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So, You Want to be a Chef

High School, Interdisciplinary

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Description of Unit

In this task, students will explore the history of various cuisines and how eating has changed over time in a specific culture. Students will learn to make the five food items that reflect the selected culture for a tasting menu. Students will endeavor to create a tasting menu that features that culture’s food and pays homage to its culinary history. The student will create a culturally appropriate cookbook with historical information and recipes that reflect the selected culture. 

This guide links the So, You Want to Be a Chef unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. So, You Want to Be a Chef is a career and technical education unit that allows students to delve deeper into the culinary arts of a specific culture as a chef. Throughout the unit, students will focus on a culture and learn about its food history and influences. They will create a tasting menu based on the culture. The following document includes the applicable TEKS and the details of the So, You Want to Be a Chef unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

  1. Define and discuss the following terms: chef, cuisine, culture, and food. Have students identify their favorite cuisine, chefs, or food. 
  2. Have students use a graphic organizer to analyze how cuisine can reflect the culture of a people. 
  3. Students will select a culture and research about its cuisine. Students will research the eating habits of that culture and how the habits have changed over time with other influences. Ask students to share their findings and project how they think meals will change over time. What will eating and foods look like 20, 50, or 100 years from now? The teacher will discuss tasting menus. Have students read Lindsay Silberman’s article, “The 10 Commandments of Tasting Menus." Then develop the five components of the class tasting menu. 
  4. The teacher will introduce and discuss vlogging (i.e., video blogging). Discuss with students how they can use the blog to share their knowledge about the culture and cuisine that they have selected. The following resources may be helpful:
    1. 10 Steps to Successful Video Blogging
    2. How to Create a Free Video Blog (or "Vlog")
    3. What is Video Blogging? How to Create Your Own Blog

Phase II. Independent Research

A. Research process 

  1. Selecting a topic. Each student will choose an unfamiliar culture and its food. The student will research that culture’s food history and current food trends. 
  2. Asking guiding questions. Once the student has selected a culture and its cuisine to study, he or she will select three to five guiding questions. Examples include the following: 
    1. What are the popular foods of this culture? 
    2. What are the main ingredients of the dishes served in this country? 
    3. How has this culture’s food changed over time? 
    4. What trends can be identified in the food of this culture? 
    5. Are there any ethical issues surrounding the food choices of this culture? 
    6. How has this study of food impacted your interest in pursuing a culinary arts career?
  3. Designing a research proposal. The student should include numerous components in the research proposal, including the following: 
    1. The culture and food he or she will study
    2. Three to five guiding questions he or she will research
    3. Primary and secondary resources to be used find answers to questions (e.g., experts on that culture and its food, a restaurant or home that serves that cuisine).
    4. The proposed tasting menu and how it reflects the chosen cuisine
  4. Conducting the research. Individually or in small groups, students will choose an unfamiliar culture and its food. The students will research that culture’s food history and current food trends. If possible, the students will visit a home or restaurant that serves that culture’s food and experience the cuisine. The students will create a food blog that shares the experiences of that cuisine. This blog should include, but is not limited to, experiences cooking the food, recipes tried, and experiences tasting the culture’s food at restaurants. 

B. The product 

The student will show what he or she learned with the following products: 

  1. A video blog showing him or her cooking and plating the tasting menu and sharing his or her experiences with researching the culture’s cuisine.
  2. A mini cookbook with cultural tidbits on the culture.
  3. Prepared food items from the tasting menu of the selected culture that use ingredients associated with that culture’s cuisine. 
  4. A written self-reflection analyzing how this study has impacted his or her choice in pursuing a culinary arts career. 


C. Communication 

In a period of no more than 15 minutes, students will present their menus that represent cuisine that is new to them. The audience will consist of foodies, culinary professionals, or other students with similar interests. The audience can taste and critique the dish and menu. 

Students will use a blog to share their study of culture and its cuisine. Students will write about experiences and include pictures and videos. Students will monitor followers. 


