Course Language:
English
Course Objectives:
Learn about the evolution of food selection and preparation as well as the first cuisines in the world from prehistoric times to the medieval era.
Course Content:
The processes of selection and transformation of foods, and also the manner in which they are consumed/ served in a domestic/commercial context from the Prehistoric/ Neolithic times until the late Medieval Age in Near East, Europe, and Asia.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Understands the importance of food history in gastronomy | 1,15 | 1,2,3 | A,B,C |
| Realizes that food is not only a necessity for human being but it has a broad “cultural” meaning. | 1,3,6,7 | 1,2,3 | A,B,C |
| Knows the processes of selection and transformation of food since prehistoric and Neolithic times until the emergence of first civilizations in world history | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Knows about the culinary cultures of the first civilizations in Middle East (Sumer, Egypt, and Hittites), Mediterranean (Ancient Greek & Rome) & Asia (Chinese & Indian). | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Recognizes the food cultures in Medieval Islam & Byzantine worlds | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Learns about the origins of some basic food items such as wheat, broad bean, rice, grape, olive, spices and distinguish their diffusion in the world | 1,3,6,7,8,12,15 | 1,2,3 | A,B,C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | What is food history? The contribution of food history to gastronomical studies | |
| 2 | Food in the Prehistoric World | Tannahill, Food in History. p. 1-18 |
| 3 | Neolithic Revolution, the beginnings of agriculture | Tannahill. Food in History, p. 19- 41 |
| 4 | First civilizations in Near East: Food in Sumer, in Ancient Egypt | Tannahill, Food in History, p. 45- 59 |
| 5 | First civilizations in Near East: Jewish Cuisine & Hittites | Uhri, A. “Anadolu’da Hititler ve Hitit Mutfak Kültürü” p. 45- 55 |
| 6 | Early Indian & Chinese Cuisines | Tannahill. Food in History, p. 105- 140 |
| 7 | 1st Midterm | |
| 8 | Classical Greek cuisine History of wheat, rice & maize | Tannahill. Food in History, p. 60- 70 |
| 9 | Imperial Roman cuisine History of wine, olive, coffee, tea and chocolate | Tannahill, Food in History, p. 72-91 |
| 10 | Turkish Cuisine in Central Asia & Anatolian Seljouk Cuisine | Genç, Reşat. “XI. Yüzyılda Türk Mutfağı” Türk Mutfağı sempozyumu Bildirileri, p.57- 69. Köymen. “Selçuklular Zamanında Beslenme Sistemi” Türk Mutfağı Sempozyumu Bildirileri, p. 35-47 |
| 11 | 2nd Midterm | |
| 12 | Medieval Arab Cuisine History Of Spices | Tannahill. Food in History, p.142- 151. Rodin, C. “Introduction” A new Book of Middle Eastern Food, London: 1986, p. 2457 |
| 13 | Byzantine Cuisine | Kislinger, E. “Christians of the East and Realities of the Byzantine Diet” in A Culinary History Food, Columbia Univ. Press:1999 |
| 14 | Medieval European Cuisine | Tannahill. p. 155- 195.Laurioux, B. “Medieval Cooking” in A Culinary History Food, p. 296- 301 |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Tannahill, Reay. Food in History, Crown Trade Paperbacks, New York 1989. |
| Additional Resources | Toussaint-Samat, Maguelonne. History of Food, Blackwell Pub. 1997. Kislinger, Ewald. “Christians of the East and Realities of the Byzantine Diet” in A Culinary History Food, ed. Flandrin, J. L. Montanari, M. Columbia Univ. Press:1999, p. 194- 207 Genç, Reşat. “XI. Yüzyilda Türk Mutfağı” Türk Mutfağı sempozyumu Bildirileri, p. p.57- 69. köymen.
M. A. “Selçuklular Zamanında Beslenme Sistemi” Türk Mutfağı Sempozyumu Bildirileri, p. 35-47. Rodin, Claudia. “Introduction” A new Book of Middle Eastern Food, London: Penguin books, 1986, p. 24- 57 Andrew Dalby. Tastes of Byzantium: The Cuisine of a Legendary Empire, [I.B. Tauris:New York] 2003. (Translated in Turkish. Bizansın Damak Tadı, Kitapyayınevi) Lilia Zaouali. Medieval Cuisine of the Islamic World: A Concise History with 174 Recipes (California Studies in Food and Culture), University of California Press; 1 edition (September 14, 2009) Kitabü't - Tabih: Abbasi Bağdatından Yemekler Tatlılar Çeşniler, Çeviren : Nazlı Pişkin, 2009: Kitapyayınevi. Bilgin, A. and Ö. Samancı, eds. 2008. Turkish Cuisine. Ankara: The Turkish Ministry of Culture and Tourism. |
Material Sharing
| MATERIAL SHARING | |
| Documents | DVD: Guns, Germs and Steel, Jared Diamond, National Geographic. First cookbooks & recipes |
| Assignments | Presentation about the history of a food item or a beverage |
| Exams | 2 midterms 1 final |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Midterm | 1 | 30 |
| Quiz | 2 | 10 |
| Project & Presentation | 1 | 20 |
| Final | 1 | 40 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | X | ||||
| 2 | Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food. | |||||
| 3 | Students have comprehensive information about food related concepts, techniques, and new product information. They have the ability to conduct research and develop ideas on these issues. | X | ||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | |||||
| 5 | Students know and apply the international standards of food hygiene and safety. | |||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the field of gastronomy. They can take part in development of innovations in this context. | X | ||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | X | ||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use these information in menu planning, food production, etc. | X | ||||
| 9 | Students can develop a new food product, standardize it and execute the registration process in a scientific context. | |||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | |||||
| 11 | Students know the basic concepts, theories and principles about business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. | |||||
| 12 | They can engage in independent studies and team work. They can communicate effectively through verbal and in written communication, and they develop good presentation skills. | X | ||||
| 13 | Students understand the effects of food on human health and society, and in this context they follow the press and media organizations and contribute to them. | |||||
| 14 | Students understand and manage food-related events. | |||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | X | ||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | X | ||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | X | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity | Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 14x Total course hours) | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 6 | 84 |
| Mid-terms | 2 | 3 | 6 |
| Quizzes | |||
| Assignemnts | 1 | 30 | 30 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 165 | ||
| Total Work Load / 30 (hours) | 5,5 | ||
| ECTS Credit of the Course | 7 | ||