Report Resumes

REPORT RESUMES

ED 019 393 VT 000 348 A GUIDE FOR TEACHING PERSONAL AND FAMILY RELATIONSHIPS, A B OOK OF TEACHING PLANS. B Y- PIERETTI, GENEVIEVE NEVEDA STATE DEPT. OF EDUCATION, CARSON CITY PUB DATE JUL 63 EDRS PRICE MF -$0.75 HC -$5.96 147P.

DESCRIPTORS- *TEACHING GUIDES, *HOMEMAKING EDUCATION, *FAMILY RELATIONSHIP, *PERSONAL RELATIONSHIP, HIGH SCHOOLS,

UNIT PLANS AND TEACHING SUGGESTIONS IN THIS GUIDE ARE FOR USE BY JUNIOR AND SENIOR HIGH SCHOOL HOMEMAKING TEACHERS IN PLANNING LESSONS ON FAMILY RELATIONSHIPS FOR GRADES 8 -12. THE MATERIAL WAS DEVELOPED BY HOME ECONOMICS TEACHERS IN A 2 -WEEK COURSE AT THE UNIVERSITY OF NEVADA. THE UNITS ARE...... (1) INCREASING UNDERSTANDING OF SELF, FAMILY, AND FRIENDS (EIGHTH .GRADE),(2) GROWING TOWARD MATURITY (NINTH GRACE), (3) FAMILY FUNCTIONS IN A DEMOCRACY (10TH GRADE), AND (4) LOOKING INTO THE FUTURE, UNDERSTANDING YOURSELF AND WHAT YOU BRING TO MARRIAGE, FAMILIES IN OTHER CULTURES, LOOKING TOWARDS MARRIAGE, SUCCESSFUL MARRIAGE, AND THE FAMILY IN THE COMMUNITY (11TH AND 12TH GRADES). EACH UNIT INCLUDES DESIRED OUTCOMES, A READING BIBLIOGRAPHY, AND TEACHING PLANS BASED ON GENERALIZATIONS AND CONCEPTS. MATERIAL FOR EACH GENERALIZATION CONTAINS DESIRED OUTCOMES, REFERENCES, AND LEARNING EXPERIENCES CLASSIFIED ACCORDING TO KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS, SYNTHESIS, AND EVALUATION. ALSO INCLUDED ARE (1) A LIST OF DESIRED OUTCOMES,. BY GRADE LEVELS AND UNIT TITLES, (2) CONFERENCE WORK MATERIALS ON FAMILY RELATIONSHIPS, LIVING IN A FAMILY, FAMILY- COMMUNITY INTERACTION, AND VALUES, AND (3) A CHART ILLUSTRATING THE LEVELS OF THINKING. FOUR 11TH AND 12TH GRADE UNITS AVAILABLE IN OTHER NEVADA HOME ECONOMICS CURRICULUM GUIDES ARE LISTED. (BS)

.. 44, ',"4.,,-9`'`k.""=',..^^6^ -14-111 - , .A1A,Ac-AA +4, 021MMIIIMMIt esi=2121112 "ft-ft 429 czelsvccm.1.1 A =ncomm=111 0 c.8111./111Mis 12181111M. CSM11111.1 C.1 OMB

2 c2111M111121112210 0110.9EME=1 ..681.13169.111.11 cot a:0

4- - er I U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION

POSITION OR POLICY.

A GUIDE FORTEACHING PER SONAL AND FAMILYRELATIONSHIPS

A BOOK OF TEACHING PLANS

Prepared by: Mrs. Genevieve Pieretti State Director Home Economics Education

Byron F. Stet ler John W. Bunten Superintendent of Assistant Superintendent Public Instruction Vocational, Technical and Adult Education

CARSON CITY, NEVADA

JULY, 1963 1.EMORANDUM, S TO: The ERIC Clearinghouse onVocational andItechnical Education The Ohio State University 980 Kinnear Road Columbus, Ohio43212 fate Livisionof Vocational Ed. FROM: (Person) Genevieve rieretti (Agency) :,:evada

(Address) Fie_)ed 2-:smorialt,uilrlinka22=n21Lajevada .9701

DATE: e 196e le%clling Personal andFamily RE: (Author, Title, Publisher, Date) A Guide for

Relationshipsprepared by Mrs.Genevieve Pieretti,July, 1963

34..lementary Information on InstructionalMaterial

Provide information below which is notincluded in the publication. Mark N/A in each blank for which information available or not applicable.Mark P when information is included in the publication. See reverse side forfurther instructions.

(1) Source of Available Copies: None available Agency Address Limitation on Available Copies Price/Unit l; (quantity prices)

(2) Means Used to Develop Material: Teachers participating inH. E. 400. Development GroupHome Econothics Level of Grolo.aradaatiajadaftwundemraduates Dr. Method of Design, Testing, and Trialjnstructor of course:Arleen utto

(3) Utilization of Material: Appropriate School Setting Junior and Senior HighSchools Type of Program linmaEnnnwins Occupational Focus Geographic Adaptabili Uses of Material Users of Material

(4) Requirements for Using Material:

Teacher Competency - . conomics teacher Student Selection Criteria

T 11e Al otmen

Supplemental Media-- :1 x ) (Check Which) 1:);:t1:

DescribeFilms filmstri ae-tions in wide. DO NOT FILMTHIS PAGE Instructions

t3 of providinginformation on The form on the reversesidl is for the purpose Clearinghouse onVocational and Technical curriculum material submittedto the ERIC microfiche with thepublication The form, as submitted,will appear on Education. Instructions forproviding infor- and the ERIC Resume; thus,typing is necessary. Please provide asmuch information as mation on the form areexplained below. possible. in the memorandumheading. The person, agency and addressshould be provided being submittedshould also begiven. A bibliographiccitation for the material ordered should be of the source wherematerials may be (1) The name and address Limitations on the included, regardless ofauthorship of thematerial. well as the price perunit and availability of copies shouldbe listed, as orders for thismaterial, quantity prices. Tf source does notwish to service please mark ERIC OU.y inthe space designatedfor Agency.

(2) Means used to developmaterial should include: principally responsiblefor the Development Group the individual or group authorship; developirantcommittee material's development. (e.g., individual teacher educators;R & Dproject) of teachers, supervisors, (e.g., of the group whichdeveloped the material. Level of Group -- level individuals, list they local, state, regional,national)In the case of titles. used in designing,testing, and Method of Design, Testing,and Trial -- methods to its finalpublication, (e.g., designed by trying the material prior results of indus- and teachereducators from the subject matter specialists tested in tenschools: try survey, tested on a small group,refined, and pilot

include: (3)Utilization information should tl for which thematerial was Appropriate School Setting --the type of school technical institute, areavocational designed. (e.g., community college, high school) program forwhich the material Type of Program -- thenature of the educational retraining) was designed. (e.g., high school class,rehabilitation, which the materialis directed, Occupational Focus -- theoccupational focus to whether a specific job or anoccupational cluster. related to geo- Geographic Adaptability -.the limitations ofthe material States, WtsternUnited graphical regions. (e.g., Southeastern United States, Minnesota, etc.) material was designed. Uses of Material --the specific usesfor which the (e.g., course planning, lessonplanning, studentreading) designed. e 2 Users of Material --the person for whomthe material was teacher, student)

(4) litquirement information should include: specialization, level oftraining Teacher Competency --the subject matter order to use thematerial. and experience requiredof the teacher in grade level, aptitude, pre- Student SelectionCriteria -- the age, sex, requisite training, andemployment goals ofthe students. for use of thematerial in Time Allotment -- theamount of time required total clock hours. or desirable,which is Supplemental Media --the media, either necessary including available for use withthe material. Please list the source, name andaddress, where thematerial may be obtained. unique information on a separatesheet.This might include (5) Please list other the form. aspects of the materialnot provided forin other categories on 1

INTRODUCTION AND ACKNOWLEDGEMENTS

A GUIDE FOR TEACHING PERSONAL AND FAMILY RELATIONSHIPS is a publication for junior and senior high teachers of homemaking to use as they plan lessons on family relationships at different grade levels of instruction.

Basic to curriculum guides are objectives, subject matter content tobe learned, methods of teaching and learning, and methods of evaluating the learning that has taken place.

Keep in mind as you use this guide that the objectives arestated as Desired Outcomes listed in the publication, ACCEPTED BELIEFS & RECOMMENDED PROGRAMS & PROCEDURES FOR HOME ECONOMICS EDUCATION IN NEVADA,Division of Vocational and Adult Education, Home Economics Education,October 1962. These desired outcomes are proposed changes in the behavior of thestudent.

The subject matter content in family relationships is the knowledge which may help the student reach the desired outcome.Generalizations, facts and principles represent the subject matter of this guide.

Methods of teaching and learning and methods of evaluating the learning are described in Learning Experiences. The learning experiences are designed on six cognitive levels of performance: knowledge, comprehension, application, analysis, synthesis and evaluation. The chart page 11, explains briefly these cognitive levels.. For greater understanding read, Bloom, Benjamin S. Taxonomy of Educational Objectives. New York: Longmans, Green & Company, Revised Edition, 1956.

Home Economics teachers developed this guide on the areaof family relationships for use by teachers of homemaking. Based on previous work- shops and conferences, a two week course was set up during June of1963 to study the family and course organization forteaching family life education. The following teachers and teacher educators participated in the course, H. Ec. 400 - Special Problems in Family Relations, atthe University of Nevada and prepared this material.

