Curriculum guide for food and nutrition [July 1969]

a guide for
foods and nutrition
july, 1969

CURRICULUM GUIDE for
FOOD AND NUTRITION
Home Economics Education Division of Vocational Education
State Department of Education Atlanta I Georgia and
Department of Home Economics Education College of Education Athens I Georgia July 1969

00 Z $

TABLE OF CONTENTS
THE DEVELOPMENT OF THE GUIDE
BASES FOR CURRICULUM DEVELOPMENT
BELIEFS ABOUT HOME ECONOMICS EDUCATION
SOCIO-ECONOMIC TRENDS AFFECTING THE HOMEMAKING EDUCATION CURRICULUM
CHARACTERISTICS OF ADOLESCENTS
CONCEPTS FOR FOOD AND NUTRITION
FIRST YEAR: FOOD FOR THE FAMILY
Decisions About Food Selecting and Storing Food Food Preparation Table Service
SECOND YEAR: MEAL MANAGEMENT
Family Food Need s Available Re source s for Meeting Food Need s Influences on Consumer Practices Management of Space and Equipment Preparation and Service of Meal s
ADVANCED SEMESTER COURSE: CREATNITY IN FOODS
Food Heritage International Food s Experimenting With Foods Food a nd the Social Proce s s
BOOKS
AUDIO-VISUAL ADDRESSES

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24 34 44
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58 68 80 96 104
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114 124 134 148
164
165

THE DEVELOPMENT OF THE GUIDE
Thi s guide i sone of four developed fOf use by teachers of Ji.'ome economic s in Georgia. The others are (1) Family and Child Development, (2) Housing and Management, and (3) Clothing and Textiles. Consumer education is ne>t-only an integral part of all guides but also given special emphasis in the Housing and Management guide.
The development of the guide s wa s begun in January, 1968 with the identification of major concepts and sub-concepts for each of the four area s. The se were reviewed, altered, and accepted by the home economic s state supervisory staff, city-county supervisors, and teacher educators. Small groups of teachers were asked by supervisors to react to the framework.
A group of teachers was invited to a three-day training se ssion in July, 1968. The concepts were further refined and objective s were identified. The se concepts and objective s were reviewed by those supervisors and teacher educators not pre sent at the training session. Selected faculty members of the School of Home Economics also reviewed and made suggestions for the outline of concepts and objectives.
The framework of concepts and the proposed procedures for working was presented to all teachers at the annual conference in August, 1968. A meeting was held in each of the four districts on a Saturday in September to help teachers know how to list learning experience s, re source s, and generalizations. Small study groups were held throughout the year with deadline s set for completion of each area. Teachers who attended the July training se ssion a ssumed the leadership role in each of the se small groups with supervisors and teacher educators serving
2

as consultants. The teachers who served as group leaders were:

Mrs. Louise Pulliam Mrs. Peggy McMahan Mrs. Helen Brooks Mrs. Dorothy Baylor Mrs. Sara Chafin Mrs. Joyce Edmond son

Mrs. Marcia Swanson Mrs. June Hammond s Mrs. Addie Lou Carter Mrs. Eugenia Johnson Mrs. Wynelle Meeks Mrs. Marilyn Knight

Mrs. Rosa Lee' Banks Mrs. Kathryn Smith Miss Wendell Howard Mrs. Mildred Johnson Mrs. Margaret Okerson Mrs. Lucille Young Miss Wanda Jean Grogan

The material s developed in the small groups were reviewed by the supervisors with duplications frequently deleted. The final compilation and typing was done at the University of Georgia.
Appreciation is expre ssed to Judy McDonald I a graduate a ssistant I for checking all reference s for accuracy; to Amanda Cumming s of the State Department staff for editing the final copy; and to Janet McCord Doster I secretary at the University I for typing the rough and final copie s.
Every home economics teacher I supervisor and teacher educator had an opportunity to contribute to this guide. For there effort I we are grateful.

France s King State Supervisor of Home Economics

Alee ne Cro s s Profe ssor and Head I Home Economics Education I University of Georgia
3

BASES FOR CURRICULUM DEVELOPMENT
Three bases were used for developing this guide. These were beliefs about home economics education, socio-economic trends affecting the home economics curriculum, and characteristics of adole scents. Outline s of each of the se are given in this section.
&LillFSABOUTHOMEECONOMICSEDUCATION
We believe that: 1. Home economics is charged with educating for the occupation of homemaking. 2. Home economics should make a contribution to the employability of individuals. 3. Youths should be prepared for assuming the dual role s of homemaker and wage
earner. 4. Interpersonal relationships, value s, and management are the three underlying
and unifying concepts in Home Economics. 5. A home economics education curriculum is strengthened when Future Homemakers
experience s are an integral part of the total curriculum.
SOCIO-ECONOMIC TRENDS AFFECTING THE HOMEMAKING EDUCATION CURRICULUM
1. The rising economic level of the population is re suIting in a de sire for a higher standard of living.
2. Population and occupations are shifting from urban to rural and from unskilled to more highly skilled labor.
3. Family mobility is increasing. 4. More and more homemakers and teenagers are being employed outside the home. 5. Family living is becoming more casual, simple, and informal.
4

6. Working hours in industry are becoming shorter thus permitting two jQPs or more Ie i sure time.
7. The present day family has changed from a producing unit to a consuming unit. 8. Familie s are being confronted by an increasing variety and number of new pro-
ducts and materials appearing on the market. 9. Today's increased economy is bringing wider use of credit and greater spending
by family members I induding teenagers. 10. The community resources available to individuals and families are increasing. 11. Health is recognized as being increasingly important. 12. Interpersonal relationships are becoming more complex in familie s I in social
life I and on the job. 13. Couple s are marrying and becoming parents at an earlier age. 14. More and more people are participating in activitie s outside the home. 15. More and more adults are reque sting and participating in continuing education
programs.
CHARACTERISTICS OF ADOLESCENTS
L. Long for approval of peers. 2. De sire adult privilege s. 3. Desire to conform to peer standards and at the same time be unique. 4. Are confused when home I peer and school standards conflict. 5. Show sensitivity and fear of situations which make them ridiculous. 6. Have a rapid physical development; are maturing rapidly with secondary sex
characteristics appearing. 7. Are concerned about normality of own development and in becoming attractive.
5

8. -Intere sted in opposite sex.
9. Interested in spending and earning money~
10. Concerned about choice of an occupation.
11. Are concerned with abstract problems of right and wrong.
12. Are learning to recognize contradictions in moral code sand discrepancie s between principle s and practice I and to re solve problems arising from the se in a re sponsible manner.

CONCEPTS for
FOOD AND NUTRITION

First Year: FOOD FOR THE FAMILY
Decisions About Food
Personal Food Needs Daily Food Requirements Tastes and Food Prejudices Snacks Food Away From Home Food Service Occupations
Selecting and Storing Food
Fresh Packaged Canned Frozen Pre-Prepared

Food Preparation
Work Habits Arrangement of Small Equipment Use of Equipment Principle s of Preparation
Table Service
Manners and Etiquette Setting a Table Table Appointments Serving Foods

Second Year: MEAL MANAGEMENT
Family Food Needs
Factors That Affect Food Needs Food for Various Age s Special Diets Menu Planning

Available Re source s for Meeting Food Need
Type s of Food Outlets Money Available for Food Time and Energy Available Available Equipment Food Pre servation
6

Influence s on Consumer Practice s
Advertising Packaging Protective Laws Social Customs Regional Traditions Knowledge Held by Consumer
Management of Space and Eguipment
Arrangement in Work Centers Types of Kitchens Use and Care of Equipment Selection of Equipment

PreparCltion and Service of Meals ..
Planning Meals Based on Time Management Planning Meals Based on Available Money Preparing Family Meals Serving Family Meals

Advanced Seme ster: CREATIVITY IN FOODS

Food Heritage

Experimenting With Food

Influence of Various Culture s Religious Influence s Family Customs Regional Food s
International Foods
Cu sine s of Other Countrie s Gourmet Seasonings Foreign Foods and Family Meals

Relationship of Science to Food Al tering and Developing Recipe s Enhancing Prepared Foods Comparisons of Recipe s Unusual Combinations in Menus
Food and the Social Process
Special Occa sions and Holidays Party Foods Selection of Table Appointments Food for Informal Occa sions Host and Hostess Skills Food and Interpersonal Relationships

7

FIRST YEAR HOME ECONOMICS Title of Unit: FOOD FOR THE FAMILY I Concept: Decisions About Food

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Decisions About Food
Personal Food Need s -
To determine the food needs of teenagers.
EVALUATION
Write a summary paragraph of how food affects health.
Quiz on body needs of teenagers that can be met by food.

Define food needs.
Discuss the importance of food for body-energy, repair, upkeep, protection against illne ss and disease, regulation, and growth.
Read to discover the food needs of teenagers.
Discuss why food needs of teenagers differ from persons of other age s.
Analyze ihe reasons why teenagers need a variety of foods to provide adequate health.
Discuss the ways in which the human body is like a machine and the ways in which it differs from a machine.
Define calorie, energy.
Discuss difference s in daily calorie requirements according to age, sex, and activity.
Calculate own calorie requirement according to size and sex.
List activitie s usually performed by teenagers, determine the number of calorie s each activity require s, and arrived at a total of calorie s.
List foods eaten for meals and for snacks during the la st 24 hours; calculate number of calorie s.
Compare calorie requirement and amount provided by food eaten daily.
Analyze food eaten to see if minimum daily requirements are met.
8

Future Homemaker Projects: Stable Home - Stable Life Homemaking - Our Future Decisions That Count

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Many teenagers suffer from malnutrition

because of poor appetite, insufficient

Barclay and Champion, Teen Guide to food, and unwise selection of food.

Homemaking, Ch. 4.

The nutritional needs of teenage boys

Cross, Enjoying Family Living, Ch. 9 are the highe st of any other time in their

live s.

Hatcher and Andrews, Guide for Today's

Home Living, Ch. 7.

Only during pregnancy do girls have greater

nutritional need s than during the teen ye ars.

McDermott and Nicholas, Homemaking

for Teenagers, Book I, Ch. 9.

To be healthy teenagers must eat a variety

of foods which supply their body needs.

McDermott, Trilling, and Nicholas,

Foods for Modern Living, pp. 26-32; Health, vitality, and appearance are

385-404.

affected by the food eaten.

Pollard, Experience s With Foods, pp. 1-32.

How a person looks and feels is influenced by what he eats.

McLean, Meal Planning and Service, Ch. 3.

The number of calorie s a person need sis determined by his age, sex, and activity.

Shank, et. al., Guide to Modern Meal s Teenagers have specific food need s that

Ch. I, 2.

can be met by applying basic nutrition

knowledge.

Wallace and McCullar, Building Your

Home Life, Unit 3.

FILMSTRIPS

"Eat Well: Live Well", McGraw-Hill Calhoun Co., Inc.

FILMS

"Nutritional Needs of Our Bodies" , Educators Progre s s Service .
9

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Survey eating habits of the teenagers in your school; analyze finding s for adequacy in meeting food s needs; display results for all students to see. Debate: Why or why not eat breakfast. List and discuss various patterns of eating such as one meal, two meals, and more than three meals. Discuss need for a regular eating pattern. Analyze own food needs and make recommendations for improving food habits. State conclusions about own food needs by each student.
10

RESOURCES

GE NE RALIZATIO NS

"The Be st Way to Eat" I Cereal Institute Inc.
CHARTS
"Colored Food Value Charts" I National Live stock and Meat Board
TRANSPARE NCY
"Body Need s Food For" I Printed Original s I 3M Visual Products Co.
SLIDES
"Improving Teenage Nutrition"
PAMPHLETS
"Choose Your Calorie s By the Company the Keep" I National Dairy Council
"Club 15" I Teenage Consultant I Campbell Soup Company
"Eat Right . . . Keeps You Swinging" Home Service Department; Carnation Co.

11

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Decisions about Food
Daily Food Requirements -
To acquire knowledge of the iood required daily for optimum growth.
EVALUATION
Summarize and share with classmates the knowledge gained in two generalizations.
Take a quiz on food classifications and body's need for food.
Report on project to improve own daily diet.

Display and discuss food group charts.
Relate the main functions of each group.
Collect pictures of foods and classify them according to the four groups .
Define nutrition ( nutrient.
Prepare a colorful poster to illustrate the foods that are e specially valuable for each of the food groups.
Give reasons why teenagers need proteins.
Prepare good and poor diets into food for two white rats ( and observe change s.
Discuss disease s caused by dietary dificiencie s.
Give reasons why the food needs of your grandmother ( your mother ( and your father are different from your own.
Compare the nutritional value of different type s of cereal s ( meats ( and yellow and green vegetable s.
Compute the nutritive value of one serving of several type s of cereals ( meats ( and vegetable s.
Ask lunchroom dietician to discuss importance of meeting daily food requirements.
Discuss "how you feel and how you look" is influenced by what you eat.
View-filmstrip: "Color Health" ( discuss ba sic four concept of meal planning.
Plan meals which you could cook at home and check them for nutritional value.

12

RESOURCES

GENERALIZATIONS

TEXTBOOKS:

Nutrition is related to health and general

well-being.

Barclay and Champion, Teen Guide to

Homemaking, Ch. 4.

Individuals have need for all nutrients,

but their difference s in ability to store

Cronan and Atwood, Foods in Home-

and synthe size nutrients influence the

making, pp. 228-247.

kind, amount, and timing of intake needed

for the most effective utilization of food.

Harris and Anderson, Foods, pp. 1-51.

The amount and kinds of foods needed by

Harris and Withers, Your Foods Book, individuals vary and are influenced by

Ch, 4.

heredity, age, sex, size, activity,

climate, and physical and emotional state.

Hatcher and Andrews, Guide for Today' s

Home Living, pp. 149-163.

A basic knowledge of daily food require-

ment is essential for wise choices.

McDermott, Trilling and Nichola s, Food

for Modern Living, Ch. 7.

Nutrition involves the contents of total

daily food intake.

McDermott, Nicholas, Homemaking for

Teenagers, Ch. 11.

The faster the body grows the more protein

minerals, and vitamins, it needs as a

Shank, Fitch, Chapman, Guide to

building protective and energy giving

Modern Meals, Ch. I, 4.

material.

FILMSTRIP
"The Essentials of Diet", McGraw-Hill Calhoun Co., Inc.
"Vitamins, Nutrition and You" , UpJohn Company
FILMS

The larger the body the more protein, mineral s, and vitamins it need s for maintenance and repair.
Similar foods have similar nutritive value.
Balance me al s re sult from a pplying information about food groups and daily needs.

"Vitamins and Your Health" , Associate Film
"Foods and Nutrition", State Film Library

Active, growing young people spend a lot of energy and require more food than they can eat comfortly at regular meals.

13

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Plan and carry out home project for improving own daily diet. (FHA degree project) Invite a panel of guest speakers to discuss teenager nutrition. (FHA chapter project)
14

RESOURCES

GENE RALIZATIONS

"Food the Color of Life" I National Dairy Council
PAMPHLETS
"Facts about Foods" H J Heinz Co.
"Food for You and Your Family" General Foods
"A Guide to Good Eating" I National Dairy Council
"It all Depends on you" I National Dairy Council
"The Great Vitamin Mystery" National Dairy Council
TRANSPARENCIES
"Food Selection and Service" I Visual Productions Division - 3M

15

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIvES LEARNING EXPERIENCES

Deci sions About Food

Define prejudicies and tastes.

Ta ste s and Food Prejudice s - List some of your personal food prejudicie s.

To analyze source s of food preference sand prejudicie s and how the se affect own diet.

List and compare food favorite s and prejudice s of da ss members; recall the a ssociations with the se foods; explain why the se become preference s or prejudice s.

EVALUATION

Collect and analyze statements of food fad sand fallacie s.

Take a quiz on common cause s of food prejudice s.

Analyze the difference s between food prejudice sand food preference s.

Analyze personal tastes and prejudice s.
Report on project to over come a prejudice and/or develop a ta ste for a particular food.

Discuss the effect of each of the following on food selection: family and friends, a ssociations with plea sant or unplea sant experience s, local food supplie s, religion, food fad sand fallacie s, advertising, food appeal, food preparation, and food budget.
Give oral reports on food habits and prejudicie s of different countrie s.

Discuss how prejudices can prevent cultivating a ta ste for a food.

Explain why food preference s can lead to a poorly balanced diet.

Arrange a bulletin board for the lunchroom depicting common food prejudice s.

Choose foods from list of favorite food for a breakfast, lunch and dinner for the same day; analyze to see if a balanced diet.

Explain how people learned to like a new food.

Organize a plan to change a prejudice or pecularity about a food. (FHA degree project)

16

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, Ch. 4, pp. 403-404.
Cross, Enjoying Family Living, Ch. 7.

The food habits of a person are related to his development and environment.
New and different food add intere st, appetite appeal, and nutritive value to meals.

Hatcher, Andrews, Guide for Today' s Home Living, Ch. 7.
McDermott, Trilling and Nichola s, Food s for Modern Living, pp. 311-345; 459-479.

Recognizing the source s of food fallacie s and prejudice s enable s one to more easily correct his eating habits.
Many food prejudice s are nutritionally unsound.

McDermott and Nichola s, Homemaking Food preference s and prejudice s influence

for Teenagers, Book I, p. 84.

your nutritional habits.

McLean, Meal Planning and Serving, pp. 97-109.
Pollard, et. al., Experiences in Homemaking, Ch. 10.
Wallace and McCullar, Building Your Home Life, Ch. 10, 15.

The group into which you are born and in which you grow up determines to a great extent what foods taste good to you.
Family food preference s may reflect certain kinds of food associated with different countrie s or different sections of a country.

White, You Find Your Food, Ch. 30. FILMSTRIPS

The ta ste appeal is not dependent upon the cost but upon seasoning and eye appeal.

"How's Your Sense of Taste" , H J Heinz
Company.

"Balance Your Diet for Health and Appearance", State Film Library.

17

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Decisions About Food
Snacks -
To recognize the contributions of snack s to meet daily food needs.
EVALUATION
Analyze the more commonly eaten snacks for nutritive value.
Make a plan for all food eaten in a day and prove that the meals plus the snack s mee t food need s .

View filmstrip: "Sparking Treats"; discuss importance of nutritional snack s.
Investigate the" snack-Habits" of students in the class.
Display picture s of snack food s appropriate for teen-snacks.
Identify the value of nutritious snacks in the day's diet.
Discuss the social value of snack time--fun time.
Identify de sirable and unde sirable snack s; analyze reason for classification.
Discuss the pros and cons of heavy versus light snacks before bedtime.
List several favorite snacks and evaluate for nutritious value.
Give example s of snacks for children t older people t teenagers t underweight people t and overweight people.
Arrange a bulletin board on snack s .
Relate ways that snacks may interfere with dinner or supper appetite.
Plan snacks for yourself for one week; refer to menus for your family meals for the week to be sure your snack s will be a part of the total plan.
Keep a record of snacks eaten for a week; plan needed change s t keep record for a second week I and evaluate progre ss made. (FHA degree project)

18

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, Ch. 4.
Cronan and Atwood, Foods in Homemaking, pp. 160-161, 280, 308.
Cross, Enjoying Family Living, pp. 176-177.

Snacks are a part of the social pattern of teenagers.
Snacks can provide foods which the body needs for good nutrition and health.
Active teenagers usually have good appetite s, but learning what food s are best and then choosing them must be combined to establish good eating habits.

Harris and Withers, Your Foods Book, Snacks or fads selected wisely can help pp. 13-36,74-75,88-89,315,317-328. to meet the daily nutritional needs.

McDermott, et. al., Food s for Modern Snacks selected wisely can help to meet

Living, pp. 194, 206.

the daily nutritional needs without

increasing food costs.

McDermott and Nicholas, Homemaking

for Tee nagers, Book I, pp. 419 -42 5 . Snacks selected wisely can help to meet

the daily nutritional needs.

Pollard, et. al., Experience s in Home-

making, Ch. 7.

People are likely to accept a wide variety

of snacks if they have knowledge and

Raine s, Margaret, Managing Livingtime, appreciation of nutritious snack s.

pp. 110-112.

Balanced meals and snacks result from

Shank, Fitch, Chapman, Guide to

applying information about food groups

Modern Meals, Ch. 2.

and daily need s .

Wallace and McCullar, Building Your Snacks contribute W one I s daily food Home Life, Ch.lO, pp. 410-411, 469-470.requirements.

PAMPHLETS
"Snack Tactics", California Raisin Advisory Board.

The fourth meal is the fun or social meals and its value should add social living.

"Snacks and Meals" The Public Health Committee of the Paper Cup and Container Institute.

19

Title of Unit: FOOD FOR THE FAMILY
;...
CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Decisions About Food
Food Away From Home -
To develop skill in selecting food in cafeterias, restaurants, and drive-ins.
EVALUATION
State guideline s for selecting food away from home.
Take a quiz over rule s of etiquette for selecting food in commercial eating place s.

Display menus from various re staurants, drive-ins, cafeteria s, store centers.
Study about menus and ordering food.
Make a list of kinds of "eating-out" experiences that are common among class members and their iamilies.
De scribe the kind s of eating pI ace s you e nj oy mo st.
Give reasons for proper etiquette in public eating places.
Discuss types of service, purpose of head waiter, ho ste s s, tipping.
Discuss type s of eating place s, their costs, and social requirements.
Share experience s of banquets and other large group meals.
Divide into groups and role-play ordering meals for different situations, such a s a date, evening with the family, and while working.
Plan a field trip to an eating place in small groups and compare reports.
Describe an embarrassing situation or a mistake once made while eating out.
Check to see if the basic food groups were included in choosing meals away from home.
Observe the foods selected by one or two people in a cafeteria; give your opinion of the choice s made.
Recall an experience of "the eye s being bigger than the stomach" when eating in a cafeteria; decide which foods might have been eliminated or added to a form a balanced meal.
20

RESOURCES

GE NE RALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, Ch. 4.
Cronan and Atwood, Foods in Homemaking, Ch. 12.
Harris and Withers, Your Foods Book, Ch. 11.
McDermott, Trilling and Nichola s , Food For Modern Living, Ch. 6.
McDermott and Nicholas, Homemaking for Teenagers, p. 29, Ch. 10.
Wallace and McCullar, Building Your Home Life, pp. 357-366.

Menus from cafeterias, restaurants, and drive-ins provide opportunitie s for selecting balanced meals.
Skill in selecting balanced meals can be developed.
Skill in selecting food, when eating out, require s the knowledge that sex, activity, and age affects the appropriateness of the meal.
The arrangement of food in a cafeteria line affects selection.
A knowledge of nutrition plays important role in food selection away from home.

TEACHER REFERENCE:

Harris and Henderson, Foods, pp. 429-454,

FILMS

"Whenever You Eat", National Dairy Council.

"Something You Didn't Eat", State Film Library.

21

Title of Unit: FOOD FOR THE FAMILY
-:;".
CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Decisions About Food
Food Service Occupations -
To become aware of opportunitie s in food service occupations.
EVALUATION
Write a summary de scription of one of several food service occupations giving trained needed.

