European languages must incorporate a high degree of cultural knowledge to achieve the modes
of communication in the communication standard. The amount of cultural knowledge required



                                                15
thus presents a stronger challenge for these students than for English speakers who study
European languages.

The Communicative Modes and Heritage Language Speakers. Heritage language students
may be newly-arrived immigrants to the United States, first-generation students whose home
language is not English and who have been schooled primarily in the United States, or second- or
third- generation students who have learned some aspects of the heritage language at home.
These students have varying abilities and proficiencies in their heritage language; often they can
carry on fluent and idiomatic conversation (interpersonal mode), but require instruction that will
allow them to develop strengths in reading (interpretive mode) and formal speaking and writing
(presentational mode). These students are held to the same standards for world languages as their
English speaking peers and should be provided with opportunities for developing skills in their
native language that are both developmentally supportive and rigorous. Designing curriculum to
maintain and further develop native-language skills ensures that such skills will not erode over
time as English becomes the dominant language for these students.

Standard 7.2 (Culture) All Students Will Demonstrate An Understanding Of The Perspectives Of
A Culture(S) Through Experiences With Its Products And Practices.

Descriptive Statement: With the adoption of national and state standards, a new way of
conceptualizing the study of culture has been introduced into the world languages classroom. In
addition to the traditional ways of learning about culture (i.e., studying the facts, events, famous
people, and monuments), standards-based language instruction encompasses a fuller, more
comprehensive view of culture. The anthropological concept of cultural products, practices, and
perspectives provides a relatively new framework for the studying and experiencing of culture for
most teachers and students, and forms the foundation for student achievement of the culture
standard in this document.

Cultural Products. The products of a culture may be tangible (e.g., a painting, wedding veils,
boiled peanuts, a pair of chopsticks) or intangible (e.g., street raps, a system of education,
graveside eulogies). The culture standard focuses on how these cultural products reflect the
perspectives (attitudes, values and beliefs) of the culture studied.

Cultural Practices. The practices of a culture refer to patterns of acceptable behaviors for
interacting with members of other cultures. Two examples from the American culture of the
practice of expressing congratulations would be slapping a teammate on the back after a winning
touchdown, but shaking the presenter’s hand after an excellent speech. The culture standard
focuses on practices derived from the perspectives (traditional ideas, attitudes, and values) of the
culture studied.

Cultural Perspectives. As defined by the standards, the perspectives of a culture would include
the popular beliefs, the commonly held values, the folk ideas, the shared values, and the
assumptions widely held by members of a culture. The perspectives of a culture sanction the
cultural practices and create a need for the products. The perspectives provide the reason for
"why they do it that way" and the explanation for "how can they possibly think that?" Since


                                                 16
practices and products not only derive from perspectives, but sometimes interact to change
perspectives, this fundamental component of culture must be incorporated to meet the culture
standard.

Language, as a key to culture, can tell us what is important to a group of people, what they do for
work and play, what their social values are, what level of technology they enjoy, where they
come from, and much more. Language and culture as such, are inseparable.




                                                17
                                      SCOPE AND SEQUENCE
                                        CULINARY ARTS I
                                            CYCLE B



    19           20            21          22         23        24           25           26          27

 Safety,       Planned Snacks for a     Convenience Cooking       Asian Cuisine           Pies and Cakes
Sanitation,        Healthy diet
Lab-Intro

    28           29            30          31         32        33           34           35          36

  Fad Diets and Eating         American Regional Cooking      Creative         World Cultures      Topical
       Disorders                                              Baking      Performance Assessment   Review/
    Career Infusion                                                                                 Finals




                                                      18
UNIT I    Safety and Sanitation                                     Duration: 1 week

     A.   Major Objectives:

          1.     To demonstrate safe and sanitary procedures in food preparation and in the
                 storage of food, equipment and supplies
          2.     To distinguish between food-borne illness and their impact on our health
          3.     To put into action math skills relating to recipe preparation
          4.     To recognize terms commonly used in recipes

     B.   Sequence of Topics:

          1.     Departmental safety and sanitation regulations
          2.     Food-borne illness
          3.     Correct measuring techniques and equivalents
          4.     Food preparation terminology
          5.     Lab group organization

     C.   Core Materials:

          1.     Family and Consumer Science Safety and Sanitation Standards.

     D.   Supplemental Materials including Technology:

          Largen, V. (1996). Guide to good food. Tinley Park: Il: The Goodheart-Wilcox
                 Company Inc.
          Video (1996). Food safety. Charleston, WV: Cambridge Educational.
          Video (1995). Kitchen safety essentials. Charleston, WV: Cambridge Educational.

