21St Century Instructional Guide for Career Technical Education s11
21st Century Instructional Guide for Career Technical Education
Human Services, Development, and Relationships
Human Services
Family and Consumer Sciences
Title: / Human Services, Development, and Relationships (0928)Standard Number:
HS.S.HSDR.1 / Leadership, Citizenship and Teamwork Skills
Students will demonstrate leadership, citizenship and teamwork skills required for success in the family, workplace and global community.
Essential Questions: / What do 21st Century skills mean in the context of individual skills and abilities?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.1.1 / assess factors involved in successful leadership skills, citizenship traits and teamwork traits. / Determine what skills and traits are developed in the family that impact citizenship and teamwork. Have students create a brainstorm list of good leadership traits and skills. Discuss reasons why we need good leaders.
HS.O.HSDR.1.2 / apply leadership, citizenship and teamwork skills as an integral part of classroom activities. / Develop a family related project that utilizes the abilities and skills of all class members. Have students set-up a student organization board of directors, elect class officers, select standing committees, and learn about parliamentary procedure.
Standard Number:
HS.S.HSDR.2 / Principles of Human Development and Family Wellness
Students will analyze principles of human development and family wellness throughout the life cycle.
Essential Questions: / How do I know how to prepare for what life holds?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.2.1 / examine physical, emotional, social, intellectual, moral, and cultural development and wellness throughout the individual and family life cycles. / Develop a timeline for a family. Do this for several families with different lifestyles to depict similarities and differences (childbearing versus adoption, childrearing versus no children, both spouses working versus one at home, caring for elders, etc)
HS.O.HSDR.2.2 / examine interrelationships among physical, emotional, social, and intellectual aspects of human development and family wellness. / Examine the impact of possible life occurrences on a family (education, losing income, death of a family member, changing careers, long term illness, substance abuse). To introduce this, the Aytiti, Game of Life depicts the struggles of a family in Haiti to achieve a stable, productive life.
The game shows the interdependence of education, stability, and health in achieving a secure and comfortable life.
http://www.unicef.org/voy/explore/rights/explore_3142.html The game is a free download with lesson plans available.
Standard Number:
HS.S.HSDR.3 / Influencing Development and Wellness
Students will analyze conditions that influence human development and family wellness throughout the life cycle.
Essential Questions: / How can I be healthy throughout life?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.3.1 / investigate the impact of heredity and environment on human growth, development, and wellness. / Show pictures of several diverse families one at a time. Have students take notes on whatever comes to their minds about the pictures. Divide the class into families for this unit. Have them write a family history.
Use the lesson plan at http://www.uen.org/Lessonplan/preview.cgi?LPid=4340 to examine family interdependence.
Discuss the relationship between food and families. Consider availability, cost, value, health, etc. Have teams of students explore globalization by researching the issues surrounding one of several issues involving food, and then present their findings. http://www.microsoft.com/education/globaltable.mspx#EJC
HS.O.HSDR.3.2 / analyze governmental, economic, technological, and geographic impacts on human growth, development, and wellness throughout the life cycle.
HS.O.HSDR.3.3 / examine physical, psychological, social, and cultural influences on human growth, development, and wellness.
HS.O.HSDR.3.4 / examine the effects of life events on physical and emotional development.
HS.O.HSDR.3.5 / assess the impact of fads, addictions, disorders, and other disadvantaging conditions on human development and family wellness. / Create a graphic organizer describing 3-5 current diets on the market. Have students include information on calories, foods included, and possible side effects. Break class into teams and give each group a different topic to research and present (power point, poster, pamphlet, etc…). Topics will include obesity, anorexia, bulimia, food addictions, and could even include food allergies. Have class discussions following each presentation focusing attention on the impact of such issues on the family.
Standard Number:
HS.O.HSDR.4.2 / Impact of the Family System
Students will analyze the impact of family as a system on individuals and society.
Essential Questions: / What influences changes in the family?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.4.1 / assess biological, emotional, legal, and ethical factors related to preparing for parenthood and carrying out parenting roles throughout the life cycle. / Have students develop a graphic organizer that shows the factors that impact preparation for parenting. Use the 0903 Parenting and Strong Families instructional guide for other help.