D. A completed project consists of: 

  1. Snippets from a video blog that relate their experiences researching the culture’s cuisine. 
  2. A cookbook that incorporates a tasting menu that represents the culture’s cuisine. 
  3. An actual meal from the tasting menu for the panel to sample. 
  4. A written self-reflection on how research impacted their choice of pursuing a culinary arts career.


This unit may address the following TEKS.

110.32, English Language Arts and Reading, English II

110.32(b)(6)
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
110.32(b)(9)
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(9)(A)
summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique;
110.32(b)(9)(B)
distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts;
110.32(b)(9)(C)
make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns;
110.32(b)(9)(D)
synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(13)(A)
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
110.32(b)(13)(B)
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;
110.32(b)(13)(C)
revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
110.32(b)(13)(D)
edit drafts for grammar, mechanics, and spelling;
110.32(b)(13)(E)
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.32(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.32(b)(15)(A)
write an analytical essay of sufficient length that includes:
110.32(b)(15)(A)(i)
effective introductory and concluding paragraphs and a variety of sentence structures;
110.32(b)(15)(A)(ii)
rhetorical devices, and transitions between paragraphs;
110.32(b)(15)(A)(iii)
a thesis or controlling idea;
110.32(b)(15)(A)(iv)
an organizing structure appropriate to purpose, audience, and context;
110.32(b)(15)(A)(v)
relevant evidence and well-chosen details;
110.32(b)(15)(A)(vi)
distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;
110.32(b)(15)(B)
write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:
110.32(b)(15)(B)(i)
organized and accurately conveyed information;
110.32(b)(15)(B)(ii)
reader-friendly formatting techniques;
110.32(b)(15)(B)(iii)
anticipation of readers' questions;
110.32(b)(15)(C)
write an interpretative response to an expository or a literary text (e.g., essay or review) that:
110.32(b)(15)(C)(i)
extends beyond a summary and literal analysis;
110.32(b)(15)(C)(ii)
addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations;
110.32(b)(15)(C)(iii)
analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices;
110.32(b)(15)(D)
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
110.32(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.32(b)(17)(A)
use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
110.32(b)(17)(A)(i)
more complex active and passive tenses and verbals (gerunds, infinitives, participles);
110.32(b)(17)(A)(ii)
restrictive and nonrestrictive relative clauses;
110.32(b)(17)(A)(iii)
reciprocal pronouns (e.g., each other, one another);
110.32(b)(17)(B)
identify and use the subjunctive mood to express doubts, wishes, and possibilities;
110.32(b)(17)(C)
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
110.32(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(18)(A)
use conventions of capitalization;
110.32(b)(18)(B)
use correct punctuation marks including:
110.32(b)(18)(B)(i)
comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
110.32(b)(18)(B)(ii)
quotation marks to indicate sarcasm or irony;
110.32(b)(18)(B)(iii)
dashes to emphasize parenthetical information.
110.32(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.32(b)(20)(B)
formulate a plan for engaging in research on a complex, multi-faceted topic.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(21)(A)
follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;
110.32(b)(21)(B)
organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs);
110.32(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).
110.32(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.32(b)(22)(B)
evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity;
110.32(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.
110.32(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(23)(A)
marshals evidence in support of a clear thesis statement and related claims;
110.32(b)(23)(B)
provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;
110.32(b)(23)(C)
uses graphics and illustrations to help explain concepts where appropriate;
110.32(b)(23)(D)
uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research;
110.32(b)(23)(E)
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.
110.32(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.32(b)(26)
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