     E.   Suggested Assignments, Technology, Projects, Field Trips, Speakers:

          1.     Class Discussion
          2.     Students to create a computer generated signs illustrating a safety concept
          3.     Measurement worksheet
          4.     Terminology identification
          5.     Preparation of lab

     F.   Suggested Assessments:

          1.     Departmental Safety and Sanitation Test
          2.     Teacher observation of safe and sanitary laboratory procedures

     G.   Alignment with New Jersey Core Curriculum Content Standards:
          Cross Content Workplace Readiness Standards and Progress Indicators

          1.     1.1                   4.        4.3
          2.     2.2                   5.        5.1, 5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
          3.     3.1


                                            19
UNIT II   Planned Snacks for a Healthy Diet                    Duration: 2 week

     A.   Major Objectives:

          1.    To utilize the food pyramid in planning healthy snacks
          2.    To prepare quick & easy snacks that are nutrient dense
          3.    To understand the importance of snacks in a healthy diet
          4.    To interpret recipe terminology and transfer math skills to laboratory
                preparations

     B.   Sequence of Topics:

          1.    Discussion of nutritional content of snacks & importance of planning into
                healthy diet
          2.    Low fat substitutions in baking

     C.   Core Materials:

          N/A

     D.   Supplemental Materials including Technology:

          1.    Teacher prepared recipes
          2.    Stuck, Susan (editor). (1997). Eating well secrets for low fat cooking. NY,
                NY: Artisan.
          3.    Knox, Gerald (editor). (1990). Old-fashioned home baking. Des Moines,
                IA: Meredith Corp.

     E.   Suggested Assignments, Technology, Projects, Field Trips, Speakers:

          1.    Group laboratory preparation
          2.    Students prepare taste test of low-fat cookie vs. regular cookie and
                evaluation results/implications
          3.    Research the Internet to explain the food pyramid
          4.    Create a database of snacks

     F.   Suggested Assessments:

          1.    Teacher observation of lab
          2.    Completion of taste test survey and analysis
          3.    Rubric assessment of projects

     G.   Alignment with New Jersey Core Curriculum Content Standards:

          1.    1.1
          2.    2.1, 2.2
          3.    3.6, 3.12, 3.13, 3.14
          4.    4.2, 4.3, 4.4, 4.6, 4.7, 4.8, 4.10, 4.12
          5.    5.4, 5.7

                                           20
UNIT III   Convenience Cooking                                Duration: 2 weeks

      A.   Major Objectives:

           1.    To utilize a variety of convenience foods to prepare menu items that are
                 nutritious and quick to prepare
           2.    To reinforce laboratory standards regarding safety, sanitation and group
                 cooperation
           3.    To stimulate student creativity and strengthen laboratory experience by
                 preparing student-developed recipes that use a convenience food in a new
                 way
           4.    To perform a student self-assessment of progress based upon a rubric

      B.   Sequence of Topics:

           1.    Availability of convenience food forms
           2.    Comparative study of convenience foods vs. “made from scratch” – (price,
                 nutrition, time)
           3.    Prepare chocolate nut cookies (Bisquick)
           4.    Prepare microwave apple crisp (microwave use)
           5.    Prepare mini-quiches (low-fat buttermilk baking mix)
           6.    Stromboli preparation (frozen bread dough)
           7.    “Mix a creation” (packaged mix)

      C.   Core Materials:

           N/A

      D.   Supplemental Materials including Technology:

           1.    Teacher prepared recipes
           2.    Frieberg, C. (editor). (1998). Creative recipes with bisquick. Minneapolis,
                 MN: General Mills.