HS.O.HSDR.4.2 / examine roles, responsibilities, and functions of families and family members throughout the life cycle. / Make a chart of roles in a family. Under each heading, list the responsibilities of the role that individual.
HS.O.HSDR.4.3 / examine family as the basic unit of society. / Discuss the role of family in society.
http://www.cyfernet.org/
Use the UEN lesson plan on “Strengthening Families” found at
http://www.uen.org/Lessonplan/preview.cgi?LPid=4999
HS.O.HSDR.4.4 / examine global influences on today's families. / http://www.educationalsimulations.com/
http://www.gamesforchange.org/
Use a game simulation to examine the family in diverse cultures and situations.
HS.O.HSDR.4.5 / examine the role of family in teaching culture and traditions throughout the life cycle. / Have students research various traditions within their own family. A starting place may be to have students write an essay on a memory related to food or holidays.
HS.O.HSDR.4.6 / examine the role of family in developing independence, interdependence, and commitment of family members. / Develop a list of typical situations and occurrences for families. Have students develop responses to these. Lead students in reflection on the financial, emotional, and physical impact for family members as a result of these situations. Role play these.
HS.O.HSDR.4.7 / determine the impact on families of change and transitions over the life course.
Standard Number:
HS.S.HSDR.5 / Diversity of Individuals and Families
Students will demonstrate appreciation for diverse perspectives, needs, and characteristics of individuals and families.
Essential Questions: / How do the lives of others relate to my own life?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.5.1 / demonstrate awareness of multiple diversities and their impact on individuals and families. / Each of these sites is home to a substantial number of lessons and projects that promote tolerance and cultural diversity. Review and select accordingly to address the needs of the students in this course.
http://www.diversitycouncil.org/hsActivities.shtml
http://www.tolerance.org/teach/activities/index.jsp
http://www.imdiversity.com/
HS.O.HSDR.5.2 / examine the impact of cultural diversity and global interaction on individuals and families.
HS.O.HSDR.5.3 / examine the impact of empathy for diversity on individuals in family, work, and community settings.
HS.O.HSDR.5.4 / demonstrates respect for multiple diversities with sensitivity to anti-bias and equity in gender, age, race, culture, ethnicity, socio-economic status, and exceptionalities.
Standard Number:
HS.S.HSDR.6 / Strategies for Promoting Human Development and Family Wellness
Students will determine strategies that promote human development and family wellness throughout the life cycle.
Essential Questions: / What strategies promote optimal human wellness throughout the life cycle?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.6.1 / locate products and information related to nutrition and wellness. / Bring in a guest speaker to discuss the farm to table initiative. Have students develop questions about eating closer to home and the problems with eating food out of season. Have students look for current food sanitation issues (i.e. peanut butter) and discuss how food distribution may contribute to these problems.
HS.O.HSDR.6.2 / examine issues and options related to child care and elder care. / Have students research current issues that impact child care and elder care in your area.
HS.O.HSDR.6.3 / demonstrate communication skills that contribute to individual and family wellness. / Put active listening into practice by having students interview a person in the class they do not know well and switch roles and then introduce each other to the class.
Explore the seven challenging skills for a lifetime of better communication in work, family, friendship and community. Explore the following site and create appropriate guide for you to utilize.
http://www.newconversations.net/sevenchallenges.pdf
Roll out a large sheet of paper and have students list all components of healthy relationships continue to expand and specify list/discuss.
HS.O.HSDR.6.4 / demonstrate techniques for prevention and management of illness and disease. / Complete a WELLNESS QUESTIONNAIRE and set personal goals to improve nutritional needs, a physical fitness routine and create ways to keep your spirits uplifted; that will improve your overall wellness. Journal results and set specific attainable goals with your teacher as your accountability partner. Weekly to monthly progress reports.
See sample of student wellness evaluation
HS.O.HSDR.6.5 / implement plans for individual and family safety and for emergency response. / Develop a plan for emergencies (firs, shelter in place, etc.). Include necessary resources, call numbers, safe locations. Have students develop a response to a case study that reflects an emergency (ex: one day an elder has a dangerous fall. Students pair up and then they will be assigned a case study to figure out to present in front of the class.