Teachers:

Mary Brown Eddie McCay Marie Carano Barbara Nolte Doris Dulgar Elizabeth Ann Parkhurst Shirley Erickson Joanna Pritchard Alice Gaston Leona Rawlins Marian Hanchett Eileen Short Aldene King Marion Woods Eleanor Lemaire

Consultants: Mrs. Genevieve Pieretti and Dr. Patricia Tripple

Instructor: Dr. Arleen Otto, Department of Home and Family Life, Teachers College, Columbia University, New York 2 Sir

TABLE OF CONTENTS Pages Introduction and Acknowledgements 1

Table of Contents 2

How To Use This Guide 3

Scope and Sequence of DesiredOutcomes 5

Family Relationships Conceptsand Generalizations 9

Teaching Aimed at the CognitiveLevels of Bloom's Taxonomy of Educational Ob'ectives 13

Teaching Units:

Eighth Grade - INCREASING UNDERSTANDINGOF SELF, FAMILY AND FRIENDS 14

Ninth Grade- GROWINGTOWARD MATURITY .24

Tenth Grade - FAMILYFUNCTIONS IN A DEMOCRACY 44

Eleventh and Twelfth Grade -(ten units)

Unit I LOOKING INTO THE FUTURE 63

Unit II UNDERSTANDING YOURSELF AND WHAT YOU BRING TO MARRIAGE 74

Unit III FAMILIES IN OTHER CULTURES (To be added when published) 105

Unit IV LOOKING TOWARDS MARRIAGE 109

Unit V SUCCESSFUL MARRIAGE 125

Unit VI PREPARATION FOR FARENTHOOD (See Child Care and Guidance*) *

* Unit VII FAMILY FINANCE (See Management*)

Unit VIIITHE FAMILY IN THE COMMUNITY 133 * Unit IX HOUSING THE FAMILY (SeeHousing*)

Unit X FAMILY CLOTHING (See Clothing*)

Units in the eleventh and twelfthgrade related to Personal and Family Relationships and published inother State of Nevada Home Economics Curriculum guides for teachers.

1/44 t,-.; 3

HOW TO USE THIS GUIDE

of a series This curriculum guide onfamily life education is composed of teaching plans on relatedlearnings. This plans bring the learner to the point where he cangeneralize about family life in oursociety and families in other cultures.

teachers The teacher 21All organizationwas.chosen so that home economics could easily see how a sequenceof learning experiencesbased on different levels of thinking andselected background knowledgeabout the family can be woven into aunit of instruction for juniorand senior high youth. divided into A GUIDE FOR TEACHING PERSONALAND FAMILY RELATIONSHIPS is units according to desired outcomesand grade levels. Each unit has two major parts:

I - UnitTitle and Grade Level 1. Desired Outcomes 2. Reading Bibliography II - Teaching Plans(Based on Generalizations andConcepts) 1. Generalization 2. Desired Outcomes for thelearner supporting knowledge related to 3. Background Information or the generalization. (Number of the reference, Chapter or Page of the reference isdesignated.) thinking 4. Learning Experiences ondifferent cognitive levels of are suggested. (Teaching & learning resources areindicated.) suggested at the end of mostteaching 5. Summarizing Questions are plans to help the student arrive at ageneralization on which the learning experienceshave focused.

SUGGESTED STEPS TO TAKE:

Read through the Unit sugges- 1. Review the introduction on page1. tions at the level you think yourstudents are according totheir maturity and instruction inhome economics. Review the Desired Outcomes in the Scope and SequenceChart page 4 to see the suggested objectives on grade levels.

classroom of the books, pamphlets 2. Set up a reference center in your and other resources that youfind on the bibliography inthe front of each unit. This can be a display table, abook shelf area or a file cabinet.

the Unit. 3. Duplicate the desired outcomesand the Bibliography for Give these to studentsearly in the course so they canbegin to read and study ontheir own. Encourage students to locate additional references.

it relates 4. Review the backgroundinformation in the teaching plan as to the generalizationbeing studied. Make suggestions to the students on how they might get agood background about the topic or concepts inthe generalization. 4

those most related to 5. Select among the learning experiences the students' ability. There is great advantage inselecting learning experiences on eachlevel of the teaching planbut some of the moreexperienced teachers of homemaking maywish to develop a differentpattern of experiences.

and generalizations on page 6. You will note that the concepts 7 to 10 are not all coveredin these teaching plansin this guide. As you work out your coursesfor the years, you may find generalizations equally asimportant for your students as those developed.Use these as a means ofdeveloping your own teaching plans.

7,00,4-9,0 5

SCOPE AND SEQUENCE OF DESIRED OUTCOMES

The scope and sequence of the knowledge inpersonal and family relationships are dictated by many factors. Two of these factors are the goals or desired outcomes andthe extent of the content or learningexperiences that bring about changed behavior on the partof the learner. Listed below, by grade levels and unit titles, a sequenceof desired outcomes illustrate the purposes of the instruction. The scope of the curriculum is illustrated by the learning experiencesfound in the teaching plans for each unit.

Eighth Grade - INCREASING UNDERSTANDING OF SELF,FAMILY AND FRIENDS

1. Understands and accepts growth changes ofthis age. 2. Becomes aware of how our feelingsaffect out actions. 3. Understands some of the privileges andresponsibilities of living in a family.. 4. Understands that in order to enjoy privileges we mustshare responsibility. 5. Understands the importance of makingfriends. 6. Realizes that making friends requires skillswhich can be learned. 7. Sees the relationship of courtesy tofriendship.

Ninth Grade - GROWING TOWARDS MATURITY

1. Recognizes how one grows toward maturity. 2. Grows in ability to develop satisfactoryrelationships with the other sex. 3. Develops increased understanding of familyambers.

Tenth Grade - FAMILY FUNCTIONS IN A DEMOCRACY .

1. Understands ways in which family lumbers maycontribute toward democratic family living. 2. Realizes that the individual is part of the familyand the family part of the individual. 3. Grows in appreciation of home and families andwhat they Wm to offer. 4. Realizes that differences among individuals andfamilies are numerous and common. 5. Understands that conflict is a normal outcome ofdifferences. 6. Becomes aware of factors and conditions whichcontribute to family conflict. 7. Sees how strength and creativity can developbecause of conflicting opinions. 8. Realizes there is a "know-how" for problem solving. 9. Recognizes the facilities and services contributed bythe community for the welfare of its citizens.

Eleventh and Twelfth Grades - FAMILY RELATIONS

Unit I-LOOKING INTO THE FUTURE

1. Takes a serious look at future goals. 2. Sees the relationship of one's values togoals. 3. Distinguishes between short term and long term goals andunderstands that short term goals may relate to long termgoals. 4. Realizes that education is part of preparation formarriage as well as a vocation and lifeadjustment. 6

Unit I - Looking Into The Future(Continued)

5. Understands the various stages of the familylife cycle and the way in which one's goals maychange as he matures. 6. Wants to be a successful person. 7. Realizes that success means many things. 8. Begins to clarify values and goals for self. 9. Understands how functions in our society havechanged. 10. Realizes that roles of men and women are not assharply differentiated today as in the past. 11. Understands some of the present day confusion aboutroles of men and women: 12. Begins to clarify own role expectations.

Unit II - UNDERSTANDING YOURSEUFAND WHAT YOU BRINGTO MARRIAGE

1. Gains in self-understanding. 2. Understands how one's personality develops in the family. 3. Appreciates the roles which play in the development of thepersonality. 4. Desires to make the most of his potentials. 5. Realizes that one's position in the family is a part of hisenvironment and may affect his personality. 6. Understands how one's cultural background including social classhelps to make him the Kind of person he is. 7. Understands basic needs of all individuals. 8. Recognizes that when one fails to meet his needs, he may use a variety of defense mechanisms. 9. Increasingly uses more constructive methods of meeting his needs.. 10. Understands what it means to be mature -- physically, emotionally, socially, intellectually, and spiritually. 11. Is able to evaluate own progress toward maturity. 12. Becomes increasingly able to solve problems usingproblem - solving approach. 13. Begins to clarify his own values and goals and develop aphilosophy of life. 14. Clarifies some of the functions of homes and families. 15. Understands what makes a good home. 16. Realizes that the atmosphere of a home is a shared responsibility and that each person plays a part. 17. Realizes that parents act in the light of their own experiences. 18. Understands that where teenagers act in responsible ways, parents are more likely to treat them as grown up. 19. Understands developmental tasks of parents in their stage of the life cycle and why conflicts between parents and teenagers sometimes occur. 20. Realizes that adolescents often rebel against family requirements or prohibitions as a means of breaking away from apronstrings. 21. Understands that sometimes parents are unwilling to let a childgrow up and that teens need to understandthe difficulty parents sometimes have in untying apron strings.

Unit III - Families in Other Cultures

1. Realizes that there are similarities and variations among all societies and among all human beings.

, 7

Unit III - Families in Other Cultures (Continued)

2. Recognizes that in all societies there is a recognized family unit that assumes the function of child bearing, child rearing, regulation of inter-personal relations and economic support.

3. Is aware of the affect of society on the family.

4. Understands that families in different cultures, and families within a culture, have many similarities and differences such as: family structures, authority patterns and ways of solving problems and of achieving family goals.

5. Realizes that common values held by families, and the creative utilization of differences, contribute to enrichment of living and strength in our society.

6. Understands that child-rearing practices are usually influenced by parental perceptions of the kinds of persons parents want their children to become.

7. Realizes that understanding of people of other cultures develops as one's knowledge of all aspects of their wayof life increases.

Unit IV - LOOKING TOWARDS ADULTHOOD

1. Gains in understanding of what it means to be in love.

2. Realizes that in America companionship and love are the principle reasons for marriage.

3. Realizes the importance of wise choice of marriage partner.

4. Understands that marriages between people of similar backgrounds are more likely to be happy.

5. Understands that age at time of marriage is not as important as emotional maturity and the ability to accept the responsibilities of marriage.

Realizes that the engagement period provides.an opportunity to test compatibility and to make plans for the future.