Define food service occupations.
Give example s of opportunitie s for employment in food service fields.
Inve stigate qualifications for food service occupations.
Give reasons for having well trained people in food service occupations.
Plan field trips to re staurants, cafeteria s, etc., to determine occupations available.
Have a symposium on vacations and avocations in the area of foods: homemaker, extension home economist, lunchroom manager, dietician, commerica: home economist.
View and discuss film: "Take a Good Look".
Visit a vocational school to obtain information needed concerning additional training available, cost, job opportunitie s .
Explore local job opportunitie s in food service, compile and share with guidance department. (FHA chapter project)
Ask a speaker to talk to FHA'ers about food service occupations. (FHA chapter project)

22

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Early planning for a job after high school

or for a career after college allows time

Hatcher and Andrews, Guide for Today' s for inve stigation and preparation.

Home Living, Ch. 19.

The knowledge and skills required in high

Harris and Withers, Your Foods Book, school home economics classes open up a

p. 365-368.

variety of wage--earning opportunitie s to

students.

McDermott and Nichola s, Homemaking

for Teenagers, Book I, Ch. 4.

Education beyond high school offers to both

men and women opportunities for careers

REFERENCES

in line with their individual intere sts and

personal qualitie s.

DOT, Dictionary of Occupational

Title s

Methods used for applying for a job help to

determine one's employability.

Food Preparation for Hotels, Re staurants,

and Cafeteria s, Robert G. Haine s,

Many career and job opportunitie s are

(American Technical Society), Ch. 1. available to those who have the nece ssary

intere sts and training in the area of foods.

Handbook of Vocational Occupations,

Publication of the U. S. Department

Training in the area of foods contribute to

of Labor.

personal, family and community living.

Occupational Handbook, Superintendent of Documents; Wa shington, D. C.

FILMS

"Take a Good Look" , Associated Film Company

"New Horizons in Food Service Careers" , National Re staurant Association

"Starvation Without Hunger", State Film Library

PAMPHLETS

"Careers for Youth in Food Service Industry" National Re staurant Association

23

Title of Unit: FOOD FOR THE FAMILY II Concept: Selecting and Storing Food

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Selecting and Storing Food
Fresh -
To establish criteria for selecting and storing fre sh food.
EVALUATIO:N
Take a quiz covering principle s of sele cting and storing fre sh food.
Evaluate displayed fre sh fruits and vegetable s using established criteria.
Report on degree project activity.

Study criteria for sele cting and storing fre sh food s .
Examine on a field trip to a grocery store to fre sh fruits and vegetable s.
CIa s sify fruits and vegetable s according to quality using a check list developed in class.
Define perishable I spoilage.
Indicate the month s in which variou s fre sh food s are most abundant.
Study food advertisements from local newspaper and list shopping sugge stions.
Define: whole sale grade s I consumer grade s I brand name I standards of identity I standards of quality I controlled atmo sphere storage.
Study ways of storing fre sh food and how it affects nutritive value I flavor I color and texture.
Analyze the variety of utensils and materials suitable for storage of food s .
Demonstrate proper storage of fresh foods in refrigerato
Identify rea sons why some vegetable s require cool dry storage while others require cool moist storage.
Conduct an experiment on vegetable s and fruits; place some on the table exposed to light and air and some in the refrigerator under controlled conditions; let products remain for a day and observe any change s that might occur.
Store resh foods at home for a two week period. (FHA degree project activity)

24

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Food bought in sea son is cheaper than

food bought out of sea son.

Barclay and Champion, Teen Guide to

Homemaking, Ch. 14.

Methods used in storing fresh foods affect

nutritive value, flavor, color, and texture.

Cross, Enjoying Family Living,

pp. 219-252.

Properly stored food save s time and energy

as well a s money.

Harris and Withers, Your Foods Book,

pp. 193-207.

All fresh fruits and vegetables are

perishable, and it is therefore necessary

McDermott, Trilling and Nicholas, Food to be able to recognize the signs of

for Modern Living, pp. 358-366, 331- quality when buying them.

333,338-339,22,52.

Quality fruits and vegetable s look fre sh

McDermott and Nicholas, Homemaking and bright in color; are free from blemishes

for Teenagers, Ch. 9

not underipe or soft, have no mold s or

blemishe s.

Wallace and McCullar, Building Your

Home Life, pp. 297-305, Ch. 11.

White, You and Your Food, pp. 93-97, 377-379, Ch. 11.

PAMPHLETS

"Food Shopping Tips that Make Cents" Family Circle Magazine

"Supermarket Tour Guide s", Seventeen

"Storing Perishable Foods in the Home" H & G Bulletin No. 78, USDA Washington, D. C.

"Home Storage of Fruits and Vegetable s" Farmer's Bulletin, No. 1939 USDA, Washington, D. C.

25

Title of Unit:

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Selecting and Storing Food
Packaged -
To ide ntify the variou s ways in which food is packaged and the advantage s of each.
EVALUATION
Answer quiz covering principle s of selecting and storing packaged foods.
Report on degree project activity.

List ways in which food is packaged. Identify advantage s and disadvantage s of each form of packaging.
Visit store s to determine all the forms in which food s may be purcha sed.
Display and compare packaged items that are alike in kind, quality, and size.
Collect pictures or use food models to show how a me nu may be varied, u sing packaged food s .
Collect as many types of containers as possible used to package food.
Read any material found in library on packaging of food.
Illustrate by individual posters methods of packaging.
Prepare a bulletin board on the various ways to package food s .
Visit food packing plant, to observe methods used in packing food s .
Visit whole sale warehouse to observe the effectiveness of various methods used in keeping foods fresh.
Compare the cost of serving of ready-to-eat cereal whe n purcha sed in a 1arge box, a small box, a nd a variety package.
Discuss how laws on food packaging that protect consumers.
Store packaged food at home for a two weeks period. (FHA degree project activitv)

26

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Home making, Ch. 14.
Cronan and Atwood, Foods in Homemaking, Ch. 8

Labels and brand names of packaged foods are of value to the consumer only as he recognize s and use s this information.
Foods are packaged to protect the contents from contamination and to make the package s attractive to enduce sale s.

McDermott, Trilling and Nicholas,

Pre sent day food package s protect the

Food for Modern Living

contents during storage from contamination,

infe station and loss or gain of moisture.

Pollard, Experience s with Foods, Ch.9.

Shank, Chapman, Guide to Modern Meals, Ch. 13 and 22.

Wallace and McCullar, Building Your Home Life, pp. 297-300.

FILMSTRIPS

"The How and Why of Packaging" NASCa

FILMS

"The Story of Packaging" Continental Can Company, Inc.

27

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Selecting and Storing Food
Canned -
To become aware of the type s of information available on labels of cans.
EVALUATION
Answer objective que stions covering information found on labels.
List quideline s for buying canned food s .
Report on degree project activity.

Study labels to determine the kind of information found in cans of food.
Investigate requirements I by law I of labels on canned food s .
Give reasons why food additives must be indicated on labels.
Define: variety, fortified, grade, enriched, re stored.
Bring labels from canned foods to class and study price, size of can, grade, brands, and contents.
Plan dnd arrange a bulletin board on labels.
Compare information found on four different brands of the same food and/or several different grade s.
Prepare a display of food containers showing various method s of labeling.
Prepare d list of easons why consumers should read label s.
Conduct -a panel discussion on "How high school girls can encourage better labeling" .
State guideline s for buying food according to their label.
Select canned food for home or school pantry. (FHA degree project)

28

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, Ch. 14.
Cronan and Atwood, Foods in Homemaking, Ch. 8

The law state s that every label must give the following facts: (1) the usual or common name of the product in clear type, (2) the name and addre s s of the manufacturer, packer, or distributor, and (3) the net contents of the container, by weight of liquid me a sure.

Cross, Enjoying Family Living, pp.219-252.
Harris and Withers, Your Foods Book, pp. 179-180.
McDermott, Trilling, and Nicholas, Food for Mode rn Living, Ch. I, 2.

Understanding and using information on labels can lead to confidence in buying and getting more for the food dollar.
Label s and brand name s are of value to the consumer only as he recognizes and uses this information.

McDermott and Nichola s, Homemaking for Teenagers, Book I, Ch. 9, pp. 417419.

Shank, et. al., Guide to Modern Meal s, Ch. 5, pp. 211-213,224, 232-233, 257-260, 270-276.

Wallace and McCullar, Building Your Home Life, pp. 297-300.

PAMPHLETS

"Your Food Dollar" , Money Management Institute

"Know Your Canned Foods", National Canners Association

"Behind The Label" , National Canners As socia tion

TRANSPARENCIES

"Can Labels - What They Tell You" NASCO

29

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Selecting and Storing Food
Frozen -
To identify storage procedure s for frozen foods.
EVALUATION
Answer objective que stions on home freezing and storage of froze n food s .
Re port on degree project activity.

Demonstrate the correct procedure s for storing frozen foods.
State guideline s for storing frozen food s.
Discuss what happens to frozen foods that are not properly stored.
View and discuss" Three Square 5' and/or" Target Zero"
Observe demonstration on how to prepare foods to be frozen.
List ways in which time and energy are saved by using the freezer.
List and discuss items needed for proper storage of frozen food s .
Arrange a bulletin board of items needed for storing frozen foods.
Discuss the importance of keeping a pencil[ note paper and tape by the freezer and dating foods as you put them in storage.
Discuss why some vegetables are not found among frozen foods.
Visit appliance stores to see various freezing appliance s.
Visit freezer locker to observe freezing on a large scale.
Prepare food for storage in home freezer. (FHA degree project)

30

RESOURCES

GENERALIZATIONS

TEXTBOOKS

The refrigerator and food freezer are

necessary for temporary and long time

Barclay and Champion, Teen Guide to storage.

Homemaking, Ch. 14.

Careful planning of storage space is an

Cronan and Atwood, Foods in Home-

aid to good marketing procedure.

making, pp. 453, 529.

Properly stored food save s time and

Harris and Withers, Your Foods Book, energy as well as cost.

pp. 206-208.

Methods used in storing frozen food

McDermott and Trilling and Nichola s, affect nutritive valu~, flavor, color and

Food For Modern Living, pp. 17, 22, texture.

69-70.

Frozen foods should be put immediately

Pollard, Experience with Foods, Ch. 24, in the freezing compartment or freezer

pp. 303-304.

and held there until time to cook.

Shank, Fitch, Chapman, Guide to Modern Meals, pp. 56, 89, 96-97, 109, 377,422, 252.
Wallace and McCullar, Building Your Life, Ch. 11.
REFERENCES

Food that ha s defrosted should not be frozen.
Frozen foods should be kept at a constant temperature throughout storage time.
Frozen foods have to be wrapped carefully in moistive vaporproof material.

"Frozen Foods Cookbook" , General Food s Kitchen Corporation
PAMPHLETS

Length of cooking time prior to freezing has a definite effect on the texture of the food.

"Storing Perishable Foods in the Home" , Home and Garden Bulletin, No. 69 "

"Guide s to Goodne s s", Dow Chemical Co.

FILMS

"Target Zero" , Agricultural Marketing Service

31

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTNES LEARNING EXPERIENCES

Selecting and Storing Food
Pre-prepared -
To analyze when prepre pared food is a wise choice for the shopper.
EVALUATION
Answer objective que stions covering principle s of selecting and storing pre-prepared foods.
Report on degree project activity.

Define: pre-prepared foods.
Give examples of pre-prepared foods.
Plan a bulletin board displaying magazine advertisements, of prepared foods.
List advantages of using pre-prepared foods.
List situations when it might be be st for the homemaker to buy prepared foods.
Give reasons why pre-prepared food may be a wise choice for one family but not for another.
Compare pre-prepared products with the same one from a conventional recipe from the standpoint of flavor I appearance I and time required to prepare.
Make comparison charts I comparing the cost of pre-prepared foods and food prepared in the home.
Prepare a week's menus using pre-prepared foods.
Role -play a ho ste s s planning a nd pre paring a party menu using pre-prepared foods.
List guidelines for selecting and storing prepared foods.
Select pre-pared foods for family use for a twoweeks period. (FHA degree activity)

32

RESOURCES

GENERALIZATIONS

TEXTBOOKS Barclay, Teen Guide to Homemaking I Ch. 15.
Cronan and Atwood, Foods in Homemaking, pp. 175-176, 245-247.

Pre-prepared foods are foods to which some preliminary preparation has been given.
Time and energy, creativity and cost are considerations when selecting pre-prepared food s .

Harris and Withers, Your Food s Book, ,The value the vamily place s on time and
pp. 26, 171-172, 185, 188, 209, 244-245 ,money will determine whether pre-prepared foods are a wise choice for them.

McDermott, Trilling and Nichola s, Food for Modern Living, pp. 40-43, 50-51,202,238,239.

The wise shopper is alert to varations in price and quality of pre-prepared food.

McLean, Meal Planning and Service, pp. 128-129.

Pre-prepared foods save the homemaker time and energy

REFERENCES

Packaged foods should be stored properly to guard against insets and spoilage.

"Convenience Foods as Meal Planning,
Aids" , What's New in Home Economics ,
Jan. 1964, pp. 11.

"General Food s: Frozen Food Cookbook" ,
Redbook, Jun3 1964, pp. 64-72.

Forecast, Jan. 1969.

What's New in Home Economics I November 1967

FILMSTRIPS

"From the Ice Age to the Frozen Food Age", Sara Lee

"Good Meals for Busy Days", NASCa

33

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Preparation
Work Habits -
To determine and utilize de sirable work habits while pre paring food.
EVALUATION
Use check list to work habits while participating in a lab experience.
Answer objective que stions covering principle s concerned with work habits.

Define: work habits I short cuts I motion I time I energy.
Read text on individual work habits.
View and discuss film: "Kitchen Habits"
Discus s the following: (1) The advantage s of having a work schedule in a foods lab and identify the advantage s that would apply in a home kitchen. (2) Personal deanline ss when one is handling food. (3) Relation of deanline ss to health and safety. (4) Clothing requirements in a kitchen.
Discuss and develop a list of good work habits for preparing food; make into a check list.
Compare time and motion used for preparing the same dish using two different techniques or procedure s .
Role play the right and wrong way to do thing s in the kitchen and compare the re suIts.
Develop a list of time and temper savers.
Observe demonstrations on ways of using and storing equipment with sharp edge s.
Prepare a bulletin board of de sirable work habits for the kitche n.
Discuss how to plan a simple time schedule induding the necessary jobs for planning I preparing and serving a meal.
Discuss qualities of a good group member and various methods of forming groups.
Verbalize learnings by stating generalizations.

34

RESOURCES

GENERALIZATlONS

TEXTBOOKS
Barclay and Champion, TeeD Guide to Homemakj DC;; , Ch. 15.
Cronan and Atwood, Foods in Homemaking, Ch. 7.
Cross, Enjoying Family Living, Ch. 9, 10.

Organization is the clue to de sirable work habits, based on wise use of time and motion.
Good posture reduce s strain on muscle s and so delays a feeling of tiredne ss.
Motions are saved when you have a place for everything and keep everything where it belongs.

Harris and Withers, Your Foods Book, Ch. 5.
McDermott, Trilling, and Nichola s , Food for Modern Living, Ch. 4.

A knowledge of jobs to be done contribute s to success in planning, preparing and serving a meal.
Habits can either save or make work.

Pollard, Experiences with Foods, Ch.7. Working efficiently saves time, gives self-confidence, and pleasure for work
Raine s, Managing Livingtime, Ch. 3. well done.

Shank, Fitch, and Chapman, Guide to Modern Meals, Part II.

Wallace and McCullar, Building Your Home Life, Ch. 11.

White, You and Your Food s, Units 4, 7, 10.

TEACHER REFERENCE

Sugge stions for Teaching Foods and I Nutrition, Cross, University of Georgia,
1965, pp. 12-14

FILMSTRIPS

"Safety in Kitchen" Young American Film.

"Kitchen Safety" , Young American Film.

35

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Preparation
Arrangement of Small Equipment -

Define equipment l work space I
Read to gain knowledge concerning equipment in laboratory .

To arrange utensils and other small equipment in a convenient manner.

Make a list of the tools that should be stored near the refrigerator I near the sink I near the mixing area I and near the serving area.

Arrange picture s of good kitchen utensil s on the bulletin board; learn the name s of each.

EVALUATION
Use checklist on arrangement of equipment in: (a) Unit kitchen (b) Home kitchen
Answer objective te st on identification of utensils their purposes l and most appropriate location in the kitchen.

Demonstrate proper arrangement of small kitchen equipment at point of most frequent use.
Identify equipment and placement of equipment by having a "scavenger hunt" .
Compare the time I energy I and motion involved in two kitchens I one arranged for convenience I the other haphazard; draw conclusions from the comparison.
List guideline s for arranging equipment.

Develop a checklist for evaluating placement of small equipment in a kitchen.

Rearrange the utensils and small equipment in your home for more efficient use. (FHA degree project activity)

Evaluate unit kitchens in loods laboratory to see if the equipment is arranged correctly.

36

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking I Ch. 2.
Cross, Enjoying Family Living I Ch. 9.
Fitzsimmons and White, Management for You Ch. 6 and 7.

Well-equipped and organized work area s aid in serving maximum efficiency.
Time and energy are saved when equipment is kept in its place.
The first step in management practice is to a ssign each piece of equipment to a convenient place.

Harris and Withers, Your Foods Book, pp. 110-115.

Store equipment or supplie s in the work area where they are most frequently used.

McDermott, Trilling and Nichola s, Food for Modern Living Ch. 3, 4.

Place equipment where it is easy to see and to reach.

McDermott and Nichola s, Homemaking for Teenagers, Book I, pp. 334-340

Pollard, Experience With Food s I Ch. 8.

Shank, Fitch, Chapman, Guide to Modern Meals, Ch. 6.

Wallace and McCullar I Building Your Home Life, Ch. 11.

TEACHER REFERENCES

Peet and Thye, Household Equipment John Wiley and Sons I Inc. New York.

"Non-Electrical Houseware s Do A Big Job" , What's New in Home Economics, May, 1964, p. 14.

"Which Comes First, Foods or Equipment" , What's New in Home Economics Sept., 1964, p. 34.

37

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Preparation
Use of Equipment
To skillfully use appropriate equipment in food preparation.
EVALUATION Answer te st on use and care of equipment. Summary of checklist on using kitchen equipment: (a) at school (b) at home.

Define: meal preparation( menu( service equipment( re source s.
Display picture s of range s and other large equipment and discuss criteria for selection.
Demonstrate the use of equipment in foods lab. Show the advantage s and disadvantage s of each piece.
Invite a home economist from a utility company to demonstrate the use and care of the range I refrigeratoJ and other piece s of kitchen equipment in the home economics department.
Read about the appropriate equipment needed for various preparations.
Demonstrate use of equipment in preparation of food. (Example: sifter I mea suring cup and spoons ( rolling pin ( bread board ( spatula ( and rubber scrapper and pa stry blender.
Observe demonstration ways of using and storing equipment with sharp edge s.
Discuss any safety mechanism or special way of operating the equipment.
View and discuss filmstrips on kitchen equipment.
Arrange bulletin board of kitchen utensils with the correct use for each.
Make a list of needed equipment for one or more specific jobs such a s making a meat loaf ( biscuits ( or a vegetable casserole.
List guideline s for using kitchen equipment; develop into a checklist.

38

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaki nQ, Ch. 2.
Cross, Enjoying Family Living, Ch. 9.

Selection and use of suitable equipment leads to efficiency in the kitchen.
Meal preparation and service require coordination of knowledge, time, energy, and use of equipment.

Harris and Withers, Your Foods Book, pp. 110-115.

Skillful use of the food preparation equipment can make food preparation ea sier.

McDermott, Trilling and Nichola s, Food for Modern Living, Ch. 3, 4.

Proper care for equipment can add to the life of the equipment.

Pollard, Experience s with Food s, Ch. 8. Small equipment should be appropriate for

the kind of foods being prepared to insure

Shank, Fitch, and Chapman, Guide to maximum skills in preparation.

Modern Meals, Ch. 4, 6.

Skill in handling equipment in food

FILMSTRIPS

preparation is more easily developed when

one is well informed about the tools or

"Convenience Cooking With Portable appliance s.

Appliances", Evaporated Milk Assoc.

SLIDES

"Kitchen Tools and Utensils" , NASCO

FILMS

"Off the Broiler", "Off the Ice", "Off the Spit", State Film Library

"Small Electric Appliances", Sears Roebuck and Company.

39

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Preparation
Principle s of Preparation -
To utilize principle sand develop skill in preparing foods in each of the four ba sic food groups .
EVALUATION
Answer objective que stions on principle s of food preparation .
Use score sheets to evaluate work in planning and preparing meals.
Summarize what ha s been learned about all re source s for pre paring food s .
Evaluate degree project activitie s .

Study text about the basic foods groups to be prepared.
Define usual cooking terms.
Study information on vegetable s in daily meals.
Discus s preparation of vegetable s and fruits.
List cause s of nutrient loss in egetable s.
Work in laboratory to prepare several vegetable dishe s.
Read material on fruits. Demonstrate preparation of fre sh fruits.
Work in laboratory and prepare fruit dishe s.
Plan menu for your family for one week giving special attention to fruits and vegetable s. (FHA degree project activity)
Study nutritive values between various forms of milk.
Ide ntify principle s of milk cookery.
Work in laboratory and prepare milk dishe s such as: milk drink I white sauce I milk de ssert.
Looking through various recipe books for recipes calling for chee se and LO see which chee se sand their nutritive value.
Describe classifications of cheese according to degree of hardne s s or softne s s .
Identify principle s of chee se cookery. Work in laboratory to prepare a chee se dish such as chee se souffle.
Prepare chee se dishe s for family (FHA degree project activity)
40

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, Ch. 14.

A knowledge of specific cookery principle s and te chnique s add s to succe s sand satisfaction in planning, tJreparing and serving a well balanced meal.

Cross, Enjoying Family Living, Ch. 8,
Harris and Withers, Your Foods Book, Ch. 4, 9-10.
McDermott, Trilling, and Nicholas, Food for Modern Living, Ch. 8, 11-18.
McDermott and Nichola s, Homemaking for Teenagers, Book I, Ch. 9.
Pollard, Experience s with Food s , Units 1 and 2.

Knowledge of the four basic food groups and principle s of preparation re sults in better meals and healthier members.
The preparation of palatable meal s require s application of basic principle s of cookery.
The principle s of meat cookery can be applied to other protein food s.
The vitamins and mineral s in vegetable s can be retained by cooking in little or no water at low temperature.

Shank, Fitch, Chapman, Guide to Modern Living, Ch. 13-17, 19-23.

White, You and Your Food, Units I, 3-8.

STUDENT REFERENCE

Duffie, So You Are Ready to Cook, Burge s s Publi shing Company.

TEACHER REFERENCES

Boyd, Focus on Teaching Management. University of Georgia, 1965.

Cros s, Sugge stions for Teaching Food and Nutrition, University of Georgia, 1965.

Baking Ba sics, Self-rising Flour and Corn Meal Program, Inc.