      E.   Suggested Assignments, Technology, Projects, Field Trips, Speakers:

           1.    Groups compare price, nutritional value and preparation time between
                 chosen convenience foods vs. home-prepared
           2.    Group laboratory experiences
           3.    Cooperative learning activity “mix-a-creation” product and development
                 evaluation and comparison
           4.    Look up sources of convenience food items on the Internet
           5.    Publish a class cookbook on convenience food recipes

      F.   Suggested Assessments:

           1.    Teacher observation
           2.    Teacher/student product evaluation
           3.    Student self-evaluation rubric

                                          21
G.   Alignment with New Jersey Core Curriculum Content Standards:

     1.    1.1
     2.    2.6
     3.    3.6, 3.7, 3.8, 3.13, 3.15
     4.    4.3, 4.6, 4.7, 4.8, 4.10, 4.12
     5.    5.4, 5.7




                                      22
UNIT IV   Asian Cuisine                                        Duration: 2 weeks

     A.   Major Objectives:

          1.     To examine the culture, geography and resources of Asia
          2.     To prepare a variety of foods using equipment an techniques typical of
                 Chinese cooking
          3.     To identify and use ingredients endemic to China

     B.   Sequence of Topics:

          1. Discussion of cultural, geographical influences of the Asian diet compared to
             American cuisine
          2. Demonstration of cooking techniques – e.g. preparing food for stir-fry, use of
             wok, stir-fry
          3. Introduction to typical Asian foods and seasonings – e.g. ginger root, wonton
             wrappers
          4. Student selection and preparation of a stir-fry fried rice using a wok
          5. Student preparation of pot stickers, baked egg rolls and fortune cookies

     C.   Core Materials:

          N/A

     D.   Supplemental Materials including Technology:

          1.     Asian Cuisine summary sheet
          2.     Assorted cookbooks, recipe file and current periodicals
          3.     Hoppe, L. (editor). (1998). Better homes & gardens stir-fry recipes. Des
                 Moines, IA: Meredith Corp.

     E.   Suggested Assignments, Technology, Projects, Field Trips, Speakers:

          1.     Group selection of stir-fry project
          2.     Laboratory experiences
          3.     Join the Asia Quest Internet site to learn of culinary items

     F.   Suggested Assessments:

          1.     Teacher observation of lab participation
          2.     Student/teacher project evaluation




                                           23
G.   Alignment with New Jersey Core Curriculum Content Standards:

     1.    1.1
     2.    2.6
     3.    3.7, 3.8, 3.12, 3.14
     4.    4.2, 4.3, 4.4, 4.6, 4.7, 4.8, 4.10, 4.12, 4.13
     5.    5.4, 5.7
     6..   7.2




                                      24
UNIT V    Pies and Cakes                                      Duration: 2 weeks

     A.   Major Objectives:

          1.    To reinforce measuring and baking skills through a variety of lab
                preparations
          2.    To demonstrate techniques for creating pastry that is tender and flaky (i.e.
                dough handling, rolling)
          3.    To prepare a special occasion cake and appropriate garnishes to enhance
                presentation

     B.   Sequence of Topics:

          1.    Teacher demonstration of piecrust preparation and explanation of
                ingredient functions
          2.    Student preparation of selected cream pie
          3.    Teacher demonstration of separating an egg, beating egg whites and
                folding
          4.    Student preparation of angel food cake and choice of layer cake with
                frosting

     C.   Core Materials:

          N/A

     D.   Supplemental Materials including Technology:

          1.    Video: Creative Cakes
          2.    Teacher prepared recipes

     E.   Suggested Assignments, Technology, Projects, Field Trips, Speakers:

          1.    Group selection of cream pie, cake and frosting
          2.    Laboratory preparations
          3.    Research the Internet for recipes

     F.   Suggested Assessments:

          1.    Teacher observation of laboratory routines
          2.    Student/teacher project evaluation
          3.    Teacher prepared quiz

     G.   Alignment with New Jersey Core Curriculum Content Standards:

          1.    1.1
          2.    3.6, 3.7, 3.8, 3.12, 3.13, 3.14
          3.    4.2, 4.3, 4.4, 4.6, 4.7, 4.8, 4.10, 4.12
          4.    5.4, 5.7