7. Becomes aware of laws relating to marriage.

8. Realizes significance of marriage ceremony; wedding and honeymoon.

Unit V - SUCCESSFUL MARRIAGE

1. Realizes that all marriages require adjustments.

2. Realizes that most all marriages face crises at some time and that what constitutes a crisis for one family, may not be a crisis for another.

3. Realizes how companionship can be achieved in marriage. 8

Unit VIII - THE FAMILY IN THE COMMUNITY

1. Increasingly recognizes the responsibilities of a family tothe community.

2. Becomes aware of the individual's role in goodcitizenship.

3. Is aware of the ways in which the community acts uponthe family and the development of individuals within the family.

4. Understands and utilizes the contributions of the community in meeting the needs of the family in education, health, safety, religion and recreation.

5. Understands the law of society pertaining to marriage, divorce, and family welfare.

NOTE: The desired outcomes for Units VI, VII and Units IX and X will be listed in the curriculm guides developed in other knowledge areas of home economics.

r. 9

(WORK MATERIAL for use in Home Economics Education Regional Conferences, Spring 1963. Home Economics Education Branch, U. S. Office of Education.)

FAMILY RELATIONSHIPS

I. Universality of families

1. There are similarities and variations among all societies and among all human beings.

2. In all societies there is a recognized family unit that assumes the functions of childbearing, child rearing, regulation of inter-personal relations and economic support.

3. Each family is a part of a society and affects, andis affected, by all aspects of the society.

4. Families in different cultures, and families within aculture, have many similarities and differences such as: family structures, authority patterns and waysof solving problems and of achieving family goals.

5. The common values held by families, and the creative utilization of differences, contribute to enrichmentof living and strength in our society.

6. Child-rearing practices are usually influenced by parental perceptions of the kinds of persons parents want their children to become.

7. Understanding of people of other cultures develops as one's knowledge of all aspects of their way of life increases.

IIFamily functions

A. In our society

The primary functions of families are: to meet basic needs of their members, to produce healtby.personalities and to prepare individuals for a meaningful existence in society.

B. For individuals

1. The family, or family substitute, provides a setting for personal development of its members, for learning to relate to people and to meet situations, forprogressing through stages of the family life cycle and for gainingcapacity to handle the variety of crises inlife.

1. -2-

2. As families provide opportunities to engage in worthwhile work, youth have opportunities to learn adult rolesand to develop feelings of worth andsignificance.

3. A person is helped to becomeadiatinctive and yet cooperative personlity when he has a significant placein a familyor ina group substitutingfor the family.

a III. Liing in a family

A. Development of self

- 1. When basicemotional and social needs are being met, an individual is freer to develop his potentialand is better able to face, appreciate and adjust to newexperiences and new situations.

2. Understanding one's self helps a person tounderstand and accept others and understandingothers helps one to better understand himself. 9

3. Love and respect for others emanatesfrom love and respect of self.

4. Basic trust is an attitude towardone's self and the world, deriving from experiences which have led to trustin others.

5. Growth is an uneven process varyingfrom person to person and within the same person.

6. Heredity determines the potential of anindividual; the growing person realizes his potentialthrough the richness or poverty of opportunitieswhich his envinonmedVidfords.

B. Interpersonal relationships

1. A person brings to a situation all of theexperiences of his past, his present, and even hisaspirations and dreams for the future.

2. Attitudes, beliefs, values and needsinfluence a person's perceptions, interpretations and otherbehavior.

3. Interaction among family members isinfluenced by expectations of the roles of one's self and others in thefamily.

4. Socialization of different generationscontributes to variations in attitudes, beliefs and practices.

5. Adolescent peer groups have values, codesand language which help them in group identification. These are potential sources of difficulty betweengenerations in a family when they are too different from those accepted by parents. 11

-3-

6. Developmental tasks of parents and children areboth complementary and conflicting.

7. Certain roles of men and women in thefamily are not as sharply differentiatedtoday as they were in the past.

8. Communication takes various forms, both verbaland non-verbal.

Similarity of cultural, social, economic andreligious backgrounds is more likely to lead toward alasting marriage.

10. Families go through a life cycle composed of a sequence of stages of family development, some ofwhich may overlap.

11. Each stage of the family life cycle brings newroles, problems, satisfactions, adjustments andrelationships to family Members.

IV. Family-cummunity interaction

1. There is a constant interaction between thecommunity and families.

2. Learning to participate democratically inreaching family goals helps prepare individuals for participation in other social groups.

3. Families and the community share responsibility for meeting such needs of children and youth as: education, health, safety, religion and recreation.

4. Adults in the family and community can help youthdevelop their potential by offering broad and rich experiences -- with other people, among themselves, with thephysical world and nature, with beauty--in the developmentof skills and competencies and in carrying experiencesin completion.

5. Families are more likely to have the kind ofcommunity they desire when they help determine communityobjectives, policies and the persons to implement them.

6. When family member consider community situationsundesirable they can make the effort to cooperate withother families who are willing to assume responsibilityfor changing those situations. 12

responsible for the careand rearing 7. The family is legally of its children and forthe welfare of itsmembers. welfare 8. Laws pertaining to marriage,divorce and family reflect the attitudes andvalues of society towardfamily life.

-4-

(WORK MATERIAL for use in HomeEconomics Education Regional Conferences, Spring1963. Home Economics Education Branch, U. S. Officeof Education.)

VALUES

direction 1. Values are ideas or opinionsof the desirable that give to behavior and meaning tolife.

2. An individual's values arelearned from early and continued experiences in the family, with peer groups,through the church, in school and in the community.

one's needs are being met, as he 3. Value systems are developed as thinks about and reacts to hisexperiences and as he adjusts to change.' held un- 4. Some of the most influentialand compelling values are consciously because they have beenincorporated into the life stream of the individual.

individual when values are usedconsciously 5. Goals are satisfying to an as criteria fortheir selection. will 6. A person with an establishedand integrated value system withstand privations, make sacrifices'and run risks in order to progress towardgoals in harmony with his values.

family that values both human 7. When an individual grows up in a worth and dignity he has theopportunity to develop a feelingof security.

8. The more accurately oneperceives his value system the greater the ease in choosing amongalternatives.

A TEACHING AIMED AT LEARNING ABOVE LEVEL OF MERE RECALL OF KNOWLEDGE TheUniversity infollowing H E Ed Examiners: 1961chart at makes the Universityuse of Benjamin S. Bloom, editor, Taxonomy ofthe Minnesota, concept of Summer, levels 1960of thinking as of Educational Objectives. developed by the Committee of Colleges and The chart was developed Evaluationjudge(ability the valueto Synthesispartsput(ability together and to priateetc.dures,of idea using methods, criteriaproce- appro- Application Analysisbreakcommunication(ability down toa ororganizationaelements unifiedwhole) into Requiressynthesis Comprehension ticulartheories(abilityideas, andprinciples,toin usecon-par- organizationpartsintoideas constituent to clear) make of analysisRequires Requiresanalysis usebeingprehend(abilitycated of communi- the and whatto ideamakeap- is crete situations) Requiresapplication Requiresapplication Requiresapplication Knowledgeto(ability recall, withoutmeaning)orideasing seeing itrelat- or to fullestmaterial other Requirescomprehension Requirescomprehension Requirescomprehension Requirescomprehension material)propriatetothe mindbring ap- Requiresknowledge Requiresknowledge Requiresknowledge Requiresknowledge Requiresknowledge YCv

Eighth Grade Family Relations

Increasing Understanding of Self, Family and Friends

Desired Outcomes:

1. Understands and accepts growth changes of this age. 2. Becomes aware of how our feelings affect our actions. 3. Understands some of the privileges and responsibilities of living in a family. 4. Understands that in order to enjoy privileges we must share responsibility. 5. Understands the importance of making friends. 6. Realizes that making friends requires skills which can be learned. 7. Sees the relationship of courtesy to friendship.

Bibliography

1. Ahern, Nell Giles. Teenage Living. Boston: Houghton Mifflin Company, 1960. 360 pp. 2. Barclay, Marion S. and Frances Champion. Teen Guide to Home- making. New York: McGraw Hill Book Company, Inc., 1961. 3. Berry, Mary. Guide to Good Manners. Chicago: Science Research Associates, Inc., 1952. 40 pp. 4. Berry, Mary. ycagin Teens Talk It Over. New York: McGraw Hill Book Company, Inc., 1957. 148 pp. 5. Billett, Roy O. and J. Wendell Yeo. Growing a. Boston: D. C. Heath and Company, 1958 454 pp. 6. Fedder, Ruth. A Girl Grows a (Third Edition). New York: Mc- Graw Hill Book Company, Inc., 1957. 309 pp. 7. Fedder, Ruth. You the Person You Want to Be. New York: McGraw Hill Book Company, Inc., 1957 221 pp. 8. Fleck, Henrietta, Louise Fernandes, and Elizabeth Munves. Exploring Home and Family Life. Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1959. 395 pp. 9. Greer, C. and E. P. Gibbs. Your Home and You. Boston: Allyn and Bacon, Inc., 1960 504 pp. 10. Hurt, Mary Lee. Home Living Programs For the EarlyAdolescent. Michigan: Michigan State University, 1957. 39pp. 11. Jenkins, Gladys Gardner and Joy Neuman. How to Live with Parents. Chicago: Science Research Associates, Inc., 1948. 40 pp. 12. Jenkins, Gladys Gardner, W. W. Bauer, and Helen B. Schacter. Tenn - alters. Chicago: Scott, Foresman and Company, 1954. 281 pp. 13. Jones, Evelyn G. and Helen A. Burnham. Junior Homemaking. Chicago: J. B. Lippincott Company, 1958. 381 pp. 14. Kirkendall, Lester A. Elam Children Understand Sex. Chicago: Science Reasearch Associates, Inc., 1952. 48 pp. 15. Landis, Judson T. and Mary G. Landis. Building Your Life. New York: Prentice-Hall, Inc., /955 331 pp. 16. Landis, Judson T. and Mary G. Landis. Tenn - alters' Guide for Living. Englewood Cliffs, N. J.: Prentice-Hall Inc., 1957 218 pp.