41

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES
Study information on breads and explain meanings of word sand phra se s reI ating to baking bre ad s .
List leavening agents and discuss how they differ chemical action, why they are important.
Describe two kinds of wheat used for flour.
Discuss all basic ingredients of quick breads.
Demonstrate quick breads.
Study information on cereals; explain means of words and phrases relating to cereals.
Work in laboratory on class demonstrations of cereal cookery.
Prepare cereals for five family breakfasts. (FHA degree project activity)
Read information on egg s; identify use s of egg sand give example s of each.
Discuss importance of following principles of ~rotein cookery.
Work in laboratory to prepare egg dishes such as omelets.
Plan, prepare, and serve meals using l)[otein foods.
Study and discu ss information on preparing meats.
Plan, prepare, and serve meal featuring meat for family.
Discuss principle s of poultry and fish cookery.
Work in laboratory to plan, prepare, and serve chicken and fish dinners.
42

RESOURCES

GENERALIZATIONS

FILMSTRIPS
"Easy As Pie", "Breads You Bake with Yea st", "Muffin Making", "Batter Breads" , "Beautiful Cakes", "Fun With Frosting", "Headstart on Homemaking" , Evaporated Milk Division and Home Service Department of Carnation.
"Desserts in Color", "What Makes a Good Salad" , Ge neral Food s Corporation.
"Chee se, Cooking and Serving" , Kraft Foods
"Better Biscuits", "Muffin Making" , General Mills, Inc.
"Following the Daily Food Guide to Better Health" , NASCO
"What's in Food?" , University of California Extension
FILMS
"Selection of Fruits and Vegetable SOl , U. S. Department of Agriculture
"Meat and Meat Packing" , International Film Bureau, Inc.
TRANSPARENCIES
Printed Originals for Transparencies "Interpreting a Recipe", "Eggs", "Ways with Food", Food Selection and Service" , 3M Business Products Sales Inc.
"Table Setting" , NASCO

43

Title of Unit: FOOD FOR THE FAMILY N Concept: Table Servic~

CONCEPTS AND OBJECTNES LEARNING EXPERIENCES

Table Service

Define manners and etiquette.

Manners and Etiquette

Take a prete st on manners and etiquette.

To practice tho se rule s of manners and etiquette appropriate to the situation.

Discuss reasons for studying table manners and etiquette.
Study about acceptable table manners.

EVALUATION
Use checklist to evaluate one's table manners Cit home and discover where improvement is needed.

Take part in class reports and demonstrations of accepted manners to be used in eating food such a s: pizza, fried chicken, olive s, large cookie s, watermelon, popcorn, other foods you and your frie nd s like to eat.
Observe and interpret film and filmstrip on table manners.

Write a paragraph on why good table manners are important.

Study about acceptable behavior when eating out, attending tea s, receptions, and other special occasions.

Take an objective te st over

Roleplay correct and incorrect rule s of manners and

accepted practice s and rule s. etiquette.

Give opinions of such remarks as these: "I am sick and tired of eggs", "I'm too full already", "Table manners are for the birds", "He sure licked the platter clean" .

Explain and demonstrate the Lhree types of public dining orderling from a menu, cafeteria, smorgasbord.

Di scu s s tipping in re sturants .

Illustrate teenage etiquette rule s by preparing bulletin boards or posters.

Observe everyday situations and show how people can become more poised in handling common embarra sing situations .

44

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Allen and Briggs, Mind Your Manners.
Barclay and Champion, Teen Guide to Horne making, Ch. 16.

Good manners expre ss considerations for others.
Understanding good table manners and using them at all time s will help to avoid embarrassment and give poise.

Cronan and Atwood, Foods in Homemaking, Ch. 9, 12.

Following the procedure s of etiquette may re sult in better relationship with others.

Cross, Enjoying Family Living, pp. 272 - 276.

Good manners help make living with other people more pleasant and satisfying.

Harris and Withers, Your Foods Book, A knowledge of acceptable table manners

Ch. 7.

is basic to the development of habits of

using good table manners in all situations.

Hatcher and Andrews, Guide for Today' s

Horne Living, Ch. 9.

The accepted pattern of food service and

table etiquette are based on eye appeal

McDermott, et. a1., Food for Modern as well as ease and convenience.

Living I pp. 87-88, 137-143, 394-403,

522-523.

Etiquette is primarily thoughtfulne ss,

consideration and putting others at ease.

McDermott and Nichola s, Homemaking

for Teenagers, Book I, Ch. 10.

Understanding and fulfilling one 's

responsibilities as a guest as well as

McLean, Meal Planning and Service, a host contribute to personal and social

Ch. 1.

satisfaction.

Pollard, Experience s with Food s, Ch. 25.

Pollard, et. a1., Experiences in Homemaking, Ch. 11.

Shank, Fitch and Chapman, Guide to Modern Meals I pp. 131-136.

Wallace and McCullar, Building Your Horne Life, Ch. 13.

White, You and Your Foods, Ch. 24.

45

CONCEPTS AND OBJECT~S LEARNING EXPERIENCES Roleplay responsibilities of host, hostess, and que st for family meals. Plan and carry out an FHA chapter project on teenage manners including a ssembly program, survey, posters in lunchroom, and bulletin boards, a que stion and answer column in school paper. Mkae a checklist of do's and don'ts at the table.
46

RESOURCES

GENERALIZATlONS

REFERENCES
Haupt, The Seventeen Book of Etiquette and Entertainment.
Vanderbilt, New Complete Book of Etiquette, Ch. 27, 30-32.
Emily Post's Book of Etiquette for Young People.
Mills, Encyclopedia of Etiquette A Guide to Good Manners in Today' s World.
PAMPHLETS
"Etiquette in Everyday Living, Wallace Silversmiths.
FILMS
"Good Table Manners", State Film Library
FILMSTRIPS
"Table Manners", "Table Talk", "Dining Out" , McGraw-Hill Text Films.
"Table Mode s and Manners", The Melamine Council.

47

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Table Service
Setting A Table -
To identify the accepted ways to set a table and analyze why the se procedure s may not always be used.
EVALUATION
Arrange several table settings and evaluate each of the se according to the meal being served and the accepted procedure for setting a table using checklist.
Answer objective que stions on setting a table.

Write a de scription of how the table is set in own home; omit name s in order to a ssure hone sty and lack of embrassment.
Read about different methods used to set a table for various table service s used for varying type s of meal
Demonstrate correct placement of the tableware for breakfast I luncheon I or dinner using a selected menu
Analyze the demonstrations and decide why the same procedure of table setting may not be used.
Prepare al:ack-board display of ~)ictures showing attractive and correct table arrangements.
Compare the various table setting s and analyze the value of each.
List and discuss rules br setting a table; make into a checklist.
Analyze why it may not be possible to set a table as recommended; use example s from de scriptions of students to discuss possible solutions.
Discuss the relationship between table setting and menu planning.
Set a table for a specific type of meal service. Check for correct placement of appointments.
Arrange centerpieces suitable for such meals as a breakfast at home I a luncheon at school and others.
Plan and arrange table setting s for meal s prepared in lab.
Set table for family meal for a month or longer (FHA degree project activity)
Set the table for a banquet or dinner for a school or civic organization (FHA chapter service project)
48

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Horne making, Ch. 16.
Cronan and Atwood, Foods in Homemaking, Ch. 9
Cross, Enjoying Family Living, pp. 266-268.
Harris and Withers, Your Foods Book, Ch. 7.
Hatcher and Andrews, Guide to Today's Horne Living, Ch. 9.
McDermott, Trilling and Nichola s , Food for Modern Living, pp. 128-131.

The rule s on table setting are ba sed on common sense, comfort, and convenience.
Personal satisfaction can be obtained by planning and serving an attractive meal.
Table setting should be adapted to the mode of family living.
Substitutions should be made whenever a family does not have the recommended table appointments.
Setting a table correctly make s rule s of' etiquette easier to apply
The procedure for setting the table varie s with the menu, table service, and table appointments.

McDermott and Nichola s, Homemaking for Teenagers, Book I, pp. 341, 379382,428.
McLea n, Meal Planning and Serving, Ch. 5.

The ba sic rule s of table se tting are simple, flexible, and are adaptable to all situations.
Attractive table setting s need not be costly.

Pollard, Experie nce s with Food s, Ch. 25.

Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 7, pp. 124.

Wallace and McCullar, Building Your Horne Life, pp. 332-333.

White, You and Your Food, Ch. 24.

REFERENCES

Better Horne s and Garden, Cookbook Section on table setting.

49

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Table Service
Table Appointments -
To become aware of variou s type s of table appointments.
EVALUATION
Answer identification te st covering variou s type s of table appointments.
Identify low, moderate, and high cost table appointments that are attractive.
Take practical te st on ability to choose suitable table appointments.

List the items that are table appointments.
De scribe the various type s of table appointments.
Collect picture s showing the type s of table appointments.
Develop a li st of de sirable characteristic s for tableware, glassware, and dinnerware and illustrate with picture s .
Assemble example s of various table appointments.
Define and list the characteristics of each of the following: china, earthenware, pottery, pIa stic, and paper dishes.
View film strip on silver, di scu s s the differe nce s between sterling silver and silverplate and stainless steel.
View and discuss filmstrip: "Glass is a Marvelous Thing" .
Discuss table cloths, napkins, and placemats as to kinds, sizes and occasions when different ones are to be used.
Do a research report on one of the following topics: history of ceramics, table glassware, silverware, table covering s .
Visit a store that sells dinnerware, glassware, silverware, and table coverings, notice the costs of the various items as well as the characteristics of the items as to the material of which each is made and the quality of workmanship.
Determine rea sons for the difference s in ;>rice s of the table appointments.
State guidelines for selecting table appointments.

50

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Table appointments include dinnerware I

glassware I silverware I and table coverings.

Barclay and Champion I Teen Guide to

Homemaking, Ch. 4 I 16.

Table appointments vary in material of

which each is made I quality of workmanship

Cronan and Atwood I Food in Home-

and cost.

making I Ch. 9.

Selection of table appointments depends on

Cross l Enjoying Family Living I Ch. 10. their suitability to the type s of meals

customarily served and on the manner of

Hatcher and Andrews I Guide for Today' s serving the meals.

Home Living I Ch. 9.

Centerpiece s need not be elaborate in order

Harris and Withers I Your Foods Book, to be effective.

Ch. 7.

Utilizing the art principle s when selecting

McDermott I Et. ale I Food for Modern and coordinating table appointments helps

Living, Ch. 6,

one ge t pIea sing re sults .

McDermott and Nichola s I Homemaking Wisely selected table appointments depend

for Teenagers, Book C Ch. 10.

more on one's ability to evaluate good

de sign than on the amount of money

McLean l Meal Planning and Service, Ch. 5.

invested.

The selection of table appointments should

Pollard l Experiences with Foods, Ch.25.be in keeping with the occasion and family re source s.

Shank l et. al.I Guide to Modern Meals,

pp. 41 / 120-129 / 171-172 / 191-193.

Table appointments should be chosen to

go together as a planned unit.

Wallace and McCullar I Building Your

Home Life I pp. 328-335.

Attractive tableware of good de sign is

available in various materials I and at

TEACHER REFERENCES

low I moderate I and higher prices.

Nile sand Struefert l "Family Table Service for Today's Living" I 2nd edition.
Vanderbilt I "New Complete Book of Etiquette" I Ch. 7.

A table setting can be used to expre ss the personality of the person who sets it.
Tableware and table linens serve as tools for gracious living.

51

CONCEPTS AND OBJECTIVES LEARNING EXPE RIB NeE S Consult reference s for information about centerpieces. List sugge stions for determining appropriate centerpiece s. Have resource person to demonstrate appropriate centerpiece s. Visit a florist shop ~o discover all the materials used for centerpiece s. Using the equipment available in homemaking department, demonstrate table settings which illustrate suitable, pleasing combinations of china, linen, and silver. Plan and combine piece s that are available at home for de sirable setting s. (FHA degree project)
52

RESOURCES

GENERALIZATIONS

PAMPHLETS
"Melamine, The Modern Dinnerware" The Melamine Council,
"Glass is a Marvelous Thing" , Consumer Products Division, Corning Glass Works.
"What Goe s with What" , Gorham Sterling
"A Teachers Guide to Crystal" , Fostoria Glass Co.
"What to Look for When Buying, Table Appointments", Sears Roebuck and Co.
"The Story of Table Service", Consumer Education Division, Sears Roebuck and Co.
MAGAZINES
"Better Home s and Gardens", June 1968, pp. 56-59.
"Better Home s and Gardens" , June 1966 pp. 118-121
FILMS
"The Sterling on Your Table" I Towle Silversmiths
"Crystal Touch" I Fostoria Glass Co.
CHARTS
"Table Service Exhibit" I Sears Roebuck and Co.
FILMSTRIPS
"The Crystal Touch", "The Sterling Story" , Towle
53

Title of Unit: FOOD FOR THE FAMILY

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Table Service
Serving Food s -
To develop skill in se rving food.
EVALUATION
Answer te st que stions on rule s and style s of serving food.
Take practical te st on serving food.
Evaluate serving at home, school, an organization, meal, or commercial establishment.

List some general rule s for table service.
Demonstrate how to be a waitress; show how to serve food and a beverage and how you would clear the table.
Discuss ways of serving foods at home and why; discuss whether to serve meals differently if there is company.
Discuss what is meant by method of service.
Study type s of food service; illustrate by use of bulletin boapl and posters.
Demonstrate the following type s or style s of food service: family, English, compromise, Russian.
Collect picture s showing different type s of table service.
Discuss the advantages and disadvantages of various types of meal services.
List all factors that would determine the ways you sould serve food.
Make decisions as to which method of serving food is be st for different occa sions.
Practice waiting on the table and removing the dishes, with members of the class acting as host, hostess, and guests.
Role play desirable host, hostess, and guest re sponsibilitie s and suitable service for family meals.
Practice pa s sing the following: serving dish with a spoon, a plate wi. th a fork on it, a pitcher.
Sugge st reasons for the rule s given for correct table service.
54

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, pp. 339-343.

Type of meal service used depends upon custom, household help, size of the family, and the time available lor meal service.

Cronan and Atwood, Foods in Home-

The accepted rules for serving meals were

making, Ch. 9.

formulated to make it convenient for the

person doing the serving.

Harris and Withers, Your Foods Book,

Ch. 7.

The style of service should be decided

upon when the meal is planned.

Hatcher and Andrews, Guide for Today' s

Home Living, Ch. 9.

Family service is an attractive, simple,

hospitable service used in American home s.

McDermott, Nicholas, Trilling, Food

for Modern Living, Ch. 22.

The most common types of meal service

used in this country are adaptations of

McDermott and Nichola s, Homemaking type s of other countrie s .

for Teenagers, Book I, Ch. 10.

McLean, Meal Planning and Table Service, Ch. 6.

Pollard, Experience s with Food, Ch. 25.

Shank, Fitch, and Chapman, Guide to Modern Meals, Part III.

Wallace and McCullar, Building Your Home Life, Ch. 11.

White, You and Your Foods, Ch. 10, 24, 25.

REFERENCES

Nile sand Streufert, Family Table Service,

Gunn, Table Decorations and Service.

55

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCE-8 Develop a checklist made by students to evaluate serving foods. List some conveniences and accessories that make family meals easier to manage. Serve meal or refre shments to an FHA function. Serve a buffet luncheon or sorre other meal. (FHA chapter project) Serve Sunday dinner for a month or longer. (FHA degree project)
56

RESOURCES

GENERALIZATIONS

Haupt, Seventeen Book of Etiquette and Entertainment.

"How to Be a Successful Hostess" , As socia tion Film s
PAMPHLETS
"Family Meal Service", Ericson and Dunn, N. Y. State College of Home Economic s, Cornell Extension Bulletin #774, Cornell University, New York, N. Y.

57

SECOND YEAR Title of Unit: MEAL MA:N."AGEMENT 1. Concept: Family Food Needs

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Family Food Need s

Identify in textbooks factors that affect food needs.

Factors That Affect Food Needs -

View and di scu s s film strip: "Good FODd, GODd Health, and Good Looks".

To identify factors that affect food needs of various family members.

Study references on family food needs; discuss in class the different food needs of each family member.

EVALUATION
Answer objective que stion on a pretest and post-test covering factors that affect food needs.

Study basic food groups and use to determine if family meals are meeting the family's personal needs.
View and discuss filmstrip: "How Food Become s You".
Develop bulletin boards on factors affecting food needs of family.

Write a paragraph explaining how own daily foods needs compare with other members of the family.

Explain how family fODd needs are affected by meals eaten away from home, between meal eating, more leisure time in the home, employment of housewife, and mobility of family.

Compare awn weight with standard and recommended weight chart.

Explain why there are difference s in the foad needs of a mother, teenage boy, a teenage girl, an eight year old boy, a one year old girl, a grandparent.

Compare the foad needs of a football player and a housewife.

State generalizations about the nutritional needs of the people.

58

FHA Projects:

Stable Home - Stable Life Homemaking - Our Future Make Time Work f9r You Preparedness - The Key to Opportunity

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Factors that affect food needs of various

family members are age, climate, sex,

Cronan and Atwood, Foods in Home-

health I and activity.

making, Ch. 6, 10.

The health, appearance I vitality, and

Harris and Withers, Your Foods Book, mental alertne ss of the members of the

Ch. 4.

family are affected by the food eaten

daily.

McDermott, et. a1. I Food for Modern

Living, Ch. I, 8.

Both work and heat are forms of energy,

and the food you eat supplie s the body

Pollard, Experience s With Foods,

with energy.

Ch. 1.

The number of calories a person needs is

Shank, Fitch, and Chapman, Guide to determined by his age, sex, and activity.

Modern Meals, Ch. 1.

The girl and boy in adole scence grow at

TEACHER REFERENCES

a fa ster rate than at any other time

except in infancy and thereby have

Food, The Yearbook of Agriculture,

increa sed need for body building food s .

U. S. Department of Agriculture I

Superintendent of Documents.

Knowledge of the nutritive value of foods

and the nutritional needs of yO'.lr body

FILMSTRIPS

provides the best basis for making wise

choice s of food s .

"Good Food, Good Health, Good Looks" I

Lever Brothers Company

Activity is the most important factor

determining the energy I or calorie s

"The World of Wonderful Food" ,

needed.

Procter and Gamble

"How Food Becomes You", National Dairy Council

FILMS

"Balance Your Diet for Health and Appearance, Calhoun Company
59

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Family Food Need s Food for Various .1\']e s -
To determine the effect of age and activity on food needs.
EVALUATION Analyze different diets and compare the re sults with the daily requirements for each age group. Answer objective questions about specific food needs for various age s.

Read references on family food needs that refer to age and activity of its members.
Discuss food requirements fo:- various age s.
Explain why food requirements differ according to ages, sex and activity.
List age, height I weight I and activitie s of family members and determine calorie needed.
Di scu s s how size of serving will vary to meet the needs of the age levels of the family.
Prepare a report on change s that have taken place in infant feedings during the past fifty years.
De scribe elements often deficient and in the diet of the elderly that have particular importance in relation to their age.
Visit a local home for the aged and discuss diets with dietitian of the home.
Compare dietary needs of teenagers and elderly people.
Make record of own diet and determine if it is adequate.
Carry out an improvement of lood choice s project. (FHA degree project activity)

60

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood / Foods in Homemaking/ Ch. 6.

All members of the family need the same nutrients but the amounts needed vary with the sex / age / and activity of each person.

McLean / Meal Planning and Service, Knowledge of the nutritive value of foods

Ch. 3.

facilitate making dietary adjustment for

changing conditions of life.

McDermott / Trilling / and Nichola s /

Food for Modern Living / Ch. 7.

As individuals grow older and become

more sedentary I they must curtail their

Pollard / Experience s with Foods I Ch. 1. calorie intake if they are to avoid over

weight.

Shank / Fitch / and Chapman / Guide to

Modern Meals, Ch, 2.

Growin9 children are continually forming

new tissue and in proportion to their

Wallace and McCullar / Building Your weights I they need larger amounts of

Home Life, Ch. 10.

proteins I vitamins I and mineral s than do

adults.

PAMPHLET

Nutritional needs of teenage boys are the

"One Meal for All" / Merril- Palmer

highest of any time in their lives and

School.

girl s need more good food than at any

previous time in their live s.

"Home Meal Planner" / General Foods

Kitchen

The calorie requirement decrea se s by 5%

every ten years after twenty-five years of

"Family Fare" / FOJd Management and age / due both to gradual decrease of

Recipe s Home and Garden Bulletin

activity and gradual slowing of metabolism.

No. 1/ U. S. Department of Agriculture.

FILMSTRIP

" Bre akfa st for B. J." / Pill sbury

CHART

"Basic Four Foods" / National Dairy Council.

61

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Family Food Needs
Menu Planning -
To become skillful in planning menus to meet family food needs.
EVALUATION
Plan a week's menus for this family: mother is 30 and a housewife I father is 35 and a coach I daughter is six years ald.

Read and discuss reference s on menu planning.
List rule s for [.)lanning and writing menus.
Prepare bulletin board I "LET PLANNING CHASE THE MENU BLUES AWAY"
Discuss basic meal patterns in menu planning.
Write menus in relation to meal })attern for breakfast I lunch I and dinner for a 9iven family.
Study the daily food guide and its importance in planning meals.
Construct a basic four mobile.
Arran::Je a fannel board using picture s of colorful combination of foods.
Use food models to illustrate good food combinations.
Bring to class the family's favorite menu and compare with the ba sic four food guide.
Discuss the advantages and disadvantages of planned and non-planned menus for the homemaker.
Plan menus that will save time and energy I or money and still meet the family food needs.
Plan menus for different income level s.
Plan menus for an entire week for a family in various stage of life cycle.
Plan the menu and select recipes for meals to be prepared in foods laboratory.
Assume re sponsibility for planning the family meals for a certain period of time. (FHA degree project)
62

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cross, Enjoying Family Living, Ch. 9 and 10.

Food patterns of families are the combined eating habits of individual family members in re sp:>nse to social and cultural pre ssure s.

McDermott, Trilling, and Nicholas, Food for Modern Living, Ch. 9.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. I, 3.
FILMS
"Menu Planning" , Coronet Films.
FILMSTRIPS
"Party Planning" , Reynolds Wrap
"The In Way to Meal Planning" , Campbell Soup Company

Careful menu planning give s consideration to food, money, time, and nutritional needs.
An understanding of the nutritional needs of the family enable s one to plan menus which will contribute to the health of the family.
The imaginative use of color, texture, and flavor in meals can stimulate appetite:
Meals should be planned to satisfy the needs and interest of the person eating them.

"Planning Meals for Nutrition", McGraw-Hill Book Company
PAMPHLETS

If menus are planned in advance, meal preparation will go more smoothly and family needs and preference s can be considered.

"Food for Familie s", PA-l? 3 Division Time, energy, ability, and equipment of Home Economics, Federal Extension must be considered when planning menus. Service, U. S. Department of Agriculture.

"Food for Thrifty Familie s", Consumer and Marketing Service, U. S. Department of Agriculture

"Everyday Meal SOl , Betty Crocker, General Mill sIne.

