Food, Culture and Multiculturalism
Short Description
This session will explore the importance of multiculturalism through food. Students will explore the difference between facts and opinions through statements about food. This will lead to a video followed by a discussion on food around the world. The class then will try to identify where their favourite foods come from and the class will come up with a definition of multiculturalism.
Estimated Activity Duration: 40 minutes
Recommended Ages: 8-14
Aims of Workshop
- To become interested in and be open to new experiences involving different cultures.
- To explore the wide range of eating customs around the world.
- To become aware that our diet is international.
- To think about the different contributions of different cultures in our lives.
- To think about and understand why a Multicultural society is important.
Competences and Knowledge required
Materials Needed
- Paper or Online Sharing Tool
- World Map (online or paper)
- Projector or Screen
Learning Outcomes
- Social Studies (Year 9 General): Maltese Cultural Heritage
- I can explain what a multi-cultural society is and analyse how the Maltese culture is gradually becoming more multicultural.
- Studies (Year 9 Option): Cultures and Identities
- I can explain the advantages of cultural diversity in different environments.
- Social Studies (Year 10 General): The Maltese Lifestyle
- I can demonstrate what a multicultural society is by giving practical examples from everyday life.
- Home Economics (Level 8) – Food, Nutrition and Health
- I can give examples of foods from other cultures
- European Studies (Year 10) – Demographic and Social Realities – Migratory Effects and Ethnic Diversity
- I can explain and discuss the new challenges of a multicultural society.
- Ethics (Level 8) – Collaborating with others in the construction of a shared and mutually enriching vision of life
- I can evaluate the advantages and disadvantages of living in a multicultural society.
- I can outline how a variety of cultures share similarities but are also different from each other in various ways.
- Cross-curricular themes
- Education for Diversity
Outlines of the session, including detailed description of the activities carried out
True-False/Agree-Disagree (7 min.):
The educator starts the session with a simple line-up game (can use ‘Template for Line Up Game’ spreadsheet on drive). Half of the questions are global consumption facts where the students have to try to guess if the statement is true or false. The second part will be about the student’s consumption. Students should either move to one side of the room or the other IF there is enough space to allow for social distance or they can simply raise their hands if they agree/think it’s a yes. Examples of statements:
True-False
- Coffee is drunk more than tea around the world (False)
- Most of the farms around the world are farms worked by families (True)
- Only men work as farmers around the world (False)
- Pastizzi are popular in Malta (True)
- There are no Asian Food restaurants in Malta (False)
The educator should make it a point to point out that students don’t only have knowledge about facts but also their own opinions and likes/dislikes. More statements are read, this time the students have to answer yes or no.
Note: if done online, polls can be used or a shared google spreadsheet with a table with the names of the students where they can note down true/false, yes/no. An example of this sheet is in drive.
Example statements:
- I like pastizzi
- I eat bread everyday
- I like hot chocolate
- I like cooking
- I like to try new foods
Time should be taken to explain some concepts that students are curious about.
Food Around the World (10 min.):
The educator will then ask the students what they usually eat for breakfast. The answers would be noted down on a whiteboard, a google doc that is shared, a word cloud (see links) or other methods that the educator deems suitable. The educator then asks if they think people from different countries eat the same as them.
The video ‘What the World Eat for Breakfast?’ or a similar video is watched. Please note that the video is very stereotypical and may not be true for everyone. Should students from the countries mentioned by present, ask them if this is true, if not for them, for some other people.
A discussion should follow. Here are some questions which you can use:
- Were you surprised by any of the breakfasts?
- Have you been to any of these countries? Have you had any of those breakfasts?
- Which breakfast would you like to try?
- Do you think everyone in a country eats the same breakfast?
- Are there any similarities? (eg. Food type – grains)
Food and Multiculturalism (23 min.):
The educator asks the students now to consider what their favourite food is.
The students share what their favourite food is and together, using a map (projected, shared or chart – one world map is on drive) the class tries to identify where that food comes from (not ingredients. However, it is important to point out that many ingredients would come from different countries although traditional recipes would usually use local ingredients).
The educator then asks the students if having the option of eating food from more countries is something they would like. This option, if present in a society, is called Multiculturalism (simplified explanation).
The educator asks the students if they know what ‘Multiculturalism’ means and they should try to explain it.
Note: For younger students, the word can be further broken into ‘Multi’ and ‘Culture’. For Multi, other example words can be used as examples such as multicolour, multivitamin, multiple and for culture, what makes up culture can be asked and noted down.
After some students share their understanding of the word, the educator explains that it means ‘a society (a place where humans live together as a group) where many different cultures live together.
If the explanation of Culture had not been already done previously, the educator should explain that culture does not mean just food but also other things. Students should be solicited to give examples eg. Clothes, values, languages, manners etc.
Finally, the educator asks the students why they think Multiculturalism is important. Answers are noted down.
Acknowledgement
This activity is slightly based on ‘Food For Thoughts A tool to include Global Citizenship Education in day-to-day teaching’ by Kopin Malta, done as part of the Eathink2015 project with the financial support of the European Union, Voices Foundation and the parliamentary secretary for youth, sport and voluntary organisations.