- r. 4,X eTp . 15

17. Lewis, Dora S. and others. Tomorrow' Homemaker. New York: Macmillan Company, 1960 463 pp. Chicago: 18. Neugarten, Bernice L. How To GetAlong With Others. Science Research Associates,Inc., 1953. 40 pp. 19. Neugarten, Bernice L. How You Grow. Chicago: Science Research Associates, Inc., 1951 40 pp. 20. Popenoe, Paul and C. E.Phillips. Herdity and Marriage Counseling. Los Angeles: The American Institute of Family 1 Relations, October, 1962. 11 pp. a Remmers, Herman H. and Robert H.Bauernfeind. Your Problems: rf 21. How to Handle Them. Chicago: Science Research Associates, inc., 1953. 40 pp 22 Richmond, Julius B. Your HealthHandbook. Chicago: Science Research Associates, Inc., 1958 40 pp. 23. Schacter, Helen. Getting Along With Others. Chicago: Science Research Associates, Inc. 1949 48 pp. 24. Ullman, Frances. Getting Along With Brothers and Sisters. Chicago: Science Research Associates, Inc.,1952 48 pp. 25. Ullman, Frances. Life With Brothers and Sisters. Chicago: Science Research Associates, Inc.,1952. 40 pp. 26. Whiteside-Taylor, Katherine. Getting Along With Parents. Chicago: Science Research Associates, Inc.,1952 40 pp.

OTHER RESOURCES:

27.. Human Growth. 20 minute film. Available on free loan from Nevada State Health Department, CarsonCity, Nevada. 28. The Story of Menstruation. 11 minute film. Available on free loan from Nevada State Health Department,Carson City, Nevada

29. Human Heredity. 20 Minutik.film. Available on free loan from -4" Nevada State Health Department, CarsonCity, Nevada. 30. Confindence Because - a filmstripwith record about menstruation. Available on free loan from State Divisionof Vocational Technical and Adult Education, Carson City,Nevada. 31. Understandini Myself, How Can I UnderstandOther People and Parents are People, Too. McGraw Hill Guidance Filmstrips. ---670 each. Order from McGraw Hill Text Films,330 West 42nd Street, New York 36, N. Y. a Friendship Begins at Home. 16 minute film. $3.25 rental from a 32. ,. BYU, CSU, U. of N. (see MountainPlain Film Library Catalog) N. 33. Family Life. 10 Minute Film. $2.25 rental from BYU,CSC, U. of 34. You and Your Parents. 18 minute film. $3.25 rental from BYU, CSC, U. of N.

47, 16

Generalization: Growth is an uneven process varyingfrom person to person and withinthe same person.

changes of this age. Desired Outcome: Understands and accepts growth

Read References for BackgroundInformation:

Two types of changes occur. Visible Changes in; bust-line, acne, height,weight, size. (Film on Human Growth, 19min.) Non-visible changes in; glands, andmenstruation. (Film on The Story of Menstruation)10 min.

Problems may arise from acceleratedand decelerated growth, Mental anxiety caused by girlslarge size. (12, p. 11) Mental anxiety caused by acne.(8, pp. 276-279) (12, pp. 158 -160)

Heredity is a major factorin determining our adult appearance. (2, pp. 2,4)(15, pp. 27-33)

Growth sets its own rate.(19, pp. 8-34) (5, pp.113-119) Growth Charts (5, pp. 116-117)

During Growth one may feelfatigue or spurts of energy. (22, p. 31)

We must accept ourselves as we areput together. (2, pp. 2-11) (22, pp. 30) (12, pp. 11)

Learning Experiences:

Knowledge

Bring to class a list ofall the growth changes thattake place in students between the agesof 12-18 yrs. What are some visible changes that take place?What are some of the non- visible changes that take place? (22, pp. 29-32) (19 pp. 1-38) (12, pp. 10, 11, 158-160)(16, pp.156-157)(2, p. 8) (5, pp. 113-119) Show film on Human Growth.

Draw out questions asked infilm by listing them on the board. Have students add to thelist. With this list in front of the students, have them discuss the statements: "I feel that I have moreproblems than most students my age." "I feel that I have fewerproblems that most people my age."

Comprehension

Explain in a paragraph or twowhat you feel are the greatest problems of girls your ageconcerning any phase of growth changes. Show film: The Story of Menstruation. Read on heredity: (20, pp. 1-4) (8, pp. 276-279)(2, pp. 2-11) (15, pp. 27-33) Discuss how their troubles or concernsmight be helped or solved. (Such as realizing that the problemmust first be defined and then thought about,before a solution can be decided upon.)

1,,ir +-e,44.9..044 17

Application

Think about your parents and grandparentsand then list on paper: "What hereditary traits do I feel I might haveinherited?" (Height, weight, bone structure, curly hair, skincoloring, color of eyes, shape of head, face, nose, or personal tempos asambition.) (20, pp. 1-4)(15, pp. 27-33)

Analysis

Examine what you believe to be inherited characteristicsof one of your close friends, related tothe reading you have done on heredity so far. You must have some acquaintance withthis family to accomplish this assignment. Include in this paper, answers to these questions: Will these characteristics always be aproblem to this person? Will these characteristics aid this personin later life?

Synthesis

Have students project themselves into a givensituation, so that they may express how they might feel. EXAMPLE: Ophelia Zika, an eighth grade girl, comesfrom an average family. She is starting a period of physical changes which areevidenced by an increasing bust-line, a regular menstruation cycle,and a feeling of awkwardness. Ophelia also has a stupendous appetite, which causes her to be quite heavy. She is troubled by continual facial outbreaks. She seems to have little or no energy.

Put yourself in Ophelia's place. Write a two-page paper onhow you believe Ophelia feelsabout herself. Do you feel that she should do something to change herself and herlife? If so, what should she do: Why do you think she overeats?

Points to be brought out in the paper: A. In most instances, 'weight problems can be dealt with through diet andself-discipline. B. Physical changes are normal and must be accepted. C. Facial outbreaks, which.may result in permanent scarring, arecontrolled through diet, cleanliness, or medical treatment.

Evaluation

Write a paper on, "How an understanding ofgrowth changes of this age will help me now and in myfuture years."This paper should pull together all of the materials that have beendiscussed throughout this unit. Use any references you wish. Questions that might help the student with content of the paper: Am I positive that I will never be taller than I want tobe? Is there a possibility that at a future date Iwill need to know how to prevent facial outbreaks? By learning about menstruation (what happens and why) do I feel less embarrassedand can I accept this as a good thing for me and myfuture? Are there some physical changes that I did not know about before this unit? Are fatigue or energy spurts normal at this age? Is all growth a steadily progressive, even development? Do you feel that heredity has any part in your life? 18

Summary Questions have dealt What are thecommon ideas inthe information that we with in thelast few days? that we have dis- What are the big ideasabout growth changes cussed?

How do these ideasrelate to one another? other situations? How canwe applythis generalization to helps a person to under- Generalization II: Understanding one's self stand and accept othersand understanding others helps one to betterunderstand himself.

feelings affect our actions. Desired Outcomes: Becomes aware of how our

Read References forBackground Information:

Self-knowledge is the key tounderstanding others. When you are also gain an aware of the reasonsfor your behavior, you understanding of what makesother people tick. (17,3)

Your personal andsocial needs include(a) the need to be loved and wanted; (b) theneed for self-confidenceand self-respect; like others. (c) the need for approval;and (d) the need to be (17,6) (15, Chapter 2)(16, pp. 114)

One's personality is made upof one's mental,social, physical and emotionalcharacteristics. (13, Chapterl) security, knows An emotionally mature personhas a feeling of (2, p. 12) (6, p. 8) what is expected of herand what she can do.

Understanding parents is nodifferent from understandingother feelings, and people. They, too, have basicneeds, interests, ideas. (8, p. 23) 916, pp. 24-36) (17,25) will form the basis The relationships which youform in your home (17,43) (2, pp. 372-379) of all the otherrelationships in your life. (15, pp. 215-223) (16, pp.33-34)

Growing up emotionally meansbecoming able to havethoughful actions and attitudes control of your actionsrather than letting be controlled mostly byfeelings. (15,74)

Learning Experiences:

Knowledge

List the facts that aremarks of emotionalgrowth and explain gracefully; 4 the following statements: takes disappointments overcomes anger andfear; avoids jealousyand envy; gives deserved credit or praise toothers; accepts personallimita- tions; refrains frominsisting on having own way;performs disagreeable tasks withoutundue delay; avoidscomplaining;

40, 4. aaAay, .74,,....

minimizes day dreaming; observes rules; assumes duties as a citizen; assumes responsibility as a family member. (2, pp. 12-18) (6, pp. 8-149) (2, pp. 30-88) (15, pp. 74-85) (16, pp.7-25)

See filmstrips such as these from McGraw HillGuidance series: Understanding_MyselLHow Can I Understand Other PeoRle and Parents are People, Too. Or see films such as Control Your Emotions or Understand Your Emotions.

Explore the idea in buzz sessions "Experiences in the Family Develop Emotional Growth" following reading of references on this topic and seeing films. (2, pp. 336-372) (8, pp. 12-15) (16, pp. 7-25) (15, pp. 193-215) (24, pp. 1-40) (17, chapter 2) Films: Friendship Begins at Home, Family Life, and You and Your Parents.