"Meal Planning Guide" , Pet Milk Company

63

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Family Food Needs
Special Diets -
To plan diets for the ill, the convale scent, and tho se with a special food problem.
EVALUATION
U sing a special diet problem, plan a day's menu for a family in such a way that the special diet can be provided appropriately without much trouble.
Display with models the different type s of diets for the ill.

Define convale scence and diet.
Identify a s many special diets a s you can.
Read reference and study the type s 'Jf foods required for special diet of convale scents.
Visit local hospital and review diet charts.
Invite dietitian to tell the class about vario:.lS diets which are given to people in a hospital.
Check on special dietary food s available in local stores and report to class on categories of foods available; price s compared to the same food s in their ordinary form.
Invite a dietation or a doctor to di scu s s with the class problems of special diets for arthritis, diabete s, anemia, overweight, underweight, high blood pre ssure, and allergie s.
De scribe elements ,Aten deficient in the diet of elderly people that have practical importance in relation to their age, and explain thi s increa sed importance.
Make a collection of recipe s to be u sed for liquid, soft, and light diets.
PIa '1 diets for ill or convale scent on a liquid diet, soft diet or a light diet.
Plan a high protein diet for a convale scent.
Discuss special needs during pregnancy and laction periods.
Study diets forche overweight and underweight.
Have a doctor or nurse visit class and discuss "Diet and the overweight Teenager. "

64

RESOURCES

GENERALIZATIONS

TEXTBOOK.S
Brisbane and Riker, The DevelQpinQ_
.G.hi.M, Ch. 17.
CrQnan and AtwQQd, [Qods in HQme-
!l1koo, Ch. 10.

CQrrective diets give the bQdy a chance tQ help cure itself.
A basic knQwledge of fQods and family is the fQundation fQr meal planning fQr the ill, cQnvale scent and thQse with special prQblems.

Fleming and BensQn, HQme Nursing

FQllQwing the dQctQr's instructiQn carefully

HandbQQk I Ch. 6.

and intelligently will aid in the adequate

planning and preparatiQn of meals for

Harris and Withers, YQur FQod s BOQkJ Ch. 14.

cQnvale scent.

Meals fQr persons whQ are either sick or

McDermQtt, e t. al., FQQd fQ: MQdern cQnvale scent are usually similar tQ thQ se

Living, pp. 211-215.

Qf a nQrmal perSQn in that they meet the

daily fQQd allQwance s fQr the age and sex

PQllard, Experience s with [QQd, Ch. 22, Qf that person.

23.

Diets for the ill are classified as liquid,

Riehl, Family Nursing and Child '--;are, SQft, light, and full or general.

Ch. 10.

The liquid diet is pre scribed fQr acute

Shanks, et. al., Guide tQ MQdern

dige stive illne s se s.

Meal s , Ch. I, 2.

The SQft diet should cQntain such food s

White, YQU and YQur FQod, Ch. 3.

a s may be swallowed withQut chewing.

PAMPHLETS

The full diet is the general Qr normal

human diet.

"Tempting FQQds fQr the CQnvalescent" ,

Evaported Milk AssQciatiQn

Meal s de signed tQ reduce weight, should

always meet the requirements fQr protein,

"Feeding Diabetic Patients, YQung and minerals, vitamins and bulk and water.

Old," KnQx Gelatine LabQratQrie s

"Eat and GrQw Slim" , American InstituteJf Baking

65

CONCEPTS AND OBJECT~S LEARNING EXPERIENCES Collect picture s I article s I and advertisements concerning fads for weight control. Make a list of foods you will omit or eat sparingly of if you are overweight or underweight. Do re search on the relation of diet to the teenage acne problem. Make a list of foods to be avoided. Show how foods from the menu of the rest of the family may be changed to fit the need s of the ill or convalescent or those with special food problems. Plan a dinner menu to fit the dietary needs Df an individual health problem and adapt the family dinner menu to it. Verbalize learnings about preparing special diets.
66

RESOURCES
"A Nutrition Primer" I Cooperative Extension Service I University of Georgia

GENERALIZATIONS

67

Title of Unit: MEAL MANAGEMENT

II Concept: Available RE? source s for Meeting Food Needs

.

.

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Available Re source s for M~eting Food Needs
Type s of Food Outlets -
To identify the various food outlets and analyze the advantage s of each.
EVALUATION
Analyze the advantage s of outlets su::h i'l S the bakery I supermarket I neighborhood store I speciality food store I meat I seafood I fruit and vegetable markets.
Answer objective que stions on type s of food outlets.

Define food outlets.
List various type s of food outlets.
Identify the food outlets in your community.
List the service s offered by each type of food outlet; analyze the advantage s and disadvantage s of each.
Study advertisements in newspapers of price s at various outlets.
Visit different type s ()f food outlets and compare service and price s of each.
Construct score card to evaluate type s of outlets.
Compare shopping at the corner store with the supermarket.
Compare costs of ca sh and charge food purcha se s.
Analyze the floor de sign and placement of foods in each type of food outlet.
Evaluate at least Lhree markets in your community for cleanliness and for freshness of perishable foods.
In several food outlets I compare price s of a particular food I such a s a certain brand of margarine. Compare price s again in 2 I 4 I and 6 weeks.
Make a field trip to a farmer's market and compare it with other food outlets.
Discuss what can be learned from advertisements of food products on TV and radio in relation the various source s of food.
Analyze advisability of buying from one or from several store s .
68

RESOURCES

GENERALIZATIONS

TEXTBOOKS
CroI1an and Atwood I Food s in Homemaking I Ch. 8.

Food outlets include supermarkets I chain store s I independent store s I public markets I roadside markets and delicate s sens.

Harris and Withers I Your Foods Book I pp.167-168.
McDermott I Trilling I and Nichola s I Food for Modern Living I Ch. 2.
Pollard I Experience s with Food s I Ch. 9.
Shank I Fitch I and Chapman I Guide to Modern Meals.
REFERENCES

Familiarity with community re source s aid s in meeting the food need s of the family.
Consumers can help to improve standards of cleanline s s by buying only from place s that use sanitary methods of handling food and that comply with local I state I and national food regulations.
COI1sumers' choice s are a major determinant of marketing practice s I price s I and the quality of food in the market.

"Seventee:1 Teen Shopping Guide" (Published annually)

Packard I Vance I "The Hidden Persuaders" I David McKay Company

FILMSTRIPS

"Your Food Dollar" I Money Management Institute

CHARTS

"Food Shopping Sense" I Morton Salt Company

69

TitlEl of Unit: MEAL PLANNING
-:<.
CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Available Re source s for Meeting Food Needs
Money Available for Food -
To recognize ways that income determine s the food provided .Lor a family.
EVALUATION
Illustrate how income may limit the amount to be spent on food.
List and discuss factors to be considered in determining the amount of money to spend for family food.

Read and discuss the effect income has on money spent for food.
Identify conditions which influence the amount of money needed for food.
Compare income s of different levels in relation to proportions spent for foods.
Illustrate through a bulletin board difference s in the ratio of use of the fool dollar bas(~d on the above condition.
Study division of food dollar.
Analyze your family's food costs and report to cla ss how your family spend s the food dollar.
Examine menus planned for low income, medium income, and high income familie s.
Invite a resource person to discuss planning an adequate diet on various income levels.
Discuss what "Getting your money's work" may mean to different income level s.
Compare cost of living of urban and rural income familie s with similar income.
Verbalize learning s by making reports on real life ca S8 studie s of food manage me nt familie s in the community.

70

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 7.
Cross, Enjoying Family Living, Ch. 8 and 9.
Fitzsimmons and White, Management for You, Ch. 6.
Harris and Withers, Your Foods Book, Ch. 8.
McDermott, Trilling and Nichola s, Food for Modern Living, Ch. 2, 9.

The amount of money available to spend for food influence s meal planning.
Family income determines the foods that will be eaten from the various fOJd groups.
Family income determine s the convenient food sand luxurie s to be provided.
As income increases the percentage of the cost of food usually decreased.
The amount spent for food is influenced by the price the grocery shopper is willing to pay.

Pollard, Experiences WHh Foods, Ch. 9.

Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 5.

PAMPHLETS
"Spending Your Food Dollar" , Money Management Institute
"Family Food Budgeting", Home and Garden Bulletin No. 94, Government Printing Office.

FILMSTRIPS

"Spending Your Food", Money Management Institute
"How to Buy Meat", Swift and Company

MAGAZINES

Changing Time s, January 1968, "How Four Familie s Spend Their Food Money!"

71

Title of Unit: MEAL MANAGEMENT
~..
CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Available Re source s for Meeting Food Needs
Time and Energy Available -
To analyze how time and energy influence the way food needs are met.
EVALUATION
Analyze ca se studie s of working and nonworking mothers to determine ways to utilize time and energy to prepare food.

Define time and energy.
Read and discuss textbook information on interrelated- , ness of time and energy.
Read and discuss time and energy saving technique s and how they affect family meals.
List situations in which the homemaker has varying amounts ::>f time to spend in food })reparation.
Explore factors which influence amount of energy one has for })reparing food for family.
Identify instance s that make n,ece ssary the saving of time and energy.
Make a study of quick and ea sy cooking practice s that influence the way tood needs are met.
Compare length of time required to prepare a meal using instant, canned, and frozen foods with starting from scratch.
Interview homemaker a s to how she saved time preparing meals.
Gather time schedule s of working mothers and those homemakers not employed; compare and analyze how time is spent.
Summarize by making a list of guideline s to follow in preparation of quick and easy nutritious meals.
Discuss how time affects choice of foods prepared in food s laboratory.
Discuss Lime saving device s on equipment and what influence the se have on meal preparation.
List short cuts that the homemaker may use to save time and energy.
72

RESOURCES

GENERALIZATIONS

TEXTBOOKS

The amount of time and energy available

make a difference in how one sati sfie s

Cronan and Atwood, Foods in Home- food needs.

making! Ch. 7.

Space age living demands short cuts in

Cross, Enjoying Family Living, Ch. 9. meal preparation nece ssitating the use of

previously prepared food.

Harris and Withers, Your Foods Book!

Ch. 5.

Meal preparation and service require

coordination of knowledge, time, energy,

McDermott, Trilling and Nichola s,

and use of equipment.

Food for Modern Living, Ch. 3, 4.

Time schedule s, meal shortcuts, and

McLean, Meal Planning and Service. understanding of recipe s all contribute to

efficient management of a meal.

Pollard, Experience s With Food, Ch. 8.

Decisions must be made whether to spend

Raine s, Managing Living-Time.

time and energy to reduce the cost of food

pp. 202-238, 239-245.

or to spend money to save time and energy

in meal preparation.

Shank, Fitch, and Chapman, Guide to

Modern Meals. Ch.4, 6.

Starr, Management for Better Living, Ch. 9, 10.

FILMSTRIPS

"The In Way to Meal Making", Campbell Soup Company

Cooking Serie s , McGraw-Hill.

"Can Opener Easy Meals", Swift Company

73

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Available Re source s for Meeting Food Needs
Available Equipment -
To analyze the effect of available equipment on meal preparation.
EVALUATION
Report on how available equipment determine s the way food is prepared for a meal.
Make a list of needed equipment for two or more specific preparations; analyze in terms of meal preparation.
List ways thatlhe correct equipment help make meal preparation easier and faster.

Analyze several menus in terms of needed equipment; survey department to determine if those pieces of equipment are available.
Sugge st equipment substitution for utensils not available.
Study about the effect of using appropriate equipment on the product.
Compare re sults of biscuit cooked on a pan with a light finish and those cooked on a pan with a black finish.
Prepare bacon in a heavy skillet and in a thin one. Compare cooking time, heat required, and quality of product.
Compare time required to pare a vegetable using a paring knife with a vegetable parer.
Show and discuss filmstrip" Convenient Cookery with Portable Electric Appliance s"
Demonstrate use of blender and other time saving equipment.
Demonstrate preparation of food with equipment readily acce ssible and same food without needed equipment.
View film, "The Step Saving Kitchen" , and list ideas given in film for arranging equipment.
Consult current magazine s for picture of equipment for the kitchen.
Read text and list the basic required kitchen equipment, both large and small.
Arrange display on small kitchen equipment for: measuring, mixing and preparation, cooking on
74

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Fitzsimmons and White, You, Ch. 6,7.

Harris and Withers, Your Foods Book,

Ch. 3, pp. 110-115, 211, 212.

One may make work in the kitchen ea sier,

Hatcher and Andrews, Guide for Today' s pleasanter, and less time consuming by

Home Living. pp. 183-186.

careful selection of equipment and

appliance s.

McLean, Meal Planning and Service,

Ch. 2.

The utensils which are helpful to one

homemaker may not be helpful to another

McDermott, Trilling, and Nicholas,

nor available.

Food for Modern Living, pp. 58- 84 ,

95-100.

Convenient arrangement of equipment

save s time and energy, and promote s

Pollard, Experience s With Foods, Ch. 8. efficiency in meal preparation.

Shank, Fitch, and Chapman, Guide for Modern Meals, Ch. 6.
Starr, Management for Better Living, pp. 280-294.
REFERENCE

Personal and human resources of time and energy are influenced by the kind of equipment and work space that you have.
An inadequately equipped kitchen affects the variety of foods prepared.

Suggestions for Teaching Foods and Nutrition, Department of Homemaking Education, University of Georgia I pp. 65-68.

Small electric appliance s aid the homemaker in making her work easy as well as efficient if she use s them properly and give them correct care.

FILMS

"The Step-Saving Kitchen!" I McGrawHill.

"The Food Preparation Center" , McGrawHill Text Film

75

CONCEPTS AND OBJECTryES LEARNING EXPE RIE NeES top of range, and small electric appliance s . Judge each piece of equipment for its time and energy saving feature s. Collect de scriptive advertising of special feature s found on range s and refrigerators and classify them as labor saving, convenient, and sales appealing. Make a study of use and care booklets on departmental appliance s. Visit the utensil department of a department store or a five-and-ten cent store to study various laborsaving devices called gadgets and discuss in class their relative merits. Arrange pictures of good kitchen utensils on the bulletin board. Look over the tools in your kitchen at home; repair any that need it and sugge st discarding those which are never used. (FHA degree project)
76

RESOURCES

GENERALIZATlONS

FILMSTRIP
"Convenience Cookery with Portable Electric Appliance s" , Evaporated Milk Association
"How to Save Thirty Minutes a Day" , Rubbermaid, Filmstrips by the Animators
MAGAZINES
What's New in Home Economics, "Versatile Electric Houseware, Need Empha sis" , December 1968 "Improved Cookware Look s and Behave s Well", May-June, 1968
Foreca st, "The Inside Story of SelfCleaning Ovens" , November 1968
"Kit" , Georgia Power Company equipment kit, 1968.

77

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Available Re source s for Meeting Food Needs Food Pre servation -
To utilize the appropriate method s of pre serve available food.
EVALUATION Answer objective que stions on pre servation procedure s for different foods. Use checklist to evaluate pre served products.

List all familiar methods of food preservation.
Read from the text and reference s about food pre servation.
List advantage s and disadvantage s of various method s of pre serving food s .
List surplus food used during the year which needs to be pre served.
Survey class to determine how many familie s use freezers; make a list of foods commonly frozen.
Demonstrate how to prepare and package foods for freezing.
Demonstrate different methods of canning using foods which are acceptable from the standpoint of cost, availability, and preference.
Prepare jelly in class using locally grown fruits which are suitable for the purpo se .
Compute the cost of the product which you put into the freezer. Compare the cost with the price of commercially frozen products.
Develop evaluative criteria for judging the quality of canned, frozen, and dried foods.
Plan a meal that could be prepared ahead of time and frozen.
Pre serve some type of food. (FHA degree project)

78

RESOURCES

GENERALIZATIONS

TEXTBOOKS

To attain high quality in pre served foods,

care must be taken in selecting the foods

Cronan and Atwood, Foods in Home-

to be pre served; food value, color and

making, Ch. 5.

flavor of the natural food must be

retained.

McDermott, Trilling and Nichola s ,

Food for Modern Livin(J, Ch. 21.

Processing canned foods further exhausts

the air in the container and de stroys micro-

McDermott and Nicholas, HomemakiDQ organisms that cause spoilage.

for Teenagers, Book II, Ch. 10.

Time spent pre serving foods save s shopping

Pollard, Experiences With Food, Ch. 24.time and energy later.

Shank, et. al., Guide to Modern Meals, Preserving foods when plentiful by accepted

Ch. 34.

methods will add variety to meals.

White, You and Your Food, Ch. 29.
PAMPHLETS
"Let's Explore Canned Food," National Canners Association
"Frozen Prepared Foods", Home Economics Department, Campbell Soup Company
"Food Pre servation" , Cooperative Extension Service

A knowledge of the ways to prepare surplus food for future use aids one in having a variety of food on hand which will aid meal planning, save shopping trips, time, energy and often money.
Surplus food preserved at home is a saving in the food budget.
Ready-cooked food s, like fruits and vegetable s, must be packaged for freezing in a moisture-vapor proof container with an airtight seal.

"Successful Home Canning", "The Science of Food Preservation" I Ball Brothers Company

"Ten Short Lessons in Canning and Freezing" I Kerr Field Service s

"Directions on Method s of Pre serving Foods" I Local repre sentative of the USDA or Institute of Home Economics

79

Ti tie of Unit: MEAL MANAGE MENT III Concept: Influences on Consumer Practices

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Influence s on Consumer Practices
Advertising -
To identify the ways advertising influence s consumer decisions.
EVALUATION
List ways advertising influence s consumer decisions.
Discuss the following advertising practice s and their influence s: arrangement of block on shelves, color, containers and labeling, music, price, quantity, sea sonal foods, stamp program.

Identify the different means of advertising.
Read and discuss how advertising effects the price of food.
Discuss what can be learned from advertisements of food products.
Study food advertisements found in newspapers for information on special price s for certain brand s.
Visit the grocery store s on different days of the week and study special advertised items.
Observe advertisements on television and de scribe possible effect on consumer.
List several advertising gimmicks used to influence consumer decisions and analyze their effectivene ss.
Select and discuss an appealing food advertisement from a magazine, newspaper or handbill.
Arrange a bulletin board display illustrating the influence of advertising.
Compare price s of nationally advertised brand s with brands not advertised.
Study the location of ad s in local grocery store s to determine their effect on consumer decisions.
Study the use of giving food stamps and how this affects the purchase of certain foods.
Use problem solving approach to decide what probable decisions a consumer would make after observing some advertisements made by cla ss members.
80

RESOURCES

GENERALIZATIONS

TEXTBOOKS Cross, Enjoying Family Living, Ch.9.

Advertising stimulate s demand and influence s consumers in their choicemaking.

Harris and Withers, Your Food Book, Ch. 8.
McDermott, Food for Modern Living, Ch. 2.
McLean, Meal Planning and Service, pp.l02.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. I, 5.

Advertising informs consumers about new products, developments in pre sent products, and changes in fashions and customs.
Advertising builds consumer preference for particular brand of products.
Evaluation of advertising may help buyers make wise decisions concerning items to be purcha sed.

REFERENCES

Advertising adds cost to food,

Packard, Vance, Hidden Persuaders, Advertising give s the homemaker valuable

David McKay Company, 1967

information about buying, preparing, and

storing.

"Seventeen Magazine Teacher's Shopping

Guide", Fall, 1968 edition

Advertising has a psychological affect

on people and affects their buying.

Consumer's All, U. S. Department of

Agriculture Year Book, 1965, Super-

intendent of Document, Washington.

MAGAZINES

Consumer Reoorts, Tune 1968, pp. 306 "Beef Baiters Meet the Pre ss"

Foreca st, January 1969, pp. 27, "Teaching Consumer Education"

What's New in Home Economics, April 1968, pp. 44, "Advertising Calls for Consumer Analysis"

81

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Influences on Consumer Practice s
Packaging -
To determine the effects packaging ha s on consumer choice s.
EVALUATION
Display package sand evaluate the psychological effect appearance has on the consumer.
Compare weight, quantity, attractiveness price, ingredients, labeling, and quality of several brands of a product (s).

Identify the different ways of packaging food.
Study reference s to find needed information about packaging of food; discuss findings.
Display and discuss packaging methods and materials.
List information to look for on a package.
View and discuss film to observe the effect that displaying technique s packaging and labeling has on the consumer.
Identify new type s of packaging materials.
Discuss how packaging affects convenience, attractivene ss, economy and safety.
Visit grocery store and become aware of packaging and arrangement of products on shelve s. (color and size)
Collect and discuss labeled wrappers from canned foods, frozen food, breads and other packaged foods; list separately the information required by law and that supplied by the food processors.
Survey large grocery store s to determine the different kinds of packaging used for one product.
List and discuss advantage s and disadvantage s of buying packaged or bulk food.
Display the different sizes of cans in which foods can be purcha sed.
Select items that vary in cost by season, by brand name, by grade, by type of packaging, and analyze to see if the be st quality costs the most.

82

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 8.
Cross, Enjoying Family Living, Ch. 9.
Harris and Withers, Your Foods Book, Ch. 8.
Hatcher and Andrews, Guide to Today's Home Living, Ch. 8.
McDermott, Trilling and Nichola s, Food for Modern Living, Ch. 2.
Pollard, Experience s With Foods, pp. 41, 118, 248.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 5.

Information contained on the label should give enough information so that the consumer knows what she is buying.
Labels and brand names are of value to the consumer only as he recognize sand uses this information.
Rational choice become s more difficult as the number of food products and ways of merchandising them increa se s.
Wise consumers find it economical to select package s that are convenient in size and easy to store in any of the form of food packages.
Careful reading of the package label usually give s the consumer information that will enable her to select products wisely.

TEACHER REFERENCES
Wilson, Consumer Economic Problems, Southwe stern Publishing Company.
"Seventeen Magazine Teacher's Shopping Guide"
I.
"Tips" , General Foods Kitchen -A handbook of information on consumer products and service.

Modern food package s are de signed to attract attention to the consumer.
Packaged foods makes seasonable foods available all year.
There are two main reasons for packaging: protection of content and sale s promotion due to attractivene ss.

MAGAZINES

What's New in Home Economics, March 1968, p. 24, 25, May-June 1968, p. 24.

Forecast, October 1968, pp. F 38

83

CONCEPTS AND OBJECTryES LEARNING EXPERIENCES Make a comparative study of the packaging methods and the price of several food items. Summarize knowledge and learnings gained about packaging and shopping for food s.
84

RESOURCES

GENERALIZATIONS

PAMPHLETS
liThe How and Why of Packaging II , Betty Crocker, General Mills.
II Know Your Canned Foods ll , National Canners Association
liThe Label Tells The Story", Grocery Manufacturers of America.
IIWhat Housewive s Want to Know About Packagesll I General Foods.
FILMS
II The La st Word II, Sterling Movie s , Atlanta.
liThe Story of Packaging II , Continential Can Company, Inc., c/o Associated Films Company.
II Behind the Label ll , National Canners Association.
FILMSTRIPS
II Consumer and Foods", Audio-Visual Department, General Mills, Inc.
II The How and Why of Packaging" , General Mills Inc.

