Annex C : I eat therefore I am!

AT HOME

The aim of this section is to help you think about what defines your food heritage. It refers to the It’s a matter of taste section of the virtual exhibition.

 

Question 1: Name an object associated with cooking or serving a meal you enjoy (e.g. soup tureen, cup, large service plate, etc.). Explore the Yesterday and tomorrow section for inspiration!

 

           

Question 2: What are your three favourite home cooked meals? (e.g. pâté chinois, sugar pie, hamburgers, pasta, etc.)

1.

2.

3.

 

Question 3: List three festive events that you celebrate with your family at which food is important (e.g. birthday, corn roast, annual picnic, New Year’s celebrations, etc.). The videos of the ten families in the exhibition may inspire you!

1.

2.

3.

Question 4: What are your favourite dishes at these events?

 

Question 5: Who of your family members is the keeper of the family’s culinary traditions? (e.g. father, mother, grandfather, grandmother, uncle, aunt, etc.). Watch the Dinner time is sacred and Very, very, very good! videos for ideas!

 

Question 6: When you think of your family’s culinary traditions, what makes you most proud? Watch the Show me how and Heritage under threat videos to see what others have to say.

          


IN CLASS

The aim of this section is to help you understand the family, ethnic, religious and/or collective components of a food heritage.

Question 7: In teams, use the festive events listed in the At home section of your workbook (question 3) and decide whether they are family, religious and/or collective events. Each team member must fill out a table. An event may fall into more than one category!

1.                                          (Family, ethnic, religious, collective, all)

2.                                          (Family, ethnic, religious, collective, all)

3.                                          (Family, ethnic, religious, collective, all)

4.                                          (Family, ethnic, religious, collective, all)

5.                                          (Family, ethnic, religious, collective, all)

6.                                          (Family, ethnic, religious, collective, all)

7.                                          (Family, ethnic, religious, collective, all)

8.                                          (Family, ethnic, religious, collective, all)

9.                                          (Family, ethnic, religious, collective, all)

10.                                        (Family, ethnic, religious, collective, all)

Question 8 : In teams, explain how food can affirm an individual, family, ethnic, religious or collective identity. In other words, how does food make you who you are?

 


TOMORROW

The aim of this section is to recap what you’ve learned in class and your personal food heritage.

Question 9: Explain food heritage in your own words.

 

Question 10: List two cultural food contributions that helped create Québec’s food heritage.

 

Question 11: Do you think that the food heritages of students in 2060 will be the same as your classmates’? Why? Why not?

                      

Question 12: Go over your answers to the questions in the At home section of the workbook. List the elements of your food heritage that you want to preserve and explain why.

 


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