Comprehension

1. A committee selects and gives a series of tests on emotional growth and parent problems and scores the tests and lists the problems. See "How Old are You Emotionally" (15, p. 84) "How Do You Rate as a Family Member" (15, p. 205); "Parent Problem Inventory Test" (26, p. 9)

2. Describe some of the things people do when they become angry.

3. Discuss childish ways of handling anger; more mature ways.

Application

1. List results of tests on parent problems on board.

2. Assign four students to play the roles of parents and four students to play the roles of young people. Through role playing try to get the parent's viewpoint on typical parent-youth conflicts.

3. Use the results of a class survey on the things that bother them most about parents as a basis for a panel discussion with parents and young people. (15, pp. 203-204)

Analysis

1. Report on stories that you have selected to read on brother- sister relationships and discuss those stories seen on TV or at the movies that present reasons for conflict.

2. Have a circle discussion to tell about your personal relationships with brothers or sisters; discuss reasons for any conflicts.

, "'+K,.+'.,..r-.'

Synthesis

1. Select the major problems betweenbrothers and sisters and read references on gettIng along withbrothers and sisters; assign each class member a problem and have them tell how they would solve it. Record findings on tape recorder. (2, pp. 372-374) (15, pp. 215-219) (16, pp. 36-39)

Evaluation

1. Write a paper on the way you could improvethe relationship with your family because you are moreemotionally mature.

Summary

1. List the major ideas that you havelearned about how our feelings affect ouractions and how you would apply these ideas.

Generalization III: As families provide opportunities to engagein worthwhile work, youth have opporturnities tolearn adult roles and to develop feelings ofworth and significance.

Desired Outcomes: 1. Understands some of the privileges and responsibilities of living in a family.

2. Understands that in order to enjoy privileges we must shareresponsibility.

Read References for BackgrasslInformation

Family duties and responsibilities requirecooperation on the part of all family *members.(2, p. 361)

Your family helps you learn how to do manythings and how to work together. (2, p. 359)

If a job needs to be done, it doesn't matterwho does it. (9, p. 15)

There is no clear line drawn betweenman's work and woman's work. (15, p. 285)

Learning Experiences:

Knowledge

Define responsibilities and privilegesof a family member. (9, pp. 20-21) 21

Use Coed and SeventeenMagazine as a reference towrite a paper on theresponsibilities of students your agein other countries. Read: Understanding my parents. (9, pp. 15-16)

Comprehension

Raise questions: Should brothers help withcooking and dishes? (8, pp. 19-23)

Should teenagers be paid for tasksdone at home?

Application

List all of the things youdo in one day. Check those that require cooperating orsharing.

List all of the things your parentsdo in one day.

Develop a bulletin board on"understanding parents."

Present a skit illustrating waysin which teenagers can accept responsibilities athome.

Analysis

Organize a panel of parentsand students on: "A plan for sharing home responsibilities v.s.arguing about them."

Synthesis

Write on the topic: My responsibilities and waysI can show my family I am assumingthem.

Evaluation

Write a paper on "My strengthsand weaknesses as a family member."

Teacher reads a story from Coed orSeventeen magazine on teen-age responsibilities. Stop reading just before the ending and let the studentsfinish the story to show the conflict between responsibilitiesand privileges.

Summary

Based on our readings anddiscussions in this unit what are the main ideas youhave learned? 22

Generalization IV: Friends are important to all of us because they make us feel worthy, give us a sense of security, and help us share our innermost feelings.

Desired Outcomes: Understands the importance of making friends.

Realizes that making friends requires skills which can be learned.

Sees the relationship of courtesy to friendship.

Read References for Background Information:

The happiness and success of your teenage years depend greatly upon the friendships which you make. (9, p. 3)

An important part of growing up is developing the ability to use good judgment in the selection of friends. (2, p. 153)

Friends can be of all ages. (8, p. 359)

A newcomer must go halfway in making friends. (1, p. 107)

In order to have friends you must learn how to be a true friend. (9, p. 8)

A genuine interest in others and what they are doing opens the door to friendships. (9, p. 8)

Certain characteristics make us likeable: courteous, well- groomed, responsible, loyal, cooperative,good manners, good listener, thoughful, and good sport. (8, p.360)

Learning Experiences:

Knowledge

Define friendship, self-consciousness, reputation, clique.

List factors which handicap or which help friendships.

Discuss advantages of having a wide variety of friendships.

Read: (15, pp. 49-73), (8, pp.257-365), (9, pp. 1-13), (2, pp. 2-17), (23, pp.1-48) (13, pp. 88-92), (21, pp. 31-35), (3, pp.22-31), (18, pp. 19-34).

Comprehension

Use test "What Kind of a Friend Are You?"as a basis for motivating discussion. (16, p. 54)

wq, 23

have? Raise questions: What friends do you now How do theyinfluence you? What do you learnfrom your friends?

question "What Makes Develop bulletinboard based on People Like Us?"

Application (2, p. 365) Devise a courtesyguide for the class. introduce yourself to Dramatize a situationin which you a student youdo not know. (2, p. 365) welcome a new girl Present a skitillustrating ways to to class. (2, p. 365)

Analysis

Use friendshipdon'ts for roleplaying: Don't talk aboutpeople behind theirbacks. Don't laugh atother people's mistakes. Don't insist upon having yourway all thetime. Don't lose your temper. Don't act silly. Don't distract otherswhile they areworking. needed. (8, p. 263) Lead discussion. Explore why friends are

Synthesis and What Has Write on the topic"My Friends - Who Influenced TheirSelection?"

Discuss "What Do FriendsMean in Terms ofYou and Your Development?"

Evaluation order to be List the weaknesses youneed to overcome in and discuss a morelikeable person. Choose one weakness how you would begin tocorrect it. (9, p. 13)

Summary Question and What major ideasabout friendshiphave our readings discussions dealt withduring this unit? 24

Ninth Grade

GROWING TOWARD MATURITY

Desired Outcomes:

1. Recognizes how one growstoward maturity. relationships 2. Grows in ability todevelop satisfactory with the other sex. 3. Develops increased understandingof family members.

BIBLIOGRAPHY

Mind Your Manners,. 1. Allen, Betty, and MitchelPriue Briggs. Chicago: J. B. LippincottCompany, 1957. 235 pp. Houghten Mifflin 2. Ahern, Nell Giles. Teenage Living. Boston: Company, 1960. 360 pp. Ways to Improve Your 3. Bailard, Virginia, and RuthStrang. Personality. New York: McGraw-Hill Company, Inc., 1951. 249 pp. Teen Guide To 4. Barclay, Marion Sand, and Franc ..sChampion. 1961. 516 pp. Homemaking. New York: McGraw-Hill Company, Inc., McGraw-Hill Book 5. Berry, Mary. Manners Made Easy. New York: Company, Inc., 1954. 333 pp. Science Research 6. Clark, Thaddeus. What is Honesty. Chicago: Associates. Cooley, C. C. Trillingham,and 7. Crawford, Claude C., Ethel G. D. C. Heath Emery Stoops. Living Your Life. San Francisco: and Company. 1953. 448 pp. About You. Family 8. Cosgrove, Marjorie, and MaryI. Josey. Living Series, Vol. I.Chicago: Science Research Associates 1952. 80 pp. 9. Duvall, Evelyn M., Facts ofLife and Love for Teenagers. New York: Popular Library. 1957. 302 pp. The Mac- 10. Duvall, Evelyn Millis. Family Living. New York: millan Company, 1955. 410 pp. New York: The Mac- 11. Duvall, Evelyn Millis. Family Living. millan Company, 1961. 401 pp. Life. New York: 12. Duvall, Evelyn Millis. Love and the Facts of Associated Press, 1963. 352 pp. The Art of 13. Duvall, Evelyn Millis, and JoyDuvall Johnson. Dating. New York: Associated Press, 1958. 254 pp. New York: Public 14. Eckert, Ralph G. So You Think it is Love. Affairs Press, 1950 Your Behavior 15. English, O. Spurgeon, and ConstanceFoster. 49 pp. Problems. Chicago: Science Research Associates, 1952. New York: American 16. Exner, M. H. The question of Petting. Social Hygiene Association. Appleton-Century Crafts. 17. Free, Anne R. Social Usage. New York: 1960. 244 pp. Science 18. Floyd, Mary Frances Ball. Let's Talk. Chicago: Research Associates. 1956. 48 pp. Chicago: 19. Force, Elizabeth. Your Family Today andTomorrow. Harcourt, Brace and Company,1955. 398 pp. 20. Fleck, Henrietta, Louise Fernandez,and Elizabeth Munves. Exploring Home and Family Living. New Jersey: Prentice Hall, Inc., 1959. 395 pp.' =47317MozZI