85

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Influence s on Consumer Practices Protective Laws -
To identify the food and drug laws that protect the consumer.
EVALUATION Select a food and report on laws connected with the food. Objective te st que stions covering the laws.

Read to identify legislative information and laws that protect the consumer; discuss finding s.
Study the Federal Food, Drug and Cosmetic Act of 1938.
Study the Federal Meat Inspection Act.
Read to learn what are the food ordinance s of the U. S. Public Health Service.
Read about the grading of certain foods by the U. S. De partme nt of Agriculture .
Look up the laws in your community that relate to controlling sanitary conditions of the food supply.
Inve stigate the local, state, and federal agencie s which regulate the food supply in our county and state.
Collect labels to show information required by the food law.
Collect, display, and discuss labels, tag s, wrapIE n and markings found on foods relating to legislation and laws protecting the consumer.
View and discuss "The How and Why of Packaging" .
Take a field trip to observe the different stamps on fre sh meats.
Develop a check list on what to look for on label s, package s, cans.
Discuss natural and synthetic flavoring.
List food that have additive s that pre serve color, texture, quality.
86

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 8
Harris and Withers, Your Foods Book, Ch. 8.

Labels, standards and protective laws are of value to the consumer only as he recognize s and use s this information.
All information printed on the label must be true and correctly de scribed the product.

Hatcher and Andrews, Guide for Today's Many state s, citie s, and small com-

Home Living, Ch. 8.

munitie s have set up laws to govern the

purity and sanitary condition of foods

McDermott, et. al., Food for Modern that are produced and sold within their

Living, Ch. 2.

boundarie s .

Pollard, Experience s With Foods, Ch. 16.
Shank, Fitch, and Chapman, Guide to Modern Meals, pp. 84-87,232,259, 271, 284.
TEACHER REFERENCES
Protecting Our Food, Yearbook of Ag. , 1966, free from congre s sme n.

When manufacturers of food s follow the official government standard sand indicate the quality of the product on the label, the buyer knows what to expect in the quality of her purchases.
When there is evidence that the addition of a particular nutrient or other additive to a food serve s a use ful purpo se , government defines and regulates such additions.

Consumers All, Yearhook of Ag., 1965. Federal, state, and local agencie s work

toward the protection and guidance of

Food and Drug Administration, "Current consumers in heir purchases of certain

Information", U. S. Department of

foods by assuring the wholesomeness of

Health, Education and Welfare.

these foods and their freedom from

adultration, by establishing standards of

Food Additives, Manufacturing Chemist identity by requiring truthful labeling

Association, Inc.

and by prohibiting false statements in

advertising.

Seventeen Magazine's Teacher's

Shopping Guide, Seventeen Magazine The federal food, drug, and cosmetic act

and Colonial Store s .

of 1938 ha s been hailed by many a s a great

step toward adequate consumer protection.

World Book Encyclopedia, Vol. 7,

Vol. 15, 1966, Field Enterprises Education

Corporation.

87

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Explain the possible effects of no protective laws for consumers. Summarize what you have learned about protective laws.
88

RESOURCES

GENERALIZATIONS,

Consumer Reports, February 1968, pp. 80. " 1 1/2 Cheers for Congre s s" .
"Meat Inspection", Consumer Reports February 1968
Foreca st for Home Economic s, January 1969, Vol. 5, pp. 26
PAMPHLETS
"What Consumers Should Know About Food Additive s", Superintendent of Documents, U. S. Government Printing Office.
"It's On the Label" , National Canners As sociation.
"Food Guide", Superintendent of Documents, U. S. Government Printing Office
"Market Development" , Distribution Dept. , National As sociation of Manufacturers.
"Everyday Facts About Food Additive s" , Manufacturing Chemists' Association
" Shopper's Guide to U. S. Grade s for Food", U. S. Government Printing Office.
"Additives", Charlotte Montgomery, General Foods Corporation.
"Additives and How They Serve You", "Food For You and Your Family" , General Foods Corporation
FILMS
"The How and Why of Package" , AudioVisual Department, General Mills

89

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Influences on Consumer Practices
Social Customs -
To analyze how consumer practice s are influenced by social cu stom s .
EVALUATION
Identify and discuss example s of ways different family customs affect the consumers of each family.

Define consumer practice s and social customs.
Identify as many food social customs as possible: religious, traditional, regional, and socioeconomic.
Examine customs in relation to origin and influence.
Discuss the relationship of food and hospitality.
Discuss the relationship of food and religion.
Tell why some of our social customs have foreign foundations, and the effect of this on our consumer practices.
Discuss how social activities affect food budget.
Discuss how the attitude of "Keeping up with the Jone s" , influe nce buying practice s .
Survey each student's family customs relative to food and compare.
Discuss and draw conclusions from survey as to effect on consumer practice s.
Display ways foods are used as social customs in different parts of the country.
Plan several menus based on food social customs that you can try at home. (FHA degree project)
Summarize learning by forming own generalizations.

90

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Customs influence the way people eat.

Cronan and Atwood, Foods in Homemaking. Ch. 1.

The American consumer is influenced by the habits of people in hi s community.

Cro s s, Enj oying Family Living. pp.224-225.

Food habits are developed in a person's culture and influence consumer practice s.

McDermott, Trilling, and Nicholas, Food for Modern Living. pp. 543-546.
McLean, Meal Planning and Service. pp. 97-102.
Pollard, Experience s With Foods, Ch. 24.
Shank, Fitch, and Chapman, Guide to Modern Meals. pp. 72-74.
REFERENCES
What's New in Home Economics, 1968, p. 50.

Specific foods, methods of preparation and service, and time sat which food s are served acquire symbolic meaning s associated with religious beliefs and ceremonie s, social usuage, status, ethnic and family traditions.
Customs concerning food vary from culture to culture and region to region.
Social attitude s influence the amount of money spent for food.
Knowledge of social customs in community contributing to increased satisfactions in meal planning.

Parent's Magazine, 1968, p. 61.

Many food customs, rituals, and taboos

have been connected with religious

World Book Encyclopedia, Vol. 7, 1967, observances such as sacrifices, fasting,

pp. 292, "Food Around the World" .

and feasting.

"Convenience vs. Home Prepared Foods", Forecast, 1969

The serving of food is closely related to hospitality.

91

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTNES LEARNING EXPERIENCES

Influences on Consumer Practices
Regional Traditions -
To identify regional traditions that affect consumer practice s.

Discuss what is meant by regional foods.
List some special dishe s that have foreign origin. Identify several cultures that have contributed to our American Food heritage.
Read to discover how most regional foods originated.

Identify the specialities of the own region.

EVALUATION
Identify and discuss how regional traditions affect consumer practice s.
List some foods and methods of preparations that are repre sentative of the region in which you live; are associated with other regions; originated in various other countrie s .

Bring to class recipes, clippings, pictures, etc. of favorite dishe s of people in other regions.
Bring magazine articles to class featuring foods typical of different state s and regions.
Define some of the local food traditions; explain why we have the se traditions .
View film" Regional and Foreign Food Preparation" and discuss possible effect on consumer practices.
Plan a traditional dinner and compute the costs involved.
Set up recipe file for regional traditional recipe s.

Plan and sponsor an assembly program on foods and food customs in other regions. (FHA chapter activity)

Have a pot luck supper of different regional dishe s with recipes displayed by each dish. Use costumes, music, and customs of the regions to complete program. (FHA chapter project)

Summarize by a display of a map on bulletin board placing traditional foods in each section.

92

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood I Food s in Homemaking I pp. 10-14.
Cross I Enjoying Family Living I pp. 224-226.
Harris and Withers I Your Foods Book, Ch. 15.
McLean I Meal Planning and Service I pp. 97-102.

The old world pattern of eating and preparing food is reflected in American meals.
The national background of the family has strong influence on food habits.
Special national, regional, or family di she s and serving cu stom s are part of our heritage.
The climate, location, economics, politics, regions and social background of a region influence its food s.

McDermott I Trilling I Nichola s, Food for Modern Living, pp. 543-546.
REFERENCES
General Foods Kitchen Cookbook, Random House, 1959, Ch. III.
What's New in Home Economics I November 1968, pp. 17, "Our Cooking Heritage: Early American Food"

The kinds of foods, the ways they are prepared, their grouping in meals, and even the manner in which they are served and eaten constitute the food customs that are characteristic of a country or region.
Customs concerning food vary from culture to culture and to region and are related to religious usage s, ethnic traditions, and social structure.

Favorite Recipes of Home Economics, Teachers-Foreign Foods I Favorite Recipe s Pre ss, Inc.

America Cooks I General Federation of Women's Clubs

Atlanta Cooks for Company, Rich's

Foreca st, "Soul Food Specialitie s -Traditionally Southern" , Vol. 14, No.5, January 1969, p. 34.

"Midwest Favor Scandivanian Cookery" , Foreca st, December 1968.

93

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Influence s on Consumer Practice s

Study and discuss factors involved in making wise decisions related to food purchase s.

Knowledge Held by Consumer -
To analyze the influence that knowledge can have on consumer practice s .

Discuss how knowledge about food laws I labeling and packaging helps consumer with food purchase s.
Study the factors that influence the price of foods.
Illustrate ways in which knowledge can have a positiv influence on consumer practice s; negative influence on consumer practice s .

EVALUATION
Answer objective que stions over knowledge needed to be an effective consumer.

Discuss the se terms related to purchase s: high pre ssure I super-advertising I implusivene ss.
Invite local resource person to discuss consumer buying I getting your money's worth I etc.
Study guide s to food buying.

Discuss characteristics of an informed shopper.

Observe buying habits of others and try to explain or justify their purchases.

Develop case studies showing the effect of knowledge on consumer practice s and analyze each in cla s s.

94

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood / Foods in Homemaking / Ch. 8.
Cross / Enjoying Family Living pp. 226-231.
Harris and Withers/ Your Foods Book/ Ch. 8.
McDermott / Trilling and Nichola s / Food for Modern Living / Ch. 2.
Pollard / Experience s With Food s / Ch. 9.
Shank/ Fitch/ and Chapman/ Guides to Modern Meals Ch. 5.
REFERENCES

Knowledge helps the consumer to make wise purchase s / thereby saving money.
Ability to select the be st quality of food for the amount of money one has to spend / require s knowledge and practice.
Informed consumers making re.tional and di scriminating choice s in the purcha se 0 f food can influence the functioning of the market to serve consumer intere sts and to improve the e He ctive use of re source s .
Consumers can help prevent the selling of inferior products by being an alert shopper who knows what she wants / how she is willing to pay and how to judge quality.
The consumer is re sponsible for seeking and using information about products in making wise choice s.

Consumers All 1965 Yearbook of Ag. / "When You Buy Food" / p. 416.

Consumer Economics -- Kennedy and Vaughn/ Manual Arts Press/ pp. 123-137.

Seventeen Magazine I s Teacher's Shopping Guide / 1968/ Seventeen Magazine and Colonial Store s .

PAMPHLETS

"Your Food Dollar" / Money Management Library / Household Finance Company.

FILMSTRIPS

"Spending Your Food Dollars" / Household Finance Corporation

95

Title of Unit: MEAL MANAGEMENT N Concept: ManagemeI!-t of Space and Equipment

CONCEPTS AND OBJECTNES LEARNING EXPERIENCES

Management of Space and Equipment
Arrangement in Work Centers -
To gain knowledge of ways to arrange work centers in foods areas.

Define work centers.
Read reference s and list the different work centers.
Show filmstrip" New Room in Your Kitchen" and discuss.
Discuss the work centers and the flow-of-work pattern of arrangement of equipment in each center.

Compare number of steps of two girls performing identical tasks in two kitchens which are arranged differently.

EVALUATION
Answer objective que stions on selection, utilization, and arrangement of equipment in relation to the frequency of use.
Evaluate succe s s of project to improve home kitchen arrangement.

View rilm: "The Step-Saving Kitchen" and list idea s given for arranging kitchen equipment.
Make a list of article s which should be located at the sink center, the range center, mixing center, serving center, and cleaning center.
Identify small article s should be duplicated at more than one center for convenient arrangement.
Tell why piece s of equipment should be placed at certain work centers.

Plan a kitchen: use a graph paper, make a floor plan showing the placement of windows, ba se cabinets, wall cabinets and large piece s cif equipment.

Rearrange and make improvements in work areas in the food laboratory.

Study the arrangement of equipment and storage space of your home kitchen and plan possible improvements. (FHA degree project)

Summarize what you have .learned about arrangement in work centers.

96

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Analyzing activitie s is a starting point in

kitchen planning.

Craig and Rush, Home s With Character,

Ch. 1.

For greater convenience, equipment for a

task should be in ,.-,ne area.

Fitzsimmons and White, Management

for You, pp. 86-94.

Convenient arrangement of equipment has

a definite bearing on efficiency of meal

Harris and Withers, Your Foods Book, preparation.

pp.l04-110.

Well equipped and organized work areas

McDermott, Trilling and Nichola s,

aid in securing maximum efficiency.

Food for Modern Living, Ch. 3.

Time and energy can be saved if the

Pollard, Experiences With Foods, Ch. 8.equipment at work centers is well organized.

Shank, Fitch, and Chapman, Guide to Modern Meals Ch. 6.
Starr, Management for Better Living, Ch. 9.

The frequency with which the equipment is used is related to convenience of storage or its arrangement in the work center.

TEACHER REFERENCES

What's New in Home Economics, p. 80 October 1968, "Organize Storage Space"

FILMSTRIPS

"Now Room in Your Kitchen" , Rubbermaid

"Your Space Age Kitchen" , Consumer Information Division, Sears Roebuck & Co.

"How to Save Thirty Minutes a Day" , Rubbermaid, Inc.

FILMS

"The Step Saving Kitchen" , U. S. Dept. of Agriculture

97

Title of Unit: MEAL MANAGE MENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Management of Space and Equipment Types of Kitchens-
To identify ways that various type s of kitchens contribute to kitchen efficiency.
EVALUATION
Answer objective que stions over kitchen planning and the effects on kitchen e fficie ncy .

Study reference s for facts concerning the various kitche n type s .
Bring to class a picture of each of the following type s of kitchens: L shaped, U shaped, two-wall, one-wall.
Analyze the advantage s and disadvantage s of various shape s of kitchens.
Make a collection of colored picture s of modern kitchens; display them on the bulletin board for comparison.
Have home economist do demonstration on kitchen planning.
Evaluate the types of kitchens found in the foods laboratory.
Take a field trip to observe and evaluate type s of kitchens.
Di scus show kitche n facilitie s may influe nce the choice of food s to be pre pared.
Make a time and motion study of a dish prepared in various type s of kitchens.
Study the arrangement of your kitchen at home; show by drawing on graph paper where the large equipment is placed.
Keep a card file or scrap book of kitchen planning ide as tha t you think will be use ful in the fu ture .

98

RESOURCES

GENERALIZATIONS '

TEXTBOOKS

The type of kitchen that is be st depends

on the size of the house, the use to be

Craig and Rush, Homes With Character, made of the kitchen, the number in the

Ch. 1.

family, the number of people who will

work in the kitchen at one time, and the

Fitzsimmons and White, Management type of meal usually prepared and served.

for You, pp. 86-94.

The plan of the kitchen is a factor in

McDermott, Trilling and Nichola s, Food determining what equipment can be

for Modern Living, Ch. 3.

selected, its size, and the way it is

arranged.

Pollard, Experiences With Foods, Ch. 8.

The four kitchen type s are: one-wall,

Shank, Fitch, and Chapman, Guide to parallel wall, L-shaped, and U-shaped.

Modern Meal, Ch. 6.

The arrangement of the kitchen affects

Starr, Management for Better Living,

the use of time and energy of the home-

Ch. 9.

maker.

REFERENCES
"Forecast", Sept. 1968, pp. 138-39, "Tips on Teaching Management", "At Home on the Range" .

A carefully planned kitchen makes a food preparation easier.

"A New Fre sh Look at Kitchen Planning" , "Speaking of Kitchens and Laundrie s" , Home Service Division, Georgia Power Company

BULLETINS

"A Step-Saving U Kitchen" , Home and
Garden Bulletin 14, u. S. Dept. of Ag.

99

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Management of Space and Equipment Selection of Equipment -
To ide ntify criteria in selecting equipment and appliance s that will contribute to effective management.
EVALUATION Take te st on selecting equipment and appliance s.

Read consumer reports to identify criteria for selecting kitchen equipment.
Determine equipment needed for a home.
Discuss desirable characteristics of equipment.
Identify points to keep in mind when selecting appliance s; range, refrigerator, freezer, garbage disposal, di shwa sher, for the kitchen.
Collect picture s and de scriptions of equipment to compare price s, advantage s and disadvantage s, and acquaint students with equipment.
Study labels and instruction manuals.
Study certain seals, symbols and tags attached to merchandise which may prove its value to you.
Invite home economists from utility company to demonstrate feature s of range, refrigerator, dishwasher, disposal, and small electric appliances.
Visit a local utility or equipment dealer and look carefully at a recent model of one piece of equipment; report to the class concerning any improvements or new feature s it ha s.
Set up a file of manufacturer's directions and other information about the equipment in kitchens.
Select picture s of different type s of kitchen equipment and compare cost of each type.
Set up criteria in the classroom for selecting equipment and appliance s that will contribute to effective use.
Plan appliance s for a modern kitchen and estimate cost.
100

RESOURCES

GE NE RALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 2.

Kitchen equipment represents a large financial inve stment I and when thoughtfully selected, it should give years of service.

Fitzsimmons I White, Management for You, Ch. 7.

Equipment influence s use of time and energy.

Harris and Withers, Your Foods Book, pp. 111-115.
McLean, Meal Planning and Service, Ch. 2.
McDermott, Trilling, and Nicholas, Food for Modern Living, Ch. 3.
Shank, Fitch, and Chapman, Guide to Modern Meals, pp. 94-98.

The choice of the equipment depends on the availability, the amount of money available, and one's ability to use it advantageously.
When selecting kitchen equipment the following factors should be carefully considered, cost, the amount and kind of care needed, the ease of cleaning I and if special feature swill increa se cost.

PAMPHLETS
"Your Equipment Dollar" , Household Finance Corporation

The ability to select, use, care for, and arrange kitchen equipment leads to maximum efficiency.

"Home Appliances Kitchens" , Better Business Bureau.

REFERENCES

What's New in Home Economics, April 1968, "Color a nd StyIe Move Into the Kitchen" , pp. 23, "Take Advantage of Controlled Cooking" , pp. 27.

Forecast, November 1968, "The inside Story of Self Cleaning Ovens" , pp. 44.

Consumer Reports: Changing Time s "How to Select Major Home Appliances" Consumer Information Division, Sears Roebuck and Company.

101

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Management of Space and Eguipment
Use and Care of Equipment -
To determine how manage ment is affected by use and care of equipment.

Discuss time saving device s on equipment.
Demonstrate proper use of each.
Identify ways that time saving device s can help attair more effecient management of time and energy.
Read the directions for using the various pieces of equipment in school kitchens.

Demonstrate the role a tray cart can play in the efficient use of time and energy in every part of foods work.

EVALUATION
Answer objective que stions over use and care of equipment.
Demonstrate the use of one piece of equipment.

Discuss how care and use of equipment effects service of equipment.
Demonstrate technique s for care of equipment.
Invite commercial home economists to demonstrate use and care of small equipment.
Start a file on equipment and appliance s in the home economic s department I include booklets on care and use that were put out by manufacturer.

Make a list of the surface s in kitchen and the cleaning agents recommended for each.

Arrange an exhibit of cooking utensils made of different materials; place directions for cleaning on each utensil.

Develop checklist on practices in caring for major equipment.

Assume re sponsibility for cleaning, caring for one or more pieces of major equipment. (FHA degree project)

102

RESOURCES

GENERALIZATIONS -

TEXTBOOKS

Manufacturers instructions carefully

followed will increase efficiency and pro-

Craig and Rush, Home s With Character, long life of equipment purcha sed.

Ch. 1.

Kitchen equipment should be arranged for

Cronan and Atwood, Foods In Home-

most efficient use in preparing and serving

making, Ch. 2.

meals, cleaning the table, washing the

dishe s, and storing them.

Fitzsimmons and White, Management

for You Ch. 7.

Method s of u sing and caring for equipment

depend much upon the materials from

McLean, Meal Planning and Table

which the equipment is made.

Service, Ch. 2.

Usefulness of equipment is lengthened

McDermott, Trilling and Nichola s,

by the care and storage facilitie s given it.

Food for Modern Living, p. 94.

Being careful to wipe up spills as they

Pollard, Experience s with Foods, Ch. 8. occur often save s time in cleaning later.

Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 6.
TEACHER REFERENCES

To give its be st service over a long period of time; large equipment must receive consistent care.

What's New in Home Economics, Oct. 1968, pp. 53, "Microwave s: Hours to Minutes", Sept. 1964, p. 34, "Which Comes First, Foods or Equipment".

PAMPHLETS

"Home Appliances", Better Business Bureau, National Association of Manufactors.

"Let's Talk About Portable Appliance sIt , University of Georgia Agriculture Extension Service

103

Title of Unit: MEAL MANAGEMENT V Concept: Preparation and Service of Meals

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Preparation and Service of Meals
Planning Meals Based on Time Management -
To plan meal s requiring different amounts of preparation time.
EVALUATION
Plan a week's menus for the evening meal using different time plan daily; evaluate and draw conclusion s.
Answer te st que stions over meal planning ba sed on time available.

Discuss reasons why time management is important in food preparation.
Discuss factors determining amount of time to be spent in preparation of food.
Have a repre sentative of a utility company to demonstrate some time and work saving methods of food preparation .
Identify different preparation time s needed for various food.
Collect recipe s of certain dishe s requiring different cooking time.
List food dishes that can be used in menu patterns and prepared in the time schedule.
List buying practice s that can help save time in pre paration.
Compare meals which take a long time to prepare with those that take a relatively short time; discuss advantage s and disadvantage s of each.
Decide on foods that can be pre-prepared retaining the food value.
Plan one or more emergency menus with convenience foods short-cut preparations.
Plan meal s requiring different amounts of time. (FHA degree project activity)
Plan meals using different convenience foods and appliance s .

104

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 7.

Consideration of the time one has and the time a meal is to be served influences one I s decision about the type of meal to serve.

Cross, Enjoying Family Living, Ch. 8,9,10.

Planning for time and energy is an important as planning for nutrition.

McDermott, Trilling and Nichola s, Food for Modern Living, Ch. 9, 10.
McLean, Meal Planning and Table Service, Ch. 3, 4.
Pollard, Experiences With Foods, Ch. 7, IS, 20.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 4, 5, 10, 11.

Quick dinners require thoughtful planning, keep the food cost down and include needed nutrients.
Pre-planning of menus and organization of work schedule s insure s advantageous use of time in preparing meals.
Planning a work schedule insure s advantageous use of time in meal preparation.

PAMPHLETS
"The World of Wonderful Foods", "Convenient Creations" , Proctor and Gamble

Dovetailing activitie s helps keep the time u sed to a minimum.

II Mealtime Can Be Magic", "Convenience Cooking", "Modern Cooking Instantized" , Bettey Crocker, General Mill sIne.