HS.O.HSDR.6.6 / utilize family and community resources to meet individual and family nutrition, health, and wellness needs throughout the life cycle. / Have students organize a directory of resources families could rely upon to meet needs of family members from infancy to elders.
HS.O.HSDR.6.7 / construct a safe and healthy environment for individuals, families, and communities. / Have students develop a “Safe Family, Safe Home” presentation. After presenting in class, encourage students to present to community groups or younger students.
Utilize the Intel Thinking Tools:Visual Ranking at
http://educate.intel.com/en/ThinkingTools/VisualRanking/ProjectExamples/UnitPlans/ . The plan for National Energy Plan: How can we make a difference? has students assume the role of a senator serving on an energy subcommittee and develop a national energy plan that provides for the future economic and environmental welfare of our country. Using the Visual Ranking Tool students evaluate and rank several energy proposals before reaching consensus on a viable energy plan.
Standard Number:
HS.S.HSDR.7 / Career Paths in Family and Human Services
Students will analyze career paths within family and human services.
Essential Questions: / What career choices are related to family and human services?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.HSDR.7.1 / examine opportunities for employment and entrepreneurial endeavors related to family and community services. / http://www.careergames.com/ or
http://www.khake.com/page94.html
Complete online and paper applications. Explore careers in design using the Occupational Outlook Handbook; take aptitude/interest surveys. Hold mock interviews and critique students’ performance; conduct a career fair with students participating in interviews with local industry. Participate in FCCLA competitive events.
Complete an application; write a cover letter, resume, follow-up letter, and a letter of resignation l; provide documentation of design projects, work experience and community service. This should be kept as an electronic portfolio.
Have students examine the option of becoming an entrepreneur http://www.eduplace.com/activity/entre.html
1. Have students offer ideas on how they would go about starting a new business that would support families and community services. Suggest that one step might be consulting people who have successfully set up new businesses.
2. Tell students they are going to work in teams to develop ideas for a new business and present it to a panel of business people. Develop, with student input, a list of local people who have started their own businesses. Appoint a committee of letter writers to develop a form letter inviting at least three such people to participate in the panel.
3. Have each team brainstorm ideas for a new business. To help them develop their ideas, they can use the Business Plan Form, which is based on the five W's and an H. Find form at http://www.eduplace.com/activity/pdf/entre1.pdf
4. Have each team present its idea. Let the class vote to narrow down the final number to three. You might present these plans in advance to the panelists. Or choose a spokesperson from each group to make the presentation to the panel.
5. In preparing for the panel, have students draw up general questions about entrepreneurship. These might include asking panelists how they started their businesses, where they got the ideas, what difficulties they encountered, and what general advice they would offer new business people.
6. Have a recorder or recorders take notes on the ensuing discussion. Later, students can use these notes to summarize what they learned about setting up and developing a new business.
HS.O.HSDR.7.2 / determine the roles and functions of individuals engaged in family and community service careers. / Have students examine the information provided by the states’ career clusters at
http://www.careerclusters.org/clusters/16cc.php?cluster=hum. Available on line or to print.
Have students identify a specific career and investigate education requirements and career opportunities. Present findings in a written summary.
HS.O.HSDR.7.3 / summarize education and training requirements and opportunities for career paths in family and community services.
HS.O.HSDR.7.4 / summarize factors that contribute to collaborative relationships between family members and human services professionals. / The teacher examines the site http://www.childwelfare.gov/famcentered/services/relationship.cfm to identify areas of concern for family services. These may relate to family violence, adoption, and foster care among others. Once identified, have students use the Intel Thinking Tools: Seeing Reason to develop a graphic that depicts the relationships between collaborators who support the families.
http://www.intel.com/education/tools/index.htm
Have students summarize their findings.
HS.O.HSDR.7.5 / outline conditions affecting individuals and families with a variety of disadvantaging conditions. / Use the findings determined in HS.O.HSDR. 7.3 -7.4 and gather further evidence that outlines conditions of disadvantaged families. Determine if a directory exists for your area. If not, develop a directory of resources that would be a tool for such families in your area. Provide the directory to community groups. If existent, ask if the directory needs updating and provide assistance.