25 Adventures In Home 21. Hatcher, Hazel M., and Mildred E.Andrews. 501 pp. Living. Boston: D. C. Heath and Company, 1959. and Entertainin 22. Haupt, Enid A. The Seventeen Book of Eti uette and Helen S. Shacter. 23. Jenkins, Gladys Gardner, W. W. Bauer, 288 pp. Teenagers. Palo Alto: Scott Forsman Company,1954. Dating Days. 24. Kirkendall, Lester A., and Ruth F.Osborne. Chicago: Science Research Associates,1949. 48 pp. Science 25. Kirkendall, Lester A. Understanding Sex. Chicago: Research Associates, 1957. 48 pp. Experiences in Home- 26. Laitem, Helen H., and Francis S.Miller. making. Boston: Ginn and Company, 1954, 501 pp. 27. Landis, Judson T., and Mary T.Landis. Building Your Life. New Jersey: Prentice Hall, Inc., 1955. 331 pp. 28. Landis, Judson T., and Mary T.Landis. Personal Adjustment, Marriage and Family Living. New Jersey: Prentice Hall, Inc. 1960. 384 pp. New York: 29. Landis, Paul. Your Marriage and FamilyLiving. McGraw-Hill Beck Company, 1954388 pp. 30. Lewis, Dora S., Anna K.Banks, Marie Banks, and Adele G. Columbia, Tomorrow's Homemaker,New York: The Macmillan Company, 1960. 470 pp. Chicago: Science 31. Menninger, William C. Growing up Emotionally. Research Associates, 1957.48 pp. New York: 32. Mace, David R. That DearOctopus the Family. The American Social HealthAssociation. Chicago: 33. Menninger, William C., UnderstandingYourself. Science Research Associates,1948. 52 pp. 34. Neisser, Edith F. When Children Start Dating. Chicago: Science Research Associates. Chicago: 35. Neugarten, Bernice, Katherine M.Byrne. Your Heredity. Science Research Associates,1951. 48 pp. 36. Remmers, H. H. and C. F. Hacket. Let's Listen to Youth. Chicago: Science Research Associates. 37. Remmers, H. H., and C. G.Hacket. What Are Your Problems. Chicago: Science Research Associates. Your Life In The Family. 38. Rhodes, Kathleen, and Merna A.Samples. Chicago: J. B. Lippincott Co.,1959. 448 pp. How To Solve Your 39. Seashore, Robert H., and A. C. VanDusen. 48 pp. Problems. Chicago: Science Research Associates, 1950. Science 40. Shacter, Helen. Getting Along With Others. Chicago: Research Associates, 1949. 48 pp. McKnight 41. Shacter, Helen. Understanding Ourselves. Bloomington: and McKnight, 1949. Living In Families. 42. Smart, Mollie Stevens, andRussell Cook Smart. Boston: Houghton Mifflin Company, 1958. 433 pp. 43. Smith, T. V. Building YourPhilosophy of Life. Chicago: Science Research Associates, Inc.,1953. 48 pp. 44. Weitzman, Ellis, Growing Up Socially. Chicago: Science Research Associates, 194948 pp.

OTHER RESOURCES 45. Date Etiquette, 11 minutes. $2.25 rental from BYU or U of N. $3.25 rental from BYU or U of N. 46. Dating: Do's and Don'ts. 14 minutes. 47. Feeling Left Out. 13 minutes. $3.25 from BYU or U of N. 48. Going Steady? 11 minutes. $3.25 rental from BYU or U of N. 49. How do You Do? 15 minutes $3.25 rentalfrom BYU or U of N. -CV

fSy

50. Howard. 29 minutes. $5.25 rental ';--ram Indiana University 51. How Much Affection? 20 minutes. $3.25 rental from BYU or U of N. 52. How to Say No. 11 minutes. $2.25 rental. BYU or U of N. 53. Improving your Personality. 10 minutes $2.25 rental from BYU or U of N. 54. Good Grooming for Girls. 10minutes. $2.25 rental BYU of U of N. 55. Mind Your Manners. 10 mimutes. $2.25 rental BYU of U of N. 56. More Dates for Kay. 10 Minutes. $2.25 rental from BYU or U of N. 57. Shy Guy. Free rental from Nevada State HealthDepartment, Carson City. 58. What To Do On a Date. 10 minutes. $2.25 rental from BYU or Uof N. 59. Who Should Decide? 11minutes. $2.25 rental from BYU or U ofN. 60. Coed February, 1962. The Span of a Ralakai. 61. Teen Times. Volume17, N. 1. September, 1961

Generalization I: Understanding one's self helps a person to understand and accept others and understanding others helps one to better understand himself.

Desired Outcome: ecognizes how one grows to maturity.

Read References forBack round Information:

There are six kinds of maturity to consider in anygrowing individual. (10, 1-27) Chronological (how many birthdays you have had) Physical(how mature your body is) Intellectual (how grown-up your thinking is) Emotiona1 (how mature yourfeelings and the ways in which you express your feelings) Social(how mature your relationships with other peopleare) Philosophical (how grown-up your beliefs, ideals, purposes, morals, and values are)

Everyonehas basic physical needs and basic social orpsychological needs. Love, recognition, security and a feelingof achievement are imprtant psychological needs. (10, 52-61) (26, 27-36) (30, 4-10)

One ofthe signs of intellectual maturity is the ability tosolve problems. Some of the steps in problem-solving are: (39, p. 14)

1. State your problem clearly. 2. List the obstacles that stand in your way of solvingthis problem. 3. List the assets in your favor that you have towork with in solving this problem. 4. List possible solutions. 5. Try to figure out what the results of eachof these solutions would be. 6. What is the best solution for me?

amain wn- mym , , 27

While there are many reasons for understanding yourself, it is important in becoming mature, because when you know youself, you can better control your behavior. Also, when a person is honest with himself and can look at himself objectively, he is in a position to change his behavior. (31, p. 6)

Emotional maturity is a goal toward which to strive. Some of the indications of emotional maturity are: (31, p. 8)

Can deal constructively with reality Can adapt to change Can handle fears, tension and anxiety Gets more satisfaction from giving than receiving Is able to build satisfying relationships with other people Is able to control hostile feelings and acts Is able to love

How well you develop socially will determine how well you get along with people - friends, employers, teachers, family members, and others. (44, p. 5)

A philosophy of life suited to you can help you decide your goals. Knowing what you really want out of life will help you achieve it. (43)

"Values are more than objectives and goals. They are our ideals toward which we live and which we succeed in reaching, in,part. Our ideals are motivational forces toward the goodness in our lives and the humaneness in the human spirit. For the group, values are the accepted rules which direct behavior toward the very best we know out of the experiences of wanking. For the person, on the other hand, values are the rules, the goals, the ideals, which integrate the personality and which make us predictable;consistent, and whole in our behavior." (61, p. 2)

Learning Experiences:

Knowledge

As you read references on understanding yourself and growing into maturity, keep a list of all the new words you come across and write a definition of each. (These will be turned in at the close of the unit.)

Working in groups prepare definitions of each of the kinds of maturities and explain to the class.

Acquire information about the basic psychological needs and how individuals may react if these needs are not met,

Find our how heredity and environment affect one's personality.

Be able to give the steps in problem solving. r- -

Comprehension

Review examples of problem-solving such as that found in Seashore, How to Solve Your Problems, pp. 18-19.

Give examples of how a mature person might indicate each of these qualities of emotional maturity. (See 31)

1. Deal constructively with reality 2. Ability to adapt to change 3. Ability to andle tension and anxiety 4. The capacity to give 5. Getting along with other people 6. Controlling hostile feelings and acts 7. The capacity to love

Give examples ohow an emotionally immature person might differ from anemotionally mature person in each of the above.

Look for examples of behavior mechanismswhich you observe yourself or others using during a2 or 3 day period. Record examples and be prepared to present toclass. Look for examples of

Compensation Displacement Rationalization Projection Idealization Conversion Reaction formation

Referto Life Adjustment BulletinUnderstanding Yourself forexamples and definitions of these terms.

Use words in yt.-Irvocabulary list in sentences in such a way that the meaning of the word is clear to youand others. Some of the words or phrases you maywish to use are:

Emotional maturity Projection Reality Scape-goating Constructive Conversion Tension Hostility Defense mechanism Sublimation Rationalization

In conversation groups in class, poolpersonal interpretation of one or more terms.

Discuss situations in which emotionalmaturity or immaturity is clearly evident in the person involved. (Perhaps Bob didn't make the football team or perhaps Janedidn't get invited to the prom, or perhaps Suzydidn't make the drill team.)

Discuss what is a philosophy of life?

Read Teen Time (61) for an understandingof what values are where we get our values and how ourvalues influence our decisions.

V, ,,.r 29

Application

React to the following situation: You want to drive a car.

Review the various maturities. jottingdown all qualifications necessary for handling a carsafely. Draw up a statement extitled "I am ready to drive a car when // ti or "I feel security when Iride with my friend because Discuss your paper with your classmatesand teacher and examine your reasons. Check the safety rules and local driving ordinance in your community.Make a list of aspects of social maturity, emotional maturity,intellectual maturity which might make a difference ingood driving. Explain how one's philosophy of life canaffect one's driving.

Compose an autobiography. Include as many experiences as you can that may have affected you as a person. Also describe the values you hold and tell where you think thesevalues came from.

See film "Howard."Pretend you are Howard and solve the problem which he had using the steps ofproblem-solving. Use these methods to solve one of your ownproblems.

Analysis

In a panel discussion composed of classmembers, relate experiences yohave had that have helped you gain new values or change old ones. Discuss what you value and where your values came from.

Hold buzz groups on "How Might we TeachValues to our Children."

Analyze why you do not always practice thevalues that you hold.

Read "The Span of a Rainbow", Coed Feb. 1962. Discuss- Red Nelson's personality. Why was he intent on winning? How does it feel to suffer defeat? Write a speech for class explaining how Red's experiences helped him to grow up.

Synthesis

Select one of the following quotations and write atheme telling how it illustrates one or more of thematurities: Chronological, physical, intellectual, emotional, social andphilosophical.

"If you can't look yours& in the eyeyou'll have a hard time facing others."

"Honesty is the cornerstone of character. It is the common cement that holds societytogether."

"Peace begins in the individual heart."

-v.. z -revrtng, 30

"One who does less than his best is killing part of himself."

"Physical and social growth cannot take the place of mind training."

"One becomes a person in proportion to his conscious and discriminating sense of values."

"Build thee more stately mansion, 0 my soul

"Think big, do big, be big."

"If your mind is a shabby thing, the world will be shabby, too."

"The awakening and integration of the self is the first aim of education."

"Kindness begets kindness."

"Live for yourself alone and you became smaller; live for others and you grow greater."

"What goes into the mind comes out in the life."