                                           25
Unit VI     Fad Diets and Eating Disorders                     Duration: 2 weeks

      A.    Major Objectives:

            1.    To examine and evaluate fad diets for nutritional content and safety
                  utilizing computer software or Internet sites
            2.    To identify the characteristic behaviors of anorexics and bulimic
            3.    To understand the dangers of eating disorders and methods of prevention
            4.    To introduce a career in dietetics and nutrition counseling

      B.    Sequence of Topics:

            1.    Discussion of fad diet sources
            2.    Discussion of fad diets vs. healthy diet
            3.    Comparative study of popular fad diets
            4.    Computer analysis of chosen fad diet
            5.    Symptoms, dangers and prevention of bulimia and video presentation
            6.    Symptoms, dangers & treatment/prevention of anorexia and video
                  presentation
            7.    Real life experience lesson

      C.    Core Materials:

            N/A

      D.    Supplemental Materials including Technology:

            1.    Video: “Kati’s Secret” (bulimia)
            2.    Video: “Best Little Girl in the World” (anorexia)
            3.    Internet Sites

      E.    Suggested Assignments, Technology, Projects, Field Trips, Speakers:

           *1.    Students bring to class fad diet (from magazine or other source) then
                  analyze nutritional aspects using Internet
            2.    Student created chart of signs, symptoms, dangers of eating disorders
            3.    Possible guest speaker for lesson

      F.    Suggested Assessments:

            1.    Teacher preparation
            2.    Completed fad diet analysis
            3.    Class participation in discussion

      G.    Alignment with New Jersey Core Curriculum Content Standards:

            1.    2.5, 2.9
            2.    3.7, 3.8
            3.    4.2
            4.    5.8

                                           26
UNIT VII   American Regional                                  Duration: 2 weeks

     A.    Major Objectives:

           1.    To identify the geographical, climate and cultural influences on American
                 regional cooking
           2.    To utilize a variety of ingredients and techniques in preparing foods
                 typical of Southwestern and New England cooking
           3.    To compare and evaluate regional cuisines for similarities and differences

     B.    Sequence of Topics:

           1.    Discussion of geographical food selections within the United States and
                 exploration of differences
           2.    Southwestern cuisine and ingredients
           3.    Student preparation of quesadillas and southwestern cornbread
           4.    Lab prep and comparison between vegetarian chili, with meat and with or
                 without beans
           5.    Student preparation of peach empanada
           6.    New England cuisine and ingredients
           7.    Student selection and preparation of a chowder and grunt
           8.    Review of yeast baking
           9.    Student preparation of Sally Lunn and Boston Brown bread

     C.    Core Materials:

           N/A

     D.    Supplemental Materials including Technology:

           1.    Teacher prepared recipes
           2.    Largen, V. (1996). Guide to good food. Tinnely Park, IL: The Goodheart-
                 Wilcox Co., Inc. pp. 430-433, pp 446-449
           3.    Supplemental cookbooks and periodicals

     E.    Suggested Assignments, Technology, Projects, Field Trips, Speakers:

           1.    Laboratory Activities

     F.    Suggested Assessments:

           1.    Teacher observation
           2.    Student/teacher product evaluation




                                          27
G.   Alignment with New Jersey Core Curriculum Content Standards:

     Cross Curriculum
     1.    1.1
     2.    3.6, 3.7, 3.8, 3.12, 3.13, 3.14
     3.    4.2, 4.3, 4.4, 4.6, 4.7, 4.8, 4.10, 4.12
     4.    5.4, 5.7




                                       28
UNIT VIII   Creative Baking                                    Duration: 1 week
     A.     Major Objectives:
            1.    To analyze comparative effects of leavening agents on assorted baked
                  products
            2.    To self assess progress in Culinary Arts in the following areas:
                  - Recipe understanding
                  - Following directions
                  - Accurate measuring
                  - Safety and Sanitation guidelines
                  - Product evaluation
                  - Group interpersonal growth and cooperation

     B.     Sequence of Topics:

            1.    Discussion of possible savory or sweet adaptations to standard recipes
            2.    Using standard recipes students will prepare creative variations. Taste and
                  evaluate

     C.     Core Materials:

            N/A

     D.     Supplemental Materials including Technology:

            1.    Corriher, S. (1997). Cookwise. New York, NY: William Morrow &
                  Company, Inc.
            2.    Knox, Gerald (editor). (1990). Old fashioned home baking. Des Moines,
                  IA: Meredith Corp.