"How to Use Time ~o Make Time" , Household Finance Corporation

FILMS

"Planning and Organization of a Meal" , McGraw-Hill Book Company

105

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPE RIE NCE S

Preparation and Service of Meals
Planning Meals Based on Available Money -
To plan meals for different level s family income.
EVALUATION
Plan several menus, computing the cost of each item, and analyze the way to cut cost or add to the me al by spending more money for food.
Te st que stions over meal planning ba sed on available money.

List the factors that determine how much is to be spent for food.
Discuss fluctuations in price and quality of food that is helpful in money management.
Study food cost average s for different income levels.
Discuss the importance of planning meals to fit the income of individual familie s.
Discuss factors necessary for money management for food.
Arrange a bulletin board on inexpensive foods that are high in nutritive value.
Collect weekly grocery advertisements and compare price s on staple s from week to week and store to store.
Study and compare the cost of various cuts of meats.
Analyze recipe s that include meat extenders and left overs, compare cost with menus containing meat.
Make a comparative study of the cost of frozen, fresh, canned, and dried foods; of prepared foods and those requiring preparation; and of mixes and "starting from scratch" .
Arrange bulletin board on low-cost or budget meals.
List buying practice s that can help stretch the food dollar.
Select three different weekly incomes; decide on the amount of money a family of five might spend for food in a week, plan menu within the three income level s .

106

RESOURCES

GENERALIZATIONS

TEXTBOOKS

The amount of money available to spread

or spend for goods and food influence s

Cronan and Atwood / Foods in Home-

meal planning.

making / pp. 180-205.

Family food costs will vary with the size

Cross / Enjoying Family Living / Ch. 9. and composition of the family the value

placed on food I and the re source s

McDermott / Food for Modern Living

available.

Ch. 9.

Co st of food can be cut by skillful meal

Pollard / Experience s With Foods Ch. 9. planning and grocery shopping.

Raine s / Managing Livingtime Ch. 3.
Shank / Fitch and Chapman / Guide to Modern Meals Ch. 5.
REFERENCES
"Woman's Day Magazine" I Jan. 1965/ Menu Section
PAMPHLETS
"Nancy Carter's Buying Ways That Make Cents" / Colonial Store s.

The skilled homemaker can adjust a basic menu to meet the needs of various income level s .
The foods chosen for menu planning influence s and determine s the standards set for spending the food dollar.
The use of available food re source s in a family make s iJossible the use of available money for other wanted or de sired food s beyond the ba sic requirements.

"How to Be A Better Shopper" / Consumer Information Service

"Lessons on Meats" / National Livestock and Meat Board

"Family Economics Review" / USDA

"Family Meal s at Low Cost" I Program aid 472/ USDA

"Money Saving Main Dishes" / Home and Garden Bulletin 43/ USDA

107

CONCEPTS AND OBJECTJ;VES LEARNING EXPERIENCES Plan a family food budget; plan and purchase the foods for menus you have planned; compare expenditure s with the budget. (FHA degree project activity)
108

RESOURCES

GENERALIZATIONS

II Money Managementll / Your Food Dollar / Rev. June 1966/ Money Management Institute of Household Finance Corp.
FILMSTRIPS
IIHow to Buy Meatll / "All About Trukey" / Swift and Company.
"Know Your Lamb" / American Lamb Council
"Buying Food Wi sely" / Cooking Serie s / McGraw-Hill
"The World of Wonderful Foods" / Procter and Gamble
"How to Stretch Your Food Dollar" / McGraw-Hill Book Company
"Spending Your Food Dollars" / Household Finance Corporation
"Food Cost" / USDA
"Mealtime Can Be Magic" / Betty Crocker's General Mills / Inc.
Cooking Serie s: "Organizing and Preparing Meals" / "Serving Meals Attractively" / McGraw-Hill Text film Division.

109

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPE RIE NCE S

Preparation and Service of Meals
Preparing Family Meals -

Define meal preparation.
Di scu s s how all re source s should be coordinated if maximum efficiency is to be obtained in the kitchen.

To become skillful in

Analyze the job of meal preparation and formulate a

managing meal preparation. list of the usual tasks included.

Develop work schedule to be used for the first lab and each succeeding one.

EVALUATION

Select te sted recipe s and study directions carefully while learning to understand them.

Use eating device s to score meal preparation at home and at school.
Answer te st que stions over meal preparation principle s.

Plan menus and select recipe s for meals to be prepared in foods laboratory.
Identify principle s of cookery used in preparing each food. Relate these to other foods you have prepared or may prepare.

Observe demonstrations on the preparation of selected foods to be used in meal pattern.

Set up a time schedule; make a market order; select equipment.

Evaluate results of each foods laboratory by use of score sheets - refer to evaluation guide.

Prepare and evaluate family meals. (FHA degree project activity)

Summarize way to use good management in meal preparation.

no

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 7.
Cross, Enjoying Family Living, Ch. 9 and 10.

The preparation of palatable meals require s a pplication of ba sic principle s of cooking.
Meal preparation and service require coordination of knowledge, time, energy and use of equipment.

Harris and Withers, Your Foods Book, Ch. 9.
McLean, Meal Planning and Service, Ch. 4.
McDermott, Trilling and Nichola s , Food for Mode rn Living, Ch. 10.

Planning a work schedule ensure s advantageous use of time in meal preparation.
Skill in food preparation requires a knowledge of basic principle s of cookery and re sources.

Pollard, Experience s With Foods Ch. 7,15, 20.

Shank, et. al., Guide to Modern Meal, Ch. 4.

FILMSTRIPS

"Organizing and Preparing Meals" , Cooking Serie s, McGraw-Hill

FILMS

"How to Be A Successful Hostess", As socia ted Film s, Inc.

III

Title of Unit: MEAL MANAGEMENT

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Preparation and Service of Meals
Serving Family Meals To become skillful in managing the serving of family meals.
EVALUATION State guideline s for determining type of service selected for each family. Te st que stions over serving meals.

Prate st on ba sic table service.
Read and study acceptable rule s for serving food.
List different type s of family meal service.
Illustrate with role playing.
Compare the efficiency of different type s.
Tell why some type s are more suitable for differe nt familie s.
Plan a type of service to be u sed with a me al prepared in class.
Discuss jobs in serving a simple meal with family members.
Plan ways of saving time and energy in setting and serving a family meal.
Collect picture s of table setting s. Study to find suitable table appointments.
Demonstrate table appointments.
Practice making table arrangements.
Role play host, hostess, waitress, etc., for meal.
Carry out table setting and service in class.
Plan and carry out a home project that involve s the service of several meals. (FHA degree project activity)

112

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood I Foods in Homemaking I Ch. 9.
Cross , Enjoying Family Living I Ch. 9 and 10.
Harris and Withers I Your Foods Book I Ch. 7.
McLean , Meal Planning and Service I Ch. 5 I 6.

The method of service must be carefully chosen for successful meal.
Smooth service and an attractive table make meals more pleasant.
Meal service require s coordination of knowledge I time I energy I and use of equipment.
The accepted rules for serving meals were formulated to make it convenient for the person.

McDermott I Trilling and Nichola s I Food for Modern Living I Ch. 6.
Pollard I Experience s With Food s I Ch. 25 I 26.

Each family usually works out its own way of serving meals I depending upon the size of the family I the age s of the children I and the habits and preferences of the members.

Shank I et. 6.1. I Guide to Modern Meals I Part III.

White I You and Your Food I Ch. 24.

FILMS

"Serving Meals Attractively" I McGraw-Hill

CHARTS

"Table Service Exhibit" I Consumer Education Division I Sears I Roebuck and Company.

113

ADVANCED SEMESTER COURSE Title of Unit: CREATIVITY IN FOODS I Concept: Food Heritage

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Heritage
Influence of Various Cultures -
To recognize the influence that various cuIture s have on pre sent food choice s.
EVALUATION
Identify five foods that are personal preference s and write a paragraph telling the cultural origin of each.

Define food heritage.
Define culture and give examples of different cultures
Name several culture s that have contributed to our American food heritage.
Name some family food specialitie s and look up the origin and report to the class.
Invite re source people from different religious group s to talk about their food customs.
Divide cla s s into committee s to do re search on variou cultural influence s on food.
Note Christmas menus of various culture s. Discuss food taboos of various culture s.
Investigate the origin of food symbols for certain occa sions in different countrie s and compare them with the food symbol s of America.
View and discuss film: "The World in Your Kitchen".
View and discuss filmstrips:"The World of Wonderful Food" and "Ground-Beef--Passport to Far-away Eating" .
Examine a collection of current cookbooks and identify recipe s from various culture s.
Give examples of television programs which show influences of various cultures.
Show menus from several re staurants which specialize in food repre senting specific culture s.

114

FHA Project: Homemaking - Our Future Our World - A Pricele ss Heritage Preparedness - The-Key to Opportunity

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 1.
Cross, Enjoying Family Living, Ch. 9.
Harris and Withers, Your Foods Book, Ch. 15.
McLean, Meal Planning and Service, Ch. 3.
REFERENCES
The Horizon Cookbook, Hall and Horizon Maga zine s, American Heritage Publishing Company, Ch. 2.
The American Heritage Cookbook, Editors of American Heritage Publishing Company, Simon and Schu ster, Inc.
Betty Crocker's Hoste ss Cookbook, Golden Pre s s .

The heritage of food customs in this country draw s from many culture s; from the American Indian, from all the countrie s of Europe and from some countrie s in Africa and Asia.
Some knowledge of foods from other countrie s lead to a greater appreciation of other culture s in addition to increa s1ng our enjoyment of food.
Many food customs, rituals, and taboos have been connected with religious observance s such a s sacrifice s, fea sting and fa sting.
Use of foreign dishes adds variety to American meal s and develope s an appreciation of other culture s .
A man's food goe s far beyond the physicological aspects of his needs and gives definite indication of his psychological and sociological background.

Foreign Foods, Favorite Recipes, Press, The kinds of food, the ways they are

prepared, their grouping in meal s, and

Patterns of Culture, Benedict.

the name s in which they are served

and eaten constitute the food customs

American Heritage, Pepperage

that are characteristic of a country or

region.

Foods of Our Forefathers, Thomas,

Davis Company

115

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Identify and discuss countries which have made a contribution to our pre sent day food habits. Analyze present and past culture of United States comparing scientific discoverie s and transportation with food choice s . Discuss whether the type of cooking and the foods eaten in the United State s tend toward~he production of a "straight American Product" or whether I we are internationalized as to food products and tastes. Study culture of a progressive country and of an underdeveloped one and compare diets.
116

RESOURCES

GENERALIZATIONS '

The Complete Round-The-World Cookbook, Waldo, Doubleday
PAMPHLETS
"Family Holidays Around the World" , American Home Economics Association
"Cooking With An International Flair" , Enterprise Aluminum Company
"Swedish, German, American, French Parties", Seven-Up Company
"Food With a Foreign Flair" , John Oster Company
"Around the World Food Ideas" , Lipton Kitchens
PERIODICALS
"Our Christmas Yule Log", Forecast, December 1966, "New England Thanksgiving -- A Wide-spread Tradition" , Forecast, November 1968
"Midwe st Favors Scandinavian Cookery", Forecast, December 1968.
"Indian Food s Inspired American Favorite s" , What's New in Home Economics, Nov-Dec 1965.
FILMS
"Italian Cooking" , American Gas Assoc.
"The World in Your Kitchen" , Modern Talking Picture Service

117

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Heritage Religious Influence s -
To determine the food customs a ssociated with different religious.
EVALUATION Plan meals featuring main dishe s influenced by religious practice s.

Consult texts to discover some food customs that are ba sed on religious practice s .
Survey class to determine which religions are represented.
Conduct a panel in which students from each religion represented tells of food customs associated with their religion.
Secure information on religions not repre sented in the group.
Check food habits of own familyLo determine which have a religious derivation.
Explain why fasting and feast days have often been a part of religious expressions.
Explain why some religions band certain foods which are not considered good for the body.
List some food "taboos" that people have today in relation to religious customs.
Discuss the influences of religion on the use of food such as the eating of meat.
Invite a Jewish person to speak to class on Jewish food customs.
Study current reference s for recent change s in the Catholic food customs.
Have a panel discussion of religious celebrations and roods served.
Devote a FHA meeting to understanding foods of religious customs; serve foods of different religions customs as refreshments.

118

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 1.
Cross, Enjoying Family Living, p. 256.

Many food customs, rituals, and taboos have been connected with religious observance s.
In some familie s food customs are a part of their religious practices.

REFERENCES

Food taboos may change as people change

their re sidence, but those based on

Manners and Customs of Mankind

religion may be binging for many

Vol. I, Ch, 1,5,7, Vol. II, Ch, 11, 13. ge nera tion s .

The Horzon Cookbook, Hale and Horizons Magazine, American Heritage Publishing Company, Ch. 1.
The World Book Encyclopedia Field Enterprises, pp. 207-218.
The World I s Great Religions Editorial Staff of Life, 1958
Feasts for All Seasons Spring Party and Feast Day Menus
The Settlement Cookbook Simon and Schuster
NEA TournaI, January 1968, p. 35.

Religions have particular foal customs associated with ceremonial feasts or rite s.
Understanding the food customs of other religions increa se s one I s tolerance of the people who are of different religious faiths.
A thoughtful hostess will be aware of religious practice s of various gue sts and not serve foods they can not eat.
Specific foods, methods of preparing and serving, and time s at which the se food s are eaten acquire symbolic meanings associated with religious beliefs and ceremonie s, social usage, status, ethnic and family traditions.

119

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food Heritage Family Customs
To become aware of food customs of own family.
EVALUATION List food customs of famlly and then analyze a s to cultural regional and religious influence s.

Discuss the origin of food customs of own family with parents and other relative s I share unusual one s with class.
Talk to grandparents about family food customs.
Display pictures and list foods that are customarily served in own home of various students.
Compare holiday food customs of familie s repre sented in classes.
Compare food customs of familie s in cla ss.
Invite a panel of mothers to tell about food customs of their familie s.
Discuss how food is served in various families; relate I where possible I to family customs.
Discuss influence of the family customs on the development of food habits.
Discuss similaritie s and difference s of family food customs and the value s of each.
Compile cla s s recipe book of family favorite s.

120

RESOURCES

GENERALIZATIONS -

TEXTBOOKS
McDermott, Food for Modern Living, Ch. 12.
REFERENCES
Foods of Our Forefathers, Thomas, Davis
PAMPHLETS
Booklets from U. S. Department of Agriculture, Sweetpotato Recipe s, L. 295, Tomatoes, L. 278, Dry Beans, 1. 326.

Meal patterns may differ among familie s in a community due to difference s in nationality, background, section of the country, economic condition, and occupation and age s of family members.
Immigrants often try to continue local patterns of their homelands.
The early New England Thanksgiving custom has become a widespread tradition.
Every family's eating habits owe something to the pa st.
Food customs may be handed down from generation to generation.
"Good food like mother cooks" may have psychological connatation.
Food plays a more important social role in some familie s than it doe s in others.
Food customs of one's family greatly enrich family life.
Acceptance or rejection of foods often is an outgrowth of family customs.

121

Title of Unit: CREATNITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPE RIE NCE S

Food Heritage
Regional Food s -
To identify the way of preparing food peculiar to each region of this country.
EVALUATION
Write a report on regional food customs and their influence s on everyday life.
List some foods and methods of preparing them that are repre sentative of the region in which you live.

Read materials on family and regional food customs.
Discuss the rea sons for certain foods being characteristic of certain regions.
Poll class members to determine from what part of this country they came.
Ask members from different areas to form committees and report on peculiaritie s of their region.
Talk with parents and neighbors if they came from different areas and report findings to class.
Discuss preparation of certain foods in different areas such a s fried chicken I corn bread I clam chowder I baked beans.
Plan dinner menus common to various regions of this country.
Display a bulletin board on regional foods.
Discuss the increasing interest in food favorites from different regions of this country.
Plan a Georgia meal-featuring Georgia food s.
Plan a meal repre sentative of each region of the United State s .
Have banquet letting girls prepare food from different sections of the country. (FHA chapter project)

122

RESOURCES

GENERALIZATIONS -

TEXTBOOKS
Harris and Withers, Your Foods Book, pp. 345-349.
McDermott, et. al., Food for Modern Living, Ch. 12.
REFERENCES
"Recipes USA" series from IICo-ed" publi shed by Schola stic Magazine s .
The American Heritage Cookbook, Simon and Schuster.
Favorite Recipes of Home Economics Teachers, Favorite Recipe s Pre ss.
PERIODICALS
"What's New in Home Economic s , Vol. XXXII, Nov. 1968, p. 17.
PAMPHLETS
IIFlavor of Maine", U. S. Dept. of Interior, Fish and Wild Life Service.

The region of the country in which you live will influence the kind of meals your family will eat.
Each region of the country has foods that are special for that location.
Foods that were native to different environments across the country and were eaten by the Indians were adopted by the settlers as they moved west.
Various ways of preparing food in a state or region is influenced by those fruits, vegetable s, meats and grains that grow easily in an area.
The regional difference s in food in the United State s have developed from nationality habits of the settlers and from the supply of foods characteristic of each section.
The food habits of the people of a given state or region naturally stem from the culture s of the early settlers of the region.

"Dinners Almost Readyll, "Cool Cooking With Kilowatts" , Georgia Power Company

"Your Gas Range Cookbook", "Your Fine st Cookery", "1968 Mrs. Georgia Recipe Book" , Atlanta Gas Light Co.

"Southern Suppers", Martha White Kitchens

FILMS

"Che sapeake Bay Cooking" , American Gas Association Inc.

123

Title of Unit: CREATIVITY IN FOODS II Concept: International- Foods

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

International Foods Cu sine s of Other Countrie s -

Select one country at a time and analyze its typical dishe s looking for similaritie s in preparation and sea soning s.

To become familiar with European, Middle East, Oriental, and Mexican foods.

Make a list of foreign terms that are frequently used in menus; study their meaning s and origin.
Collect recipe s from magazine s and newspapers of foreign food s .

View and discuss films on foreign dishes that are popular in thi s country.

EVALUATION
Answer objective que stions to determine understandings of cusine s of other countrie s.

Invite persons of foreign origin to prepare some food typical of their native countrie s.
Arrange a bulletin board or display showing international foods.

Write a paragraph summarizing Visit a foreign restaurant and report to class.

the knowledge gained about

international cusines.

Research resources and prepare presentations of

foods from other countrie s.

Provide a display in library on other countrie s' food s and cu stom s .

Prepare meal s featuring dishe s that are: a. Italian b. French c. Swiss d. Chine se e. Mexican f. Scandivania g. Japanese h. Hawaiian i. German j. others.

124

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood/ Foods in Homemaking / Ch. 12.
Harris and Withers / Your Foods Book, Ch. 15.
McLean/ Meal Planning and Service / Ch. 3.
REFERENCES
Italian Food / Knope New York / 1958.

Each country has its own methods of pre paring food s .
A general understanding of culinary terms will be important for tho se who travel in other countrie s.
Family meals can be enhanced by skillful use of cusines of other countries.
Some knowledge of food s from other countrie s lead to a greater appreciation of other culture s in addition to increa sing our enjoyment of food.

The Art of Chine se Cooking, Onei I Random Hou se / 1960.

Mexican food make s liberal use of tomatoes/ onions and peppers.

The Complete Book of Mexican Cooking I Germany is known for good breads I highly

Ortiz / Evans and Company / Inc.

sea soned sausage I and sweet and sour

foods.

The French Chef Cookbook / Child I

Random House I 1968

In China foods are served in small piece s

so that they may be eaten with chopsticks.

Trader Vic's Pacific Island Cookbook/

Doubleday and Co. / Inc.

From Russia we get hearty stews (borscht).

The Swi s s Cookbook I Hazelton
Scandinavian Cookbook, Goteborg I Printed in Sweden.
FILMS

Stew is a universal food but has different name s in different countrie s.
Each country has perfected at least one soup that feature s the products of its soil and sea.

"The World in Your Kitchen" / Modern Talking Picture s

American moving to other countrie shave adjustments to make concerning food.

"Mexican Food the American Way"/ Modern Talking Picture s.

125

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES List major difference s in the various cusine s a s to method of preparation and sea soning s. List major similaritie s of the major cusine s a s to ingredients and seasonings. Have a "Christmas Around the World" party. (FHA chapter activity) Plan a world" tour" I each girl dre ss in an appropriate costume and demonstrate preparation of food. (FHA chapter activity). Prepare and serve several dishe s typical of other countrie s to family members. (FHA degree project activity)
126

RESOURCES

GENERALIZATIONS

If Romance of Chee se If I Kraft Food s I Modern Talking Picture s
If The PIe a sure of Chine se Cooking If I American Gas Association
FILMSTRIPS
If Food s of Hawaii - Their Cultural Background If California and Hawaiian Sugar Refining Corporation

127

Tille of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

International Foods Gourmet Seasonings -
To determine ways that herbs, spice s, wine s, and other seasonings are used in gourmet foods.
EVALUATION List herbs and spices and how they are used as sea soning s.

Catagorize seasonings and give examples.
Define spice s and herbs.
View and discuss "the Kitchen Keyboard" .
Study an herb and spice chart to become aware of great variety of herbs and spice s.
Collect and display some commonly used seasonings and study label s .
Arrange a bulletin board on spice s and herb s.
Study recipe s using spice s, herbs, and wine s.
Visit grocery store to determine variety of spice s and herbs available.
Invite a consultant who is an expert in judging and choosing herbs, spices and wine used in gourmet food s to vi sit the cla s s .
Read to locate information on wine as seasoning.
Compare ta ste of a food baked with and without wine.
Collect recipe s featuring wine s a s a sea soning.
Re search different type s of wine s and their use s.
Plan a field trip to a local foreign food re staurant to experience the use of herbs, spices, and wines.
Plant a herb garden for the department.
State guide line s-fbt the use of herbs, spice s and wine in cooking gourmet foods.
Te st out various recipe s using particular gourmet sea soning s; try the same recipe s and omit gourmet sea soning s.

128

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, pp. 116-117.
McDermott, Trilling, Nichola s , Food for Modern Living, Ch. 10.
McLean, Meal Planning and Service, pp. 105-106, 292-309.
Pollard, Experie nce s With Food s , pp. 150-166, 206,224.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 3.
REFERENCES

Spices and herbs afford the cook an almost endle s s variety of flavor po s sibilitie s.
Spice s are products of aromatic plants that grow mainly in the tropic s .
Herbs are the leave s of temperate-zone plants such as thyme, and marjoram.
Wine in cookery adds an elusive flavor which makes a dish memorable.
Seasoning should be used to bring out natural flavors, not to cover up Or de stroy the enjoyment of mild flavored foods.
Each sea soning is unique and contribute s something to the total di sh.

Life Magazine, Picture Cookbook, 1958. Seasonings used Wisely can transform

the most commonplace dish into fare fit

Cooking with Spice s and Herb s Booklet, for a king.

Better Homes and Gardens.

The ta ste appeal of a food is not dependent

GriffithI s Spice and Herb Handbook,

on its cost, but more often its preparation,

Straun, Griffith Laboratorie s, Inc.

sea soning, and eye appeal.