Evaluation

Teenagers demonstrate maturity in many ways. One way is using care when driving the family car. List other ways you show maturity. Then to summarize items into various growth areas: Intellectual, emotional, social, and philosophical.

Use a check list similar to the one in Duvall, Family Living P. 26. to evaluate your progress toward maturity.

Summary

1. What are the common ideas in the material we have dealt with these past days?

2. What are the big ideas about understanding ourselves and growing toward maturity that we have gained?

3. What relationship do these concepts have to one another?

4. How can we apply this generalization to other situations?

Generalization II:

A person with a healthy, well-rounded personality who feels at ease with both sexes, has acquired poise by developing confidence in herself and is aware of the need to know the.: social graces. 31.

Desired Outcomes:

Grows in ability todevelop satisfactoryrelationships I with the other sex.

Read References ForBackground Information: 3 thoughtfulness and considera- 1. Good manners are based on tion of others. (5,pp. 17-50) (1, pp. 6-20) (17, p. 3)

2. Poise comes from knowing"the right thing to do." (pamphlet 24) (5, pp. 3-17) (1, pp. 217-221) (pamphlet15)

contributes to a feeling ofconfi- 3. Looking one's best dence in oneself. (5, pp. 95-122) (1, pp.79-93) (17, chapter 2)

relaxations 4. The purpose of etiquetteis to help make your with others enjoyable andcomfortable. (5, pp. 154-172) (1, pp. 54-64, 64-79) (5, pp. 203-223)

pleasant conversation is an 5. Being able to carry on a essential social skill. (5, pp. 122-137) (1, pp. 111-121' 1$0-186) (pamphlet 13) (pamphlet19) (pamphlet 34) (17, chapter4)

Learning Experiences:

Knowledge

As you read references onpersonality and etiquette, keep a list of unfamiliar words and writedefinitions.

Write a 150 word paper usingwords in vocabulary list and how they are inter-related.

List personality traits andactivity skills you admire in other people.

Take personality traits testby Dr. Laird. (see p. 33)

Choose traits advisable todevelop or abolish.

Learn a new activity skill(to skate, dance etc.)

Write out what steps you aregoing to take to accomplish skill.

List facial expressions, gesturesand posture that can further or hinder chancesof dating.

Show film "More Dates For Kay."Discuss procedure used by Kay in getting out of herdating slump.

Ont. ' n1, , onvn, .104,mor ".,,OR4nen, 32

Comprehension

Look at film "Good GroomingFor Girls," or see groomingfilm- strips. List good groomingessentials seen. (Well planned wardrobe, attention to hair,nails, teeth, personaldaintiness, good posture, proper dietand rest.)

Prepare a bulletin board ongrooming essentials "Are YouDate Bait?"

Role play specificsituations such as introductions,how to eat out, how to accept orrefuse a date, introducing adate to the family,greeting chaperones at a partyand going through a reception line.

Look at films "Miz YourManners"and/or "How Do You Do?" Compare your role playingwith similar situations infilms.

List school socialactivities and suggest properattire for each activity.

Choose suitable attire forspecific activities.

Prepare bulletin board withillustrations of "Right orWrong."

Present a fashionshow of acceptable fashions withmothers as guests. Serve refreshments todemonstrate gracious manners.

Take pre-test "How ToBehave When Your Date ComesFor You."

Look at film "DateEtiquette."Arrange for panel of resource people (adults and youth) todiscuss differences in social customs and date etiquette.

Take pre-test over ---seeif you have changed anyof your ideas.

Edit a columain school newspaper onaccepted social customs.

Application

Write a paper on "What Ihave learned new regardingsocial customs and datingetiquette."

Prepare a bulletin board"How Do You Rate as aDate" emphasizing poise, grooming, manners,behavior, time, and personality.

Make posters emphasizingeach of date skills and put ondisplay in school corridors, library,study hall.

Use a tape recorder to seehow voices sound. Discuss how your voice affects your personality. 33

Form a circle with the class. First student chooses a topic and each student must add somethingin the conversational vein. Students learn a good conversationalistis a good listener.

Analysis

Arrange for a panel of youth andadults to discuss ways in z. which our appearance and/or behaviorsometimes give others the wrong impression. (combing hair, manicuring nails in public, eating lunch while walkingdown street, petting in public, etc.)

List values you admire infriends. Then react to statement "Our sense of values is reflectedin the friends we have."

Write on either topic: "You are known by the company you keep." "Birds of a feather flock together."

Pg Synthesis

Write a paper describing how eachof the following contributes to dating skills:

Conversational ability Facial expressions and gestures Manners Activity skills Friendliness Patterns Ability to introduce yourself to a group notwell- acquainted with

Write on one of the following Topics:

I need to improve my ability to I feel confident in my ability to The hard, skill to learn is

Evaluation have learned in E. Make up a teen-age code of dating skills you achieving a well-rounded personality.

Plan a "Daddy-date" night party andpractice what you have learned. Evaluate party next class session.

Questions:

What are common ideas in theinformation we have dealt with these past - ..- days?

What are the big ideas aboutpersonality, etiquette, and relationships with the opposite sexthat we have learned?

T yTTT TATOWTt 4 .407 IST4tari.4, 7.,44.41 X44,4 ,4 34

How do these ideas relate to oneanother?

How can we apply thisgeneralization to other situations? 35 TRAIS WHICH MAKE US LIKED BY OTHERS

Give yourself a score of 3 for each of these questions you can answer "yes."

1. Can you always be depended upon to o what you say you will?

2. Do you go out of your way cheerfully tohelpothers?

3. Do you avoid exaggeration in all yourstatements?

4. Do you avoid being sarcastic?

5. Do you refrain from showing off how much youknow?

6. Do you feel inferior to most of yourassociates?

7. Do you refrain from bossing people?

8. Do you keep from reprimanding people whodo things that displease you?

9. Do you avoid making fun of others behind theirbacks?

10. Do you keep from domineering others?

Give yourself a score of 2 each for the questions you can answer"yes."

11. Do you keep your clothes neat and tidy?

12. Do you avoid being bold and nervy?

13. Do you avoid laughing at the mistakes ofothers?

14. Is your attitude toward the opposite sex free fromvulgarity?

15. Do you avoid finding fault with everydaythings?

16. Do you let the mistakes of others passwithout correcting them? ) RMIN

17. Do you loan things to others readily?

18. Do yo4 let others have their own way?

19. Do you always control your temper?

20. Do you keep out of arguments?

21. Do you smile pleasantly?

22. Do you avoid talking almost continuously?

"Vv. 4,44 4 4., 4-- `, ,,,4 ' 36

23. Do you keep your nose entirely out of otherpeople's business?

Give yourself a score of 1for each question you can answer "yes."

_24. Do you have patience with modern ideas?

25. Do you avoid gossiping?

26. Do you avoid flattering others?

27. Do you refrain from asking people to repeatwhat they have just said?

28. Do you avoid asking questions just tokeep up a conversation?

29. Do you avoid asking favors of others?

30. Do you avoid trying to reform others?

31. Do you keep your personal troubles toyourself?

32. Are you natural rather than dignified.

33. Are you usually cheerful?

34. Are you enthusiastic rather than lethargic?

_35. Do you pronounce words correctly?

36. Do you look upon otherswithout suspicion?

37. Do you avoid being lazy?

38. Do you refrain from telling people theirmoral duty?

39. Do you refrain from borrowing things ?.

40. Do you avoid trying to convert people to yourbeliefs?

41. Do you avoid talking too rapidly?

42. Do you avoid laughing loudly?

43. Do you avoid making fun of people?

Dr. Laird states with reference to scores onthis test. The higher you score on this self-analysisthe better liked you are in general. Each "no" answer should be changed throughself-guidance into a "yes" answer.

It is encouraging to note that the average personhas a score closer to that of the average liked person than tothat of the average disliked person.

.` sy,4 zuheo. . sa,17..11 - .

HOW TO BEHAVE WHEN YOUR DATE COMES FOR YOU

Directions: Mark X in the blank in front of each response which is correct and 0 in front of each one that is incorrect.

Bob is taking Jane to the Pep-Rally and her family is in the living room when he comes to get her.

1. Jane should be watching for Bob and call out the window that she will be ready in just a minute and for him to wait right there on the step.

2. Jane should go to the door, let him in and ask him to wait in the hall while she gets her coat.

3. Jane should go to the door with her wrap, all ready to leave.

4. When Bob drives up and toots the horn of his car Jane should be ready and dash out.

5. Jane should go to the door with her wrap on and ask him into the living room to speak with her parents.

6. Have some member of the family an the door and ask Bob into the living room, then call Jane.

7. Jane should keep Bob waiting in the living room talking with her parents 15 minutes or longer.

8. Jane should come into the living room where Bob is waiting, carrying her wrap and let him hold it while she puts it on.

9. Jane's little brother answers the door, calls Jane and stands in the hall talking to Bob.

10. Bob and Jane have signals arranged so she can leave upon hearing them.

MoMMIVli.V. _ rmmcm r-mm, m mmm m 7.7 1.4141 r OM m>,,tmo-emem. meMsime Mrwarim.,,4, , 1 ms me mmomeso,m1m . ,,m Mmu 38

Generalization III:

Dating is the first big stepin the development of theindividual in Ci preparation for marriage.