     E.     Suggested Assignments, Technology, Projects, Field Trips, Speakers:

            1.    Group preparation of selected projects
            2.    Taste test and evaluations

     F.     Suggested Assessments:

            1.    Compiled taste evaluations
            2.    Teacher/student project evaluation

     G.     Alignment with New Jersey Core Curriculum Content Standards:

            1.    1.1
            2.    2.6
            3.    3.7,, 3.8, 3.12, 3.13, 3.14
            4.    4.2, 4.3, 4.4, 4.6, 4.7, 4.8, 4.10, 4.12
            5.    5.4, 5.7



                                             29
UNIT IX    World Culture Performance Assessment               Duration: 2 weeks

     A.    Major Objectives:

           1.    To research a selected cuisine via the internet and construct a report to
                 include, but not limited to, map and location of area methods of how
                 nutritional needs are satisfied based upon geography, socio-economics and
                 cultural influences as compared to the American diet, recipe selection
           2.    To select, plan and prepare a recipe indigenous to the culture of their
                 choice and demonstrate its preparation on video for self/class evaluation
           3.     To encourage teamwork through a cooperative learning experience

     B.    Sequence of Topics:

           1.    Discussion of geographical and cultural implication on diet selection
           2.    Student selection of country
           3.    Internet research
           4.    Development of fact sheet
           5.    Plan and script video presentation of selected recipe
           6.    Prepare ingredients for different stages of cooking
           7.    Formal presentation to class

     C.    Core Materials:

           N/A

     D.    Supplemental Materials including Technology:

           1.    World Cultural performance assessment guidelines
           2.    Internet sites

     E.    Suggested Assignments, Technology, Projects, Field Trips, Speakers:

          *1.    Group/individual research
           2.    Pre-production planning and prep
          *3.    Class presentation and taping

     F.    Suggested Assessments:

           1.    Presentation
           2.    Rubric

     G.    Alignment with New Jersey Core Curriculum Content Standards:
           1.    1.1
           2.    2.5, 2.6, 2.7, 2.9
           3.    3.7, 3.8, 3.12, 3.13, 3.14
           4.    4.2, 4.3, 4.4, 4.6, 4.7, 4.8, 4.10, 4.12
           5.    5.4, 5.7
           6.    7.2
                                            30
                           CAREER INFUSION LESSON


Department:                               Family and Consumer Science

Course:                                   Culinary Arts Cycle B

Focus:                                    Dietician/Nutrition Counseling

Title of Activity:                        Possible guest speaker

Purpose of Activity:                      To explore a career in dietetics and
                                          counseling

Time Needed to Complete Activity:         1 period

Description of Activity:                  Students participation in discussion
                                          with guest speaker presentation

Evaluation:                               Participation in class discussion




                                     31
                                       BIBLIOGRAPHY



I    RESOURCE MATERIAL

     Corriher, S. (1997). Cookwise. New York, NY: William Morrow & Company, Inc.

     Friebert, C. (editor). (1998). Better homes & gardens stir-fry recipes. Des Moines, IA:
            Meredith Corp.

     Knox Gerald (editor) (1980). All time favorite soup recipes. Meredith Corporation (Des
           Moines, IO).

     Largen, V. (2000). Guide to good food. The Goodheart Wilcox Company, Inc (Tinely Park, IL)

     Stuck, Susan (editor). (1990). Eating well secrets of low fat cooking. New York, NY: Artisans.


II   SUPPLEMENTAL TEXTS

VIDEOS:

     (1996) Food safety. Charleston, WV:Cambridge Educational.

     (1995) Kitchen safety essentials. Charleston, WV: Cambridge Educational.

     (1991). Eat smart. Washington, DC: McNeil/Lehrer Productions.

     (1995). Culinary institute of America. Hyde Park, NY:

     (1994). Kati’s secret.

     (1990). Best little girl in the world.




                                              32

				
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