113.48, Social Studies Research Methods

113.48(c)(1)
Social studies skills. The student understands the need for an organizing framework to identify an area of interest and collect information.
113.48(c)(1)(A)
select a social studies issue, topic, or area of interest;
113.48(c)(1)(B)
write a rationale and preliminary ideas for research methods;
113.48(c)(1)(C)
develop a literature review;
113.48(c)(1)(D)
develop a thesis.
113.48(c)(2)
Social studies skills. The student applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions.
113.48(c)(2)(A)
understand the basic requirements and philosophical foundations for qualitative and quantitative methods of inquiry, including inductive and deductive reasoning, to determine the most effective research approach from a variety of alternatives;
113.48(c)(2)(B)
select and design a research project, including an examination of the theory and methods applicable to the research topic;
113.48(c)(2)(C)
collect information from a variety of sources (primary, secondary, written, and oral) using techniques such as questionnaires, interviews, and library research;
113.48(c)(2)(D)
use current technology such as library topic catalogues, networks, online information systems, academic journals, primary sources on the Internet, email interviews, and video interviews to collect information about the selected topic;
113.48(c)(2)(E)
use information from sources that take into account multiple perspectives;
113.48(c)(2)(F)
differentiate between primary and secondary sources and use each appropriately to conduct research and construct arguments;
113.48(c)(2)(G)
develop and use criteria for the evaluation of qualitative and/or quantitative information;
113.48(c)(2)(H)
describe the results of the research process;
113.48(c)(2)(I)
generate logical conclusions from research results;
113.48(c)(2)(J)
justify a conclusion with supporting evidence;
113.48(c)(2)(K)
make predictions as to future actions and/or outcomes based on conclusions of research;
113.48(c)(2)(L)
develop a bibliography in a format appropriate to the social sciences such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
113.48(c)(3)
Social studies skills. If doing qualitative research, the student employs the processes of critical social science inquiry to understand an issue, topic, or area of interest using a variety of sources, checking their credibility, validating and weighing evidence for claims, and searching for causality.
113.48(c)(3)(A)
interpret the historiography of the research topic;
113.48(c)(3)(B)
apply key social science concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;
113.48(c)(3)(C)
investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures;
113.48(c)(3)(D)
relate important events, recurring dilemmas, and persistent issues to topic;
113.48(c)(3)(E)
employ empathy, skepticism, and critical judgment to analysis of topic.
113.48(c)(4)
Social studies skills. If doing quantitative research,
113.48(c)(4)(A)
apply the scientific method in a research project;
113.48(c)(4)(B)
create a matrix applying research methodologies that employ survey research, ethnography, primary documents, and statistical analysis to given subject areas;
113.48(c)(4)(C)
determine the most efficient research approach;
113.48(c)(4)(D)
utilize basic statistical approaches and tools in the analysis of aggregate information;
113.48(c)(4)(E)
define and compute statistical information using various statistical approaches such as means testing and correlation, measures of central tendency and distribution, the development of categorical systems, and logical analysis;
113.48(c)(4)(F)
analyze information using a spreadsheet or statistical analysis information software;
113.48(c)(4)(G)
apply the fundamental principles and requirements of validity and reliability as used in the social sciences;
113.48(c)(4)(H)
interpret patterns of behavior reflecting attitudes and values that contribute or pose obstacles to cross-cultural understanding;
113.48(c)(4)(I)
utilize applicable ethical standards in collecting, storing, and using human experimental or survey data.
113.48(c)(5)
Social studies skills. The student creates a written and oral presentation of research and conclusions.
113.48(c)(5)(A)
apply the conventions of usage and mechanics of written English;
113.48(c)(5)(B)
present a thesis and conclusion;
113.48(c)(5)(C)
use appropriate social science terminology;
113.48(c)(5)(D)
justify a conclusion with supporting evidence and address counter arguments as appropriate;
113.48(c)(5)(E)
construct visuals such as statistical compilations, charts, graphs, tables, timelines, and maps to convey appropriate data;
113.48(c)(5)(F)
create a presentation on a selected topic using word-processing, graphics, and multimedia software;
113.48(c)(5)(G)
incorporate and present visual images (photographs, paintings, and other media) to enhance presentation;
113.48(c)(5)(H)
develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
113.48(c)(6)
Social studies skills. The student understands the principles and requirements of the scientific method.
113.48(c)(6)(A)
select a social studies issue, topic, or area of interest;
113.48(c)(6)(B)
select and design a research project, including an examination of the theory and methods applicable to the research topic;
113.48(c)(6)(C)
describe the results of the research process;
113.48(c)(6)(D)
justify a conclusion with supporting evidence and make predictions as to future actions and/or outcomes based on the conclusions of research.

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.
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