People, Food, and Science, Cote, Ginn and Co., Ch. 25, pp. 418-419

The Spice Cookbook, Day and Stuckey, David White Company

ABC of Spice Cookery, Lane (Ed), American Spice Trade Association

The French Chef Cookbook, Child, Random House, 1968

129

CONCEPTS AND OBJECTl\'ES LEARNING EXPERIENCES Plan and carry out a home project using sea soning s not used in family meals; introduce your family to special dishe s using the se. (FHA degree project activity) Plant and grow some herbs. (FHA degree project activity) Draw conclusions about use of gourmet sea soning s.
130

RESOURCES

GE NE RALIZATIONS

PAMPHLETS
"Cooking With an International Flair," The Enterprise Aluminum Company
"Cooking With Herbs and Spices", Meredith Corporation
"Your Kitchen Keyboard of Spice s" , R. T. Fre nch, Company
"The Wonderful World of Seasoning" , R. T. Fre nch, Company
"The Art of Seasoning", McIlhenny Company
"Chives for the Epicurean Touch", California Chive Institute
FILMS
"The Kitchen Keyboard", R. T. French, Company
Spice Export Promotion Council of Indai, Black Pepper - Rajah of Spice s Available on free loan through Bernard L. Lewis, Inc.

131

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

International Foods
Foreign Food s and Family Meals -
To become skillful in incorporating foods of other countrie s into family meals.
EVALUATION
Use score card s to evaluate meal s prepared at school and at home.
Summarize advantage s of combining foreign and American foods in meal s.

Analyze foods of other countrie s to determine which are served by your family.
Plan meals including foods from various countries.
Collect recipe s of foreign food to use for family meals.
Demonstrate the preparation of food specialitie s of other lands and explain the basic principle s involved in the preparation.
Prepare simple meals of dishe s of other countrie s.
Evaluate foods prepared in class and discuss how recipe s might be adapted to family meal s.
Plan, prepare, and serve meals for your family which contain foreign foods. (FHA degree project activity)
Observe and record reactions of family members as they try a foreign dish for the first time, then second time.

132

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 1.
Harris and Withers, Your Foods Book, Ch. 15.
McDermott, Trilling and Nichola s, Foods for Modern Living, Ch. 22.

Foreign recipe s make meal planning more intere sting and accustom the family to accepting a greater variety of flavors.
The serving of foreign dishe s give s variety to family meals.
The use of foreign foods develops skill and creativity in everyday preparation of meals.

McLean, Meal Planning and Service pp. 130-131.
REFERENCES

Some knowledge of food from other countrie s lead to a greater appreciation of other culture s in addition to increa sing our enjoyment of food.

Favorite Recipes of Home Economics Teachers, Foreign Foods Edition 18, 73, 75, 97, 111, 19 3

Foreign recipes make meal planning more intere sting and accustom the family to accepting a greater variety of flavors.

The New World Wide Cookbook, Rev. Ed., Metzelthin, Editions; Gertrude Blair, Julian Messner, Inc.

The International Cookbook, Printed in the United State s

The World Cookbook, Doubleday and Co.

PERIODICALS

What's New in Home Economics: Dec 1965, Sept, Oct, Nov, Dec 1966; Feb, March, Oct 1967; Feb, Oct 1968.

Practical Foreca st: Jan 1961, Feb 1962, Oct 1963, Dec 1964, Dec 1968.

Better Homes and Gardens: Dec 1968, pp. 51-82.

133

Title of Unit: CREATIVITY IN FOODS III Concept: Experimenting with Food

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Experimenting With Food
Relationship of Science to Food -
To identify and utilize underlying scientific principle s in food preparation.
EVALUATION Answer objective te st on scientific principle s of cookery.
Score students demonstrations.

Review the scientific principle s of preparing protein, starch, vegetable s, and fruits.
Study and discuss the scientific make up of food nutrients and how the various food stuffs are affected by heat, water, and air.
Discover the effect various type s of storage has on the different food nutrients.
Analyze foods as to acids and bases and explain how these react in food preparation.
Study the chemistry involved in the use of leavening agents in baking.
Cook fruits and vegetable s in following ways and compare: minimum amount of water in covered pan, half of weight in water, covered pan; water to cover, covered pan; water to cover, uncovered pan; water to cover, covered pan, long time; pressure saucepan.
Cook apple s in water with and without sugar. Compare re sults.
Observe mold growth with bread in a container for two or three days and see how mold grows.
Observe the difference temperature makes in egg cookery - cook an egg in two different pans of water for ten minute s - one boiling rapidly the ten minute s and the other turned down below the boiling point.
Experiment with frying of egg at high temperature and low temperature; analyze the re sults.
Compare the results of ground beef with and without fat added; evaluate re sults.
134

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 5.
Harris and Withers, Your Foods Book, pp. 38-40,131-133, 229-230, 252-263.

The preparation of palatable nutritious meals requires the application of basic principle s of cookery.
A better understanding of the principle s of food cookery will help to bring about more satisfaction in meal preparation.

McDermott, et. al., Food for Modern Living, Ch. 7.

Many food fallacie s have no scientific foundation.

Pollard, Experience s With Foods, Ch. 16-20.
Shank, et. al., Guide to Modern Meal, Ch. 15, 16.
TEACHER REFERENCES
Sweltman and MacKellar, Food Selection and Preparation, Ch. 8.
Southerland and Nel son, Food Preparation Principle s and Procedure s, (whole book)
PAMPHLETS

Sugar in baked good s add s sweetne s s, improve s keeping quality, produce s tenderne s s, add s food value, and imparts crust color.
Egg s in baked products contribute color, volume food value, flavor, and improved grain and texture to the finished product.
Milk used in baking products will lend texture, food value, flavor, and keeping quality to the finished product.
Length of cooking time and amount of water used, affects the color, texture, and flavor of vegetable s.

"Conserving the Nutritive Value s in Foods" , U. S. Dept. of Ag., Home and Garden Bulletin #90.

Large amounts of water and long cooking time breaks down fibers and make s vegetables mushy in texture.

PERIODICALS

The color is brighter and the flavor

I fre sher' when vegetable s are cooked

What's New in Home Economics, Vol. 31,quickly in small amount of water.

No.7, "Re search is Changing

Tomorrow's Nutrition", pp. 61-62.

Low heat is better for certain protein foods.

135

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Compare three bread doughs, with soft, all-purpose and hard wheat flours. Examine food fallacie s in light of scientific facts and evaluate findings. Prepare a bulletin board, display or exhibit of chemical reactions in certain foods. Demonstrate food preparation; include an explanation of the principle s involved in the preparation of the tood. Pre pare me al sat home and ide ntify the principle s used. (FHA degree project activity)
136

RESOURCES

GENERALIZATIONS,

TournaI of Home Economics, Feb and March I April and May 1966
FILMSTRIPS
"Science Tells Why - Food Additives" I Manufacturing Che mi st s As socia Hon I Inc.
FILMS
"Understanding Vitamins" I Georgia Department of Public Health
"The Miracle Kitchen" I Modern Talking Picture Service
TRANSPARENCIES
"Cooking Principle - Protein" I NASCO
"Colors in Food - How Cooking Effects Them" I NASCa

137

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Experimenting With Foods Altering and Developing Recipes -
To apply preparation principle s in altering and developing recipe s.
EVALUATION Use basic prepared foods and alter them for variety. Score re sults.

Discuss importance of proper proportions of each ingredient in recipe s.
Study the use of proper proportions of ingredients in recipe s. Study functions cf variou s food sub stance s.
Discuss how recipe s can be changed or altered.
Collect recipe s and idea s for creative menus of altering and developing recipe s.
Practice dividing and doubling recipe s.
Choo se a ba sic recipe for pancake s and make variations of pancakes by altering liquids and adding fruits and nuts.
Prepare hot cakes by substituting sour milk for milk I by adding vinegar and lemon juice to milk I by substituting baking soda for baking powder.
Using the same recipe I make pastry twice I varying the type of shortening; eg. vegetable and animal fat.
Compare fudge made from recipe s substituting chocolate square s for cocoa.
Use imagination and make a recipe I then prepare the products.

138

RESOURCES

GE NE RALIZATIONS

TEXTBOOKS
Cronan and Atwood / Foods in Homemaking / Ch. 3.
Harris and Withers / Your Foods Book / pp. 369-342.
McDermott / Trilling and Nichola s / Food for Modern Living / Ch. 10.
Pollard / Experience s in Homemaking, pp. 267/354-507.

New dishe s can be developed by changing or altering a ba sic recipe.
Proper ingredient proportions must be maintained when changing recipe s to achieve a quality product.
Basic recipes may be made exotic by the addition of special ingredients.
A basic mix may be used for several foods.

Shank / et. al. / p.426-530.

REFERENCES

Guide to Successful Entertaining, Stanton/ Barrows and Company / p. 158/160

FILMSTRIP

"Convenience Cooking With Portable Electric Appliances" / Evaporated Milk Association

139

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND QBJECTIVES LEARNING EXPERIENCES

Experimenting With Food
Enhancing Prepared Foods -
To gain skill in using sea soning s and sauce s to alter pre pared food s .

List the prepared foods that are used by families pre sented by the cla s s.
Give examples of ways class members have improved flavors of prepared food s.
Identify prepared foods that pupils feel need improving.

EVALUATION
Divide class into groups giving each~he same foods to prepare. Develop a score card and evaluate according to originality and appeal.

Study food sections of magazine s to find new ways of using seasonings and sauces for prepared foods. Examine food pamphlets to find sugge stions for using prepared foods together as well as improving the flavor ofihe se foods.
Display for examination available prepared foods and prepared seasonings and sauces that can give variety to family meals.
Observe film strip s giving varied sugge stions for use of prepared foods in family meals.

Review the methods used to make sauces for casserole dishes and desserts.

Choose several prepared foods to be used in class.

Demonstrate how a prepared food used as one-dish meal and a de ssert can be improved in flavor by using sauces and seasonings.

Organize student groups to work in laboratory to experiment with a different food in each group.

Student groups choose and carry out plans to improve flavor of prepared foods.

Compare results and make some decisions about the appearance of flavor I and texture of foods.

140

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, pp. 63, 368,452,490.
Cross, Enjoying Family Living, Ch. 9.
Harris and Withers, Your Foods Book, pp. 124-26, 172-77.
McDermott, e t. al., Food s for Modern Living, Ch. 10, 15.
Pollard, Experience s With Food, Ch. 13, 16, 17, p. 422.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch, 3. pp. 464-470, 510-514, 229-240, 390, 396.
REFERENCES
Good Housekeeping Cookbook, MarshHoI t- Rinehart-Win ston.

Prepared foods can be altered by adding sauces or using seasonings,
Partially prepared foods can cut down on meal preparation time.
The extent to which seasonings, garnishes and accompaniments are used will be determined by the preference s of the family and by the food budget.
A saucy touch does for a good dish what the right acce ssorie s do for a pretty dre ss.
The contribution of spice s and herbs may make the difference between a tempting, appealing food and a dull one.
In food preparation it is often de sirable to add to, incread, or change the flavor of food s to make them more intere sting and more appealing.

Frozen Foods Cookbook, General Foods Corporation, Section 10.

The White House Chef Cookbook, Verdon, Rene

Favorite Recipe s of American Home Economics Teachers

Menu for Entertainino, Beprds, James.

PERIODICALS

What's New in Home Economics, Vol. 31, No.6, "How to Garnish", Vol. 31, No.6, "Quick Meals, Too, Can Have Glamour" .

141

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Summarize re sults learned in cla s s and record to be mimeographed for class members to use as home practice s . Prepare meals for own family using creativity to enhance prepared foods. (FHA degree project activity)
142

RESOURCES

GENERALIZATIONS

Forecast, Nov 1968, Vol, 14, No.3 II Creative Cookery With Cereal", "Ba sic and Creative Cooking", "With a Can of Salmon"
FILMSTRIPS
"All About Garnishes" Eko Housewares Company
"Spice s" , American Spice Trade Association
"The Best Dressed Foods" , Alcoa Al uminum Company

143

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPE RIE NCE S

Experimenting With Foods Compari sons of Recipe s -
To te st recipe s by comparing several for the same product.
EVALUATION Li st criteria for recipe selection. State conclusions drawn when comparing recipe s.

Discuss importance of recipes.
Discover difference in te sted and unte sted recipe s.
Study to compare recipes on the basis of clarity of instructions and useful information.
Relate experiences you have had at home with two recipe s for the same dish.
Collect recipes for the same product which use different ingredients and mixingi:echnique s.
Compare recipe s in laboratory preparations.
Evaluate recipe s by comparing products according to score card for item.
Compare breads made with butter and with hydrogenated shortening and of breads made with and without egg s.
Compare the tenderne ss and other qualitie s of pa stry made according to the same formula by a variety of methods.
Test several recipes for a given product to determine the variations in time I money I energy I re suits including sati sfaction.

144

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, pp. 58-83.
Harris and Withers, Your Foods Book, pp.369-462.
McDermott, Trilling and Nichola s, Foods for Modern Living, pp. 223-230.

Recipe s are different and give different re suIts.
Different quality products may re suIt when the same recipe is used by different individuals.
Different mixing procedure s for the same project can re suIt in products with different characteristics.

Pollard, Experiences in Foods, pp. 267, Through testing recipes each individual

354-507.

may select products that meet their

personal standards.

Shank, et. al., Guide to Modern

Meals, pp. 426-530.

Testing recipes increases one's ability

to select The be st recipe for a given

REFERENCES

product.

Favorite Recipes of Home Economics Teachers, Montgomery, Alabama

PERIODICALS

What's New in Home Economics, Vol. 6, "Take Advantage of Controlled Cooking"

TournaI of Home Economics, Vol. 53, No.4, 1961, p. 281-284; Vol. 53, No.9, Nov. 1961.

PAMPHLET

"Better Baking", Proctor and Gamble

145

Title of Unit: CREATIVI1Y IN FOODS

CONCE PTS AND OBJECTIVE S LEARNING EXPERIENCES

Experimenting With Foods Unusual Combinations in Menus -
To introduce unusual combinations into family meals.
EVALUATION Plan a week's menus including a new food for each day.

Study magazine s and collect picture s of unusual food combinations.
Study about different ways in which foods can be prepared to give variety in meals.
Search for and experiment with new combinations of foods for the daily menu.
Observe television, state newspapers, power company leaflets, extension news for new ways of preparing and serving foods; report observations to class.
Divide class into groups giving each group the same food to prepare. Develop a score card and grade according to originality and appeal.
Collect recipe s and idea s for creative means of preparing and serving foods and report to class.
Compile a list of suggestions for securing variety in preparing and serving foods by using unusual combinations.
Demonstrate or display a variety of unusual combinations of food.
Plan bulletin board showing unusual combinations of food s in menus.
Prepare a folder including menus, recipes, and market orders for specific meal s for your family introducing unusual combinations for regular family meals.
Plan a home project using original ideas in preparing, serving, and introducing unusual combinations into the family meals. (FHA degree project)
146

RESOURCES

GENERALIZATIONS

TEXTBOOKS

Liking and eating food can be an adventure

in a variety of ways, one of which is

Harris and Withers, Your Foods Book, creative cookery.

Ch, 6,9,10,15.

The clever hostess keeps alert to what is

Pollard, Experiences With Food, Ch. 7, new in ways to make food look and taste

15, 20.

good.

Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 5, 8.
REFERENCES

Meal planning can be creative when using foods representing different sections of this country as well as foods from other countrie s.

Meals With a Foreign Flair, Better Home s and Gardens, Meredith Pre ss
American Cooking, Brown, Time Life Books, p. 67-80.
McCall's Cookbook, Food Editors of McCall s, Random Hou se, p. 708.
PERIODICALS

Much intere st may be created in regular and special meals, if one uses original idea s when preparing food.
New and different foods may add interest, appetite appeal and nutritious value to meals.
Unusual food combinations will add variety to family meal s.

Forecast, Vol. 14, No.3, p. 62, "Famous Foods"

TRANSPARENCIES

"Ways With Foods", 3M Company

FILMS

"Let's Have Lamb", Modern Talking Picture Service

"Taste Adventure s With Lamb", Modern Talking Picture Service

147

Title of Unit: CREATNITY IN FOODS N Concept: Food and the Social Process

CONCEPTS AND OBJECTNES LEARNING EXPERIENCES

Food and the Social Proce ss Special Occa sions and Holidays -
To recognize the contributions of food to special occasions and holidays.
EVALUATION List generalizations about the contributions of food to special occasions.

Identify the role of food in special occa sions.
List special occasions and holidays and foods that are appropriate for each.
Discuss traditions of foods served at different holiday celebrations.
Report on special occasions your family observes and traditions carried out at each.
Re search observance of traditional American holidays.
Demonstrate special holiday foods such as plum pudding I fruit cake I ambrosia I eggnog I valentine cake I cranberry sauce.
Contribute special occasion recipes of your family to class recipe file.
Discuss ways to make regular meals" special occasion" for the family.
Display picture s for special occa sions.
Invite an exchange student to demonstrate a foreign food for special holiday.
Have a faculty tea at one of the weekly meeting s or at the Christmas season. (FHA chapter activity)
Divide the class into committees each to concentrate on one holiday; plan menus and decorations.
Plan and use simple holiday accents in coods and table decorations for family. (FHA degree project activity)

148

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 11.
Cross, Enjoying Family Living, pp.252-259.

Family food tradition carried out on special occasion and holiday make for closeness and continuity of succeeding generations.
Special occasion meals may bring the family closer together through cooperation in preparation and uther activitie s.

Harris and Withers, Your Foods Book, Ch. 12.
McLean, Meal Planning and Service, Ch. 7.
McDermott, e t. al., Food s for Modern Living, pp. 524-531.
Pollard, Experie nce s With Food s , Ch. 26.
Shank, Fitch, and Chapman, Guide to Modern Meals, Ch. 12.
REFERENCES

Holidays and special occa sions are time s when a family take a special delight in sharing food and hospitality.
Some occasions and holidays, because of tradition, call for certain food s.
Brithdays, anniversarie s, national holidays and other special occa sions offer a variety of idea s for theme s in special entertaining.
The joy and fun of having friends in for special occasions is a satisfying reward if familie s have the knack for entertaining with an easy manner.

Be st Loved Foods of Christmas, Pillsbury

"Holiday Recipes" , Atlanta Gas Light Company

Nancy Carter's Cookbook on Turkey, Colonial Store s

"Holiday Buffets", Martha White Kitchens

Better Home s and Garden Holiday Cookbook, 1959.

Recipe s and Party Plans, LeSueur, Parthenon Press, 1958

149

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food and the Social Proce s s Party Food s -
To become skillful in pre paring party food s .
EVALUATION Plan and prepare a party a s a laboratory project.

Discuss the kind of partie s that you have attended or the kind that are usually given in your community or neighborhood.
List a variety of partie s that are given in your school and community. List the foods served at the parties you have attended.
Discuss what make s food for a party meal different from food for regular meals.
Arrange a s bulletin board or display showing different occasions.
Show and discuss filmstrips: "Party Planning" , "Party Perfect", "Partie s are for Plea sure", "The Gracious Hostess".
Plan suitable refreshments for various types of parties (Halloween, birthday, Valentine, cook-out, etc. )
Add to your recipe collection food s that are suitable for partie s .
Enumerate different ways foods can be prepared ahead of time.
Study to understand which party foods may be frozen until time for use or store.
Invite caterer to demonstrate special technique s in preparing party foods.
Demonstrate preparation of p3rty foods: for example dainty sandwiche s, decorated cookie s and cake s, candie s, ice ring s or mold s, beverage s, dip s
Plan a party menu that requires no last minute preparation.

150

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 11.
Cross, Enjoying Family Living, Ch. 10.

Food for a party meal require s a planning and preparation skill s.
A thorough knowledge of and some skill in preparing each food to be served is essential.

Harris and Withers, Your Foods Book, Ch. 2,12,13.

Preparation of food can be a key to a smoother running of party meal s.

Lewis, et. al., Family Meals and

A successful hostess can master the

Hospitality, Unit VI.

technique s of giving a party without

unrea sonable expenditure s of time, effort,

McLean, Meal Planning and Service, or money.

Ch. 7.

Food help s to make the party.

McDermott, et. al., Food for Modern

Living, Ch. 22.

The preparation of party foods can be

simplified by serving food that can be

Pollard, Experiences With Food, Ch. 26.prepared in advance.

Shank, et. al., Guide to Modern Meal s, The me nu for a party meal should be

Ch. 12.

planned for the occa sion and consider the

gue sts.

REFERENCES

Good Housekeeping Cookbook, Holt

Betty Crocker Cookbook, McGraw-Hill

Better Home s and Gardens Cookbook, pp. 63-142,186-218,302,340.

The Homemakers, Encyclopedia of Modern Cake Decorating, Wilton, Wiltons Wonderful Land of Cake Decorating, Wilton Enterprise s.

Catering, Lange, Ahrens Publishing Co.

151

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Divide class into committees to plan for original invitations, simple decorations, entertainment, and refre shments. Plan, prepare, and serve a party meal at school as a class project. Plan and prepare party foods for various school and community organizations. (FHA chapter activity) Arrange parties for elementary students as part of child care unit, experiment with creative food idea s that appeal to young children. (FHA chapter activity) Plan one or more l-Jarty meal s and prepare and serve at home. (FHA degree project activity)
152

RESOURCES

GENERALIZATIONS

Seventeen Magazine's .1 Party Teaching Guide" , Prepared in co-operation with Colonial Store s
Lefler, Rupp, Chiapperini, Canapes Hors D' Oeuveres and Buffet Dishes, pp. 7, 15,44, 56.
Lake Books Menio Park, Cal. The Sunset Appetizer Book, pp. 5-49, 79-89.
Food for Special Occa sions, Better Home s and Gardens
FILMSTRIPS
"Fun Food Albums" , Armour and Co.
"Party Plans for Pies", Martha Logan Swift and Co.
"All About Garnishes" , Ecko Housewares Company
"Party Planning" , Animated Production
"Come to A Party", Pineapple Growers Association
"Quick Ways to Come Up With Exciting Entrees, Snacks Quick Breads, Salads, and Desserts", Pineapple Growers Association
"The Gracious Hostess", Charles A. Bennett and Company
"Party Perfect", "Parties are for Pleasure", " Partie s" , McGraw-Hill Book Company
"Party Planning", Reynolds Wrap
"Party Themes and Party Recipes", Carnation
153

Title of Unit: CREATNITY IN FOODS

CONCEPTS AND OBJECTNES LEARNING EXPE RIE NCE S

Food and the Social Proce ss
Selection of Table Appointments -
To compare the quality and cost of various kinds of tableware, table coverings, glassware, and dinnerware.
EVALUATION
Arrange a display of the different type s of table covering s, tableware, glassware, and silverware. Evaluate and give the appropriate cost of each.

Define type s of table appointments.
Explain the follOWing type s of dishe s; earthenware, semivitreous ware, bone china, fine china, pIa stic ware.
Discuss tableware as, stainless steel, plated silver, sterling silver, flatware, holloware.
Name the usual pieces of table glassware. Name and explain the different type s of gla ss.
Discuss table linens, table cloths, mats, napkins.
Develop list of de sirable characteristics of each type table appointment and illustrate with picture s or model s .
Assemble and display example s of various table appointments with piece s attached.
Evaluate the assembled examples in accordance with li st of de sirable characteri stic s .
Visit stores that sell various types of table appointments. Compare price and quality.
Invite re source person to discuss table appointments.
Name several different occa sions for a party meal and discuss how each of these influence the selection of table appointments.

154

RESOURCES

GENERALIZATIONS '

TEXTBOOKS
Cl'onan and Atwood, Foods in Homemaking, Ch. 10.
Cross, Enjoying Family Living, Ch, 10.

The term "dinnerware" refers to dishes for table use.
Appropriate table settings often result from creative use of inexpensive pottery, flatware and other accessories.

Harris and Withers, Your Foods Book, pp. 154-162.

One I s choice of silverware is affected by the price s and care involved.

McLean, Meal Planning and Service, Ch, 2.

Gla s sware is available in a wide choice of quality and cost.

Pollard, Experience s With Foods, Ch. 25.
Shank, Fitch, and Chapman, Guide to Modern Meals.
REFERENCES
The Complete Book of Table setting and Flower Arranging, Hill, Greystone Pre ss,

A knowledge of quality and cost ranges of table appointments is necessary for wi se sele ction.
Dinnerware, silverware, and gla s sware need not be expensive to be attractive.
Principle s of de sign should be applied in choosing china, crystal, and silver.

Nile and Strufert, Family Table Service, Ch, 3.

Sprackling, The New Setting Your Table.

FILMSTRIPS

"The Hostess with the Mostest" , Education Department, Oneida Silversmiths.

"The Making of Fine China", Lenox Incorporated

"The Crystal Touch" , Fostoria Glass Company

155

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES Exhibit a collection or picture s of dinnerware. Select good and poor de signs. Formulate a set of rule s to be observed when selecting table appointments. Pre sent an illustrated report on the need to consider relative qualitie s when combining china, silver, glassware, and linen.
156

RESOURCES

GENERALIZATIONS '

"The Sterling Silver Way" I Sterling Silversmiths of America
"All About Silver" I J. A. Wright and
Company
"Table Mode s and Manners" I The Melamine Council
"The Sterling on Your Table" I distributed by Audio Visual Association
"China First" I Syracuse China Corp.
"Creative Decorating With Crystal" I Fostoria Glass Company
"Patterns for Parties" I Towle Silversmiths
FILMS
"Crystal Clear" I Fostoria Gla ss Company

157

Title of Unit: CREATIVITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food and the Social Proce s s Food for Informal Occasions -
To plan and prepare food that will contribute to the social proce s s in informal situations.
EVALUATION Plan, prepare, and serve a party deciding number of gue sts, menu and manner of serving.

List and discuss the types of informal entertaining and foods suitable for each occasion.
Conduct individual studies on different food for informal occa sions .
Make a scrapbook or file containing food idea s for informal occa sions.
Plan menus for informal family and gue st meal s.
Plan and give a "cook it yourself" party.
Plan a menu suitable for buffet service.
Plan, prepare, and serve informal meal sand refreshments for special occasions; evaluate meals.
Plan, prepare and serve refreshments for FHA chapter meetings.
Plan, prepare, and serve food for at least one occasion at home. (FHA degree project activity)

158

: RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking, Ch. 11.
Cross, Enjoying Family Living Ch. 10.
McLean, Meal Planning and Service, pp. 228-233.

The average American family does most of its entertaining in an informal way.
The trend in entertaining and in family meals is toward informality.
Food preparation and meal service provide opportunitie s to employ creativity and self expre s sion.

McDermott, Trilling and Nichola s , Food for Modern Living Ch. 22.
Pollard, Experience s With Food s Ch. 26.
Raine s, Managing Livingtime Part III.
REFERENCES

Informal entertaining has a more relaxed atmosphere and encourages many social proce sse s.
Food for informal occasions should be easy to plan, prepare, and serve.
Informal occa sions permit a wide choice of table appointments.

Good Housekeeping Cookbook, Holt, Reinhart, Winston

Informal party foods may be attractive yet inexpensive.

The Family Book of Home Entertaining. Brobeck, Doubleday and Company pp. 297-372.

There are time s when imprompt entertaining is an ideal way to extend hospitality to friends.

PAMPHLETS
"Picnic Fare for Anywhere", National Dairy Council

Buffet partie s offer a plea sant, informal way to entertain.

"Cook Out Meals", Nancy Carter, Colonial Store s, Atlanta, Georgia.

159

Title of Unit: CREATNITY IN FOODS

CONCEPTS AND OBJECTNES LEARNING EXPERIENCES

Food and the Social Proce s s Host and Hostess Skills -
To identify and develop skill s that make for gracious hostessing.
EVALUATION Answer objective te st over rules for hostessing. Evaluate hoste ssing experience s.

Define the words: host and hostess.
Read about and discuss the qualities of a good host or hostess.
Discuss hostessing skills and techniques needed such a s: planning I greeting I serving I carving.
Review and practice correct rule s of social manners. introductions I conversation tip s I seating gue sts I table manners.
Role play good and poor ho sting.
List suggestions for making guests feel at ease at a party.
Give rules for seating guests at dinner.
Develop a list of ground rules for entertaining; ask your t-Jarents to react to the rules.
Serve as a hostess or an assistant hostess at a party; report what you learned to class.
Plan ways to develop those skills you feel you need in order to be a more successful hostess. (FHA degree project activity)
Have a "party" with different class members serving as host and hoste ss.
Write a descriptive paragraph of a well-managed or a poorly-managed party you have attended.

160

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cronan and Atwood, Foods in Homemaking. Ch. 11.
Cross, Enjoying Family Living, Ch. 10.

The hostess who plans ahead saves last minute rush and confusion.
A good host or hostess makes her guests feel welcome and see s that they have a good time.

Harris and Withers, Your Foods Book, An efficient hostess has mastered the

pp. 21-23, pp. 153-164.

technique of giving party without un-

reasonable expenditure of time, effort,

McLean, Meal Planning and Service, and money.

pp. 204-212.

A hoste ss needs to be relatively free to

McDermott, et. aI., Food for Modern enjoy her guests.

Living. Ch. 9.

Gue sts are more at ea se when a party or

Pollard, Experience with Foods. Ch. 25, meal is well managed.

26.

Skills in hosting are developed through

Shank, et. aI., Guide to Modern Meals. planning and practice.

Ch. 12.

Practice in hoste ssing helps one to gain

REFERENCES

confidence and skill in social situation.

Etiquette-Emily Post, Funks and Wagnalls Company, p. 129

Amy Vanderbilt, Complete Book of Etiquette. Ch. 3.

Seventeen Book of Etiquette, Hawk, David McKay Company

PAMPHLETS

"The Perfect Hoste ss" , Nancy Prentiss, We stmoreland and Sterling

"Etiquette for Young Moderns", Scholastic Book Service s

"Your Entertaining", International Airport

161

Title of Unit: CREATNITY IN FOODS

CONCEPTS AND OBJECTIVES LEARNING EXPERIENCES

Food and the Social Proce ss Food and Interpersonal Relationships -
To determine the effects food has on relationships with people in and outside the family.
EVALUATION Write a summary of the insights gained a s to ways food effects own relationships.

Recall personal experience s in regard to improved relationships when gue sts are invited to a meal.
Observe reactions of people at home, in lunchroom, and at various placed food is served.
Arrange a bulletin board display showing effect food has on other people.
Discuss the influence of atmosphere on the enjoyment of family meal s.
Investigate wyas in which food affects the relationships of people.
Analyze the psychology behind eating together for various reasons such as: business, to honor a person or persons, celebrations.
Discuss how over-eating may cause teenagers to become unpopular.
List suggestions for making meal time a happy time.
Read and discuss how poor nutrition can effect emotional health.
Invite the county nurse to talk on how proper nourishment is related to attitudes, friends, and social and emotional development.
Prepare a skit emphasizing the effect food has with people in and outside the family. (FHA chapter meeting program)
Plan ways for improving your own family's mealtime relationships. (FHA degree project activity)

162

RESOURCES

GENERALIZATIONS '

TEXTBOOKS

Food affects feelings and attitudes.

Cronan, and Atwood, Foods in Homemaking, Ch. 1.
Harris and Withers, Your Foods Book, Ch. I, 11.
McDermott, Trilling and Nichola s, Food for Modern Living, Ch. 9.
Raine s, Managing Livingtime, Ch. 3.
Shank, Fitch, and Chapman, Guide to Modern Meal s, Part III

Food has a special importance in family life because through it families can expre s s affection, ho spitality, and fe stivity.
Eating together develops a friendly atmosphere.
Most people find pleasure in eating in a group.
The serving of food provide s an opportunity for the family and friends to be together.

REFERENCES
Nutrition in Action, 2nd ed. Martin, pp. 10, 21.

Food is a symbol of hospitality and frie ndline s s .
Emotions have a great deal of influence upon what, when, and how we eat.

The role of food as a socializer, as an acid to increased understanding, and as a symbol of hospitality and friendliness justifie s an appropriatene ss use of re sources.

In ca se of poor nutrition, emotional stability may be inferior.

There are facts to prove that well nourished individuals have a much better attitude, therefore, they get along better with people in their family as well as with friends.

163

BOOKS
Allen - Brigg s, Mind Your Manners, 1964, New York: J. B. Lippincott.
Barclay - Champion, Teen Guide to Homemaking, 1967, McGraw-Hill. Brisbane - Riker, The Developing Child, 1965, Peoria, Illinois: CharlesA. Bennett
Company, Inc. Craig and Rush, Homes With Character, 1966, Boston: D. C. Heath. Cronan - Atwood, Food s in Homemaking, Peoria, Illinois: Charle sA. Bennett, 1965.
Cross, Aleene, Enjoying Family Living, 1967, J. B. Lippincott.
Fleming - Benson, Home Nursing Handbook, 1967, McGraw-Hill.
Fitz simmons - White, Management for You, 1964, J. B. Lippincott. Gunn, Table Decorations and Service, 1964, J. B. Lippincott.
Harris - Withers, Your Foods Book, 1966, Boston: D. C. Heath. Hatcher - Andrews, Guide for Today's Home Living, 1966, Boston: D. C. Heath Co. Haupt, Enid A., The Seventeen Book of Etiguette and Entertainment, 1963, New
York, N. Y.: David McKay Company, Inc. McDermott - Nicholas, Homemaking for Teenagers, Book I, 1966, Peoria, Ill:
Charles A. Bennett. McDermott - Nicholas, Homemaking for Teenagers, Book II, 1966, Peoria, Ill:
Charle sA. Bennett. McDermott, Trilling, Nichola s, Food for Modern Living, 1967, Philadelphia:
J. B. Lippincott.
McLean, Beth B., Meal Planning and Service, 1964, Peoria, Ill: CharlesA. Bennett. Mills, Llewellyn, Encyclopedia of Etiguette: A Guide to Good Manners in Today's
World, New York: Crown Publishers, 1967. Nile s, Kathryn and Hildegarde Streufert, Family Table Service for Today' s Living,
Burge ss Publishing Company. Pollard, et. a 1. , Experience s in Homemaking, et. al., Bo ston: Ginn and Company.
164

Pollard, L. Belle, Experience s with Foods, 1964, Ginn and Company. Po st, Emily, Emily Po st' s Book of Etiguette for Young People, 1967, New York, N. Y . :
Funk and Wagnall, Inc. Raine s, Margaret, Managing Livingtime, 1966, Peoria, Ill: Charle sA. Bennett Co. Rhode s - Sample s, Your Life in the Family, 1967, J. B. Lippincott. Riehl, C. Luise, Family Nursing and Child Care, 1966, Peoria, Ill: Charle sA.
Bennett Company, Inc. Shank, Fitch, and Chapman, Guide to Modern Meals, 1964, McGraw-Hill. Sprackling, Helen, The New - Setting Your Table, Barrows Publishing Company,
NASCa. Starr, Catharine M., Management for Better Living, 1968, Boston: D. C. Heath. Vanderbilt, Amy, New Complete Book of Etiguette, 1963, Garden City, New York:
Doubleday c:nd Company, Inc. Wallace - McCullar, Building Your Home Life, 1966, J. B. Lippincott. White, Ruth B. , You and Your Food, 1966, Englewood Cliffs, New Jersey: Prentice-
Hall.
AUDIO - VISUAL ADDRESSES
Alcoa Aluminum Company, Motion Picture Service, 1501 Alcoa Building, Pittsburgh, Pennsylvania, Attn: Adv. Admin. Manager.
American Gas Association, Film Service, 605 Third Avenue, New York, New York. American Home Economics Association, 1600 20th Street, Washington, D. C. American Institute of Banking, 400E. Ontario Street, Chicago, Illinois 60611. American Lamb Council, Department 1-168B, 520 Railway Exchange Building,
909 17th Street, Denver, Colorado, 80202. American Spice Trade Association, 350 Fifth Avenue, New York, N.Y. 10017. Animated Production, New York. Armour and Company, Grocery Products Division, 401 N. Waba sh Ave., Chicago, Ill.
165

Association Films, 347 Madison Avenue, New York, N.Y .. Attn: Robert Bll,cher.
Association Films Company, 600 Madison Avenue, New York.
Atlanta Ga s Light Company, Peachtree Street, Atlanta, Georgia
Audio Visual Association, Box 243, Bronxville, New York.
Audio Visual School Service, 120 Fulton Avenue, Garden City Park, New York 11044.
Ball Brothers Company, Consumer Service Department, Muncie, Ind. 47302.
Charle sA. Bennett Company, Peoria, Illinois.
Better Busine ss Bureau, National Association of Manufacturers, 227 Park Avenue, New York, New York.
Burgess Publishing Company, 426 S. Sixth Street, Minneapolis, Minnesota 55415.
Calhoun Company, 121 Fore st Avenue, N. E. , Atlanta, Georgia 30303.
California and Hawaiian Sugar Refining Corporation, Department 792, 215 Market Street, San Francisco, California 94106.
California Chive Institute, 250 William Avenue, San Francisco, California.
California Raisin Advisory Board, 2240 N. Angus, Fresno, California 93703.
Campbell Soup Company, Home Economics Department, Camden, New Jersey 08101.
Carnation Company, Home Service Department, 5045 Wilshire Boulevard, Los Angeles California 90036.
Cereal Institute, Inc., c/o Film Library, New York State College (,f Home Economics, Roberts Hall, Cornell University, Ithaca, New York 14850.
Co-Ed Forecast, Supplementary Teaching Aids, 904 Sylvan Avenue, Englewood Cliffs, New Jersey 07632.
Colonial Stores, c/o Nancy Carter, Box 4358, Atlanta, Georgia.
Consumer Information Service, 4242 W. 42nd Place, Chicago, Illinois.
Continental Can Company, Inc. c/o As sociation Films Inc., 561 Hillgrove Avenue, LaGrange, Illinois.
Corning Glass vVDrks, c/o Modern Talking Picture Service, 1212 Avenue of the Americas, New York, N. Y. 10036. 166

Coronet Instructional Films, 65 E. S. Water Street, Chicago, Illinois. Crown Publishers, 419 Park Avenue, S., New York, N. Y. 10016 Dow Chemical Company, Consumer Education, Abbott Road, Midland, Michigan
48640. Duncan Hines, Procter and Gamble, Home Economics Department, Cincinnati,
Ohio 45217. E I Dupont De Nemours and Company, Wilmington, Del. 19898. The Enterprise Aluminum Company, Massillon, Ohio 44646. EKCO Houseware s Company, Educational Department, 9234 W. Belmont Avenue,
Franklin Park, Illinois 60131. Equitable Life As surance Society of United State s, Modern Talking Picture Service,
1212 Avenue of the Americas, New York, N. Y. 10036. Evaporated Milk Association, 910 Seventeenth Street, N. W., Washington, D. C.
Family Circle Magazine, 448 Madison Avenue, New York, N.Y. 10022. Favorite Recipes Press, Inc., Montgomery, Alabama 36109. Florida Board of Conservation, Tallaha ssee, Florida Food Wonders of the World, P.O. Box 77 3, Detroit, Michigan 48232. Fostoria Glass Company, Advertising Department, First Street, Moundsville,
We st Virginia. R. T. French Company, Modern Talking Picture Service, 1212 Avenue of the America s,
New York, N. Y. 10036. Funk and Wagnall, Inc., 360 Lexington Avenue, New York, N.Y. 10017. General Electric Co., Consumers Institute,Appliance Park, Louisville, Kentucky. General Federation of Women's Clubs, P. O. Box 4036, Clinton, Iowa. General Foods Corporation, 250 North Street, White Plains, N.Y. 10602 General Mills Incorporated, Audio-Visual Department, 9200 Wayzata Boulevard,
Minneapolis, Minnesota 55440.
167

General Mills, Inc., Betty Crocker, Department 360, 400 Second Avenue L_S. , Minneapoli s, Minne sota 5 5 4 6 0 '
Georgia Department of Education, State Office Building, Atlanta, Georgia 30334. Georgia Department of Public Health, 47 Trinity Avenue, S. W. , Atlanta, Georgia. Georgia Power Company, Peachtree Street, Atlanta, Georgia. Gorham Corporation, 333 Adelaid Avenue, Providence, Rhode Island. Grocery Manufacture of America, Association Films, Inc., 600 Madison Avenue,
New York, New York. H. J. Heinz Company, P. O. Box 57, Pittsburgh, Pennsylvania 15230. Household Finance Corporation, Money Management Institute, Prudential Plaza,
Chicago, Illinois 60601. International Airport, Philadelphia , Pennsylvania 19100. International Film Bureau, Incorporated, 332 S. Michigan Avenue, Chicago, Illinois. Iowa State University, Extension Service, Arne s, Iowa. Kerr field Services, Consumer Products Division, Department 135, Sand Springs,
Oklahoma 74063. Knox Gelatin Laboratories, Johnstown, New York 12095. Kraft Foods, P. O. Box 986, Dayton, Ohio. La Choy Products, Archbold, Ohio. Lenox Incorporated, Educational Department, Trenton, New York 08605. Lever Brothers Company, Consumer Education Department, 390 Park Avenue, New
York, New York 10022. Bernard L. Lewis, Incorporated, 350 Fifth Avenue, New York, New York. Lipton Kitchens, Thomas V. Lipton, Inc., 800 Sylvan Avenue, Englewood Cliffs,
New Jersey 07362. McGraw-Hill Company, 330 W. 42nd Street, New York, New York 10036. McIlhenny Company, Aviary Island, Louisiana 60513.
168

Manufacturing Chemists Association, Inc., 1825 Connecticut Avenue, N. W. , Washington, D. C. 20009.
Swift and Company - Martha Logan, Sterling Movies Inc., 43 West 61 Street, New York, New York 10023.
Martha White Kitchens, Nashville, Tennessee 37203. The Melamine Council, 40 Rector Street, New York, New York 10016. Meredith Publishing Company, 440 Park Avenue South, New York, New York 10016. Merrill - Palmer School, 71 E. Ferry Avenue, Detroit, Michigan. Modern Talking Picture Service, 714 Spring Street, N. W. , Atlanta, Georgia 30308. Money Management Institute, Household Finance Corporation, Prudential Plaza,
Chicago, Illinois 60601. Morton Salt Company, 110 N. Wacker Drive, Chicago, Illinois 60606. Motion Picture Service, U. S. Department of Agriculture, Washington, D. C. 20025. NASCa, Home Economics Supplies, Fort Atkinson, Wisconsin 53538. National Association of Manufacturers, 277 Park Avenue, New York, New York 10017. National Canners Association, 1133 20th Street, N. W., Washington, D. C. 20036. National Dairy Council, III N. Canal Street, Chicago, Illinois 60606. National Live stock and Meat Board, 36 S. Waba sh Avenue, Chicago, Illinois 60603. National Re staurant Association, 1530 N. Lake Shore Drive, Chicago, Ill., 60610. Oneida Silversmiths, Education Department, Oneida, New York 13423. John Oster Manufacturer Company, Milwaukee, Wisconsin 53217. Pan American Coffee Bureau, 120 Wall Street, New York, New York 10005. Paper Cup and Container Institute, 250 Park Avenue, New York, New York 10017 . Pet Milk Company, Home Economics Department, Arcade Building I St. Louis,
Missouri 63066. Pillsbury Company, 608 Second Avenue, S., Minneapolis, Minne sota 55402.
169

Pineapple Growers Association, 215 Market Street, San Francisco, California 94105. -;,,-
Prentiss, We stmoreland, .and Sterling, New Kensington, Pennsylvania.
Procter and Gamble, Home Economics Department, Cincinnati, Ohio 45217. Purdue University, Visual Aid Center, Lafayette, Indiana 47907.
Reynolds Metals Company, 6601 Broad Street, Richmond, Virginia 23230.
Rubber Maid Company, Wooster, Ohio 44691.
Sara Lee Company, P. O. Box 3342, Merchandise Mart, Chicago, Illinois 60654.
Scholastic Book Services, New York, New York.
Sears, Roebuck, and Company, Consumer Education Division, 925 S. Homan Avenue, Chicago, Illinois 60607.
Self-Rising Flour and Corn Meal Program, Inc., 14 E. Jackson Boulevard, Room 1010, Chicago, Illinois 60604.
The Seven Up Company, Marketing Department, P. O. Box 7225, St. Louis, Missouri 63177.
Seventeen, 320 Park Avenue, New York, New York 10022.
State Film Library, Office of Instructional Service s, Georgia Department of Education, State Office Building, Atlanta, Georgia 30334.
Sterling Movies, Inc., 43 West 61 Street, New York, New York 10023.
Sterling Silversmiths of America, 551 5th Avenue, New York, New York 10017. Swift and Company, c/o Sterling Movies, Inc., 43 W. 61st Street, New York, New
York 10023.
Syracuse China Corporation, Syracuse, New York 13201.
3-M Busine s s Products Sale s, Incorporated, 506 PIa ster Avenue, N. E . , Atlanta, Georgia 30324.
3-M Visual Products Company, Box 3344, St. Paul, Minnesota, 55101.
Towle Silversmith, Newburyport, Massachusetts.
University Film Library, Center tor Continuing Education, University of GeDrgia, Athens, Georgia 30601 170

University of Georgia, Agricultural Extension Service, Athens, Georgia 30601. U. S. Department of Agriculture " Motion Picture Servke, Office of Information,
Wa shington, D. C. U. S. Department of Health, Education and Welfare, Washington, D. C. 20402. U. S. Department of Interior, Fish and Wild Life Service, Washington, D. C.
u. S. Government Printing Office, Superintendent of Documents, Wa shington,
D. C. 20402 UpJohn Company, Department 940, 7000 Portage Road, Kalamazoo, Michigan
49001. Wallace Silversmiths, Lancaster, Pennsylvania. World Publishing Company, 2231 W. llOth Street, Cleveland, Ohio 44102. J. A. Wright and Company, Keene, New Hampshire 03431. Young American Films, Inc., E. 412 Street, New York, New York.
171