Desired Outcomes: with the other sex. Grows in ability todevelop satisfactory relationships

Read References For Back roundInformation: and who can 1. Boys like girls who aregenuinely interested in them be natural and unaffected, notunduly shy. (25, pp. 45-59) 42, pp. 195-205)(pamphlet8)(pamphlet 24)(pamphlet 44)

2. A person has responsibilitiesto his date and his parents. (11, pp. 164-182)(23, 77,83-90)(28, pp. 5985)(28,89-106) (21, pp. 42-55)(42,205-2.3)(10, pp. 157-172)(11, pp.164-201) (26, pp. 85-95)(pamphlet14)(pamphlet 24)(pamphlet 13)

choice of friends and in yourdating 3. Values are reflected in your behavior. (10, pp. 157-172)(11, pp.164-201)(28 pp. 85-95) (42, pp. 213-221)(1, pp.217-231)(12, entire book)(pamphlet16) pamphlet 33) (pamphlet 40)

r_. Learning Experiences:

Knowledge

As you read, keep a list ofunfamiliar words.Define each. Tell another class member what you mean bydefinitions in vocabulary list.

Read current references anddiscuss opportunities offeredthrough the mixed group schoo church, organizations, andfamily parties to be in a orto\get acquainted with the opposite sex.

Condut'\\ a poll in school on questions:What boys like in girls?A perfect date for me?What is worth while aboutdates for teenagers? Compile similar answers underquestions and discuss inclass. Make posters containing summaryof answers and place inschool corridors, study hall, and library.

Arrange for panel of popular,older boys to discuss questionsprepared ahead of time - studentmoderator. Ask questions such as: Are good looks necessary forsuccessful dating? What are some advantages of groupdates, double dates? What is a good time to get infrom a date? Who is a good conversationalist? What does she talk about? How can a girl hold downthe expense of a date? When should a girl take theinitiative in making a date? Does a girl reduce her datingchances if she dates olderboys or out-of-town boys?What do boys think about dutchdates?

4t6.14', Y. , vn, pn.p .7,, Arr., +no Comprehension

List kinds of dates (single, double, group,blind) and activities to do on a date different from the ordinarydating activities.List activities that film points out fordating.

Show film "What To Do On A Date."Report on a successful home date that was different.

Write a 300 word paper on your criteria for thechoice of intimate friends and what you will be able tocontribute to a friendship. Criteria list: Mutual attraction of personality, mutual interests, complimentary interests, similar attitudes, ideals, and standards of conduct,absence of obnoxious or personally displeasing mannersand personal habits, neatness of appearance, wearing qualities,dependability, unselfishness and mutual interest in eachother's welfare and happiness, possibilities for mutual giveand take.

Show film "Dating Do's and Don'ts." Look for criteria list in film and discuss changes students wouldmake in paper they had written before seeing film.

List dating responsibilities you have to parents.

Show film "Who Should Decide?" to both parents and youth in evening FHA meeting.Arrange for a panel of parents and youth to discuss questions brought out in thefilm. Serve light refreshments.

Application

Talk with older friends - try to find out what thedating customs were when they were teen-agers. How did teen-age activities of twenty years ago differ from youractivities? Those of thirty years ago? Those of fifty years ago.Report to class what you have learned. 1. Make bulletin board showing the increasedfreedom and responsibility teen-agers have now compared to years ago. Compare differences between present time and 20 - 30 - 50 years ago.

Take a poll of the students in the school who gosteady and their ages. List total number and ages of students.

Show film "Going Steady?" List questions film brings out about "going steady."Write a 250 word paper on "Advantages and Disadvantages of Going Steady."

Analysis

List your individual values and standards indating. Then answer the question "Do you have abuilt-in chaperone?"Do your inner feelings tell youwhat to do?"

',m.o. -a 40

Show films "How Much Affection?"and/or "How To Say No." Youth panel leads discussion onquestions emphasized infilms. Panel was prepared previously to answer orbring out questions such as "Why is it mostoften the girl who has to draw the line in expressingaffection between the couple?" "Petting - wise or otherwise?" "How far is too far?"

Bring to class current articlesfrom magazines and newspapers on relaxation of teen-agevalues. (Values pertaining to - juvenile delinquency, shoplifting,pre-marital pregnancies, etc.) Compare the similar values beinglost by teen-agers in articles.Arrange for group discussion onboy-girl relationships with an adult leader from community(May be minister) who is used to leading such discussions. (May be minister) who is used to leading such discussions. (May be probation officer). Find out what people expect of themselvesand othersowhat kind ofbehavior they consider right or wrong.

Synthesis

Case study is on blackboard:

Craig and Sue are at a party wherethere is smoking anddrinking. Sue has been brought up to abstainfrom smoking and drinking because they are harmful togood health.

Craig: This is sure a swell party! (Has a can of beer in one hand and is smoking acigarette.) Would you like a drink?

Sue: N0000 - not now.

Craig: Oh-come on---just one beerwon't hurt you! You don't want to spoil the party bybeing the only one not drinking,do you?

What should Sue do?What should Craig say or do ifSue refuses to drink? Role play this situation by puttingyourself in Sue or Craig's place. Partners discuss situation for5 minutes. Everyone talks at once. Compare this situation tosimilar situations that involve moral standards in groupdiscussion.

Evaluation

List standards to make up teen-agecode of dating. Design attractive cover and have codemimeographed so each student mayhave individual copy.

Write on the topic:What I Have Found Out AboutMyself and My Values in Our Study of Dating.

Questions to ask: What are common ideas in theinformation we have dealt with these past days? What are the big ideas aboutlife goals, values, each other? and criteria for theirselection? How do these ideas relate to How can we apply thisgeneralization to other situations? 41

Generalization IV:

Interaction among familymembers is influenced by expectationof the roles of one's self and others inthe family.

Desired Outcome:

Understanding of family members.

Read References for BackgroundInformation:

Members of families report frequentfriction in the family circle,but not real problems. (8, p:41)(20, chapters 1 and2)(2, chapter 4)

Shared experiences help a family todevelop feelings of loyalty. (2, chapters 11 and 12)(11,chapter 4-5) Family members play many roles. (38, pp. 32-46) Families are a part of communities. (43)

"Home life can make exasperatingdemands upon us. It means the clash of conflicting wills, thefrustrating of individual ends,the invasion of personal privacy." (32, p.3)

Children in a family are rivalsand competitors for the samedesired benefits. (32, p. 10)

Knowledge

As you read references onfamily interaction, keep a listof words which are unfamiliar. Define each and use each in a sentence.

Refer to chart "Understanding YourParents' Attitudes and Your Own." (8, p. 42) Discuss.

Check "Causes of Friction in MyFamily" (8, p. 45). Discuss ways of resolving difficulties throughfamily councils, problemsolving.

Comprehension

Invite several parents to yourclass to participate in apanel discussion: "What Parents and Teen-Agers Expectof Each Other."

Read "That Dear Octopus theFamily" by David R. Mace to theclass. Discuss his point of view regardingthe family as an octopusand his suggestion for resolvingconflict.

Prepare a bulletin board on"Getting Along in the Family." Prepare a list of hints ongetting along with brothersand sisters. (8, 46)

Application

Ask each member of your class towrite down anonymously what traits of his brothers and sisters he(1) likes and (2) dislikes. Drop these in a question box. Use these traits as a basisfor a class discussion or as a basis forrole-playing. 42

Choose as a home experience a project toimprove relations with some member of your family.Develop a plan, carry out the plan,and evaluate the results.

Carry out a "Secret" service athome. Do something that needs to be done (not just fun) such as washing windows,washing the car, weeding the garden, doing the ironing, cleaningthe house. Report reaction of family members. How did it make you feel?

Find one thing or experience somemember of your family wants. Use this problem for home experience. Example: Father wants a Saturday to gofishing. Mother wants to attend night classes. Grandma wants a knitting corner.

If you know a family from another country,visit them and tell us what you found out aboutthem that was different and betterthan what you are used to.

You have been given a gift of$5.00. Do something with it.Make a good class report on this make believeexperience. Use conversation and many of the terms underKnowledge. Use conversation. (English credit)

Plan and assign jobs to members for afamily .picnic. Really go!

Analysis

Read through one or more of thefollowing skits about family life: ft (Order from the State Director of HomeEconomics Education) Always The Garbage Mother and Dad Are People, Too Bob Disobeys Orders Please Pick Up Your Clothes

Discuss situation, reason forconflicts if any, and ways to solve problem.

Synthesis

Write a paper on one of thefollowing topics:

The Family - A Proving Ground forDemocracy Conflict Is Inevitable in the Best ofFamilies Parents are Human Beings Why Parents and Children SometimesDisagree The Roles a Father Plays The Roles a Mother Plays

Evaluation

Describe factors which cause conflicts amongfamily members. Describe factors which contribute tofamily loyalty and family unity.

v.,. liba i.MM=1--

Summary Questions

What are the common ideas in the information wehave dealt with in the past days?

Where are the big ideas about understanding offamily members that we have gained?

How do these ideas relate to each other?

How can we apply this generalization to othersituations? 44

GRADE 10

FAMILY FUNCTIONS IN A DEMOCRACY

Desired Behavioral Outcome:

1. Understands ways in which familymembers may contribute toward democratic family living.

family 2. Realizes that the individualis part of the family and the part of the individual. have to 3. Grows in appreciationof home and families and what they offer.

4. Realizes that differences amongindividuals and families are numerous and common.

5. Understands that conflict is anormal outcome of differences.

6. Becomes aware of factorsand conditions which contribute to family conflict.

develop because of conflicting 7. Sees how strength and creativity can opinions.

6. Realizes there is a "know -how" forproblem solving.

9. Grows in appreciation of whathomes and families have to offer society. contributed by the community 10. Recognizes the facilities and services for the welfare of its citizens.

BIBLIOGRAPHY

$1.25 rental. 1. Age of Turmoil (film). BYU or University of Utah 2. Are You a Good Citizen? (film). Instructional Materials Center, State College, Greeley or BYU orUniversity of Utah. $2.25 rental. Growth and 3. Bailer, Warren R. & Don C. Charles. The Psychology of Human Development. N. Y.: Holt, Rinehart & Winston,1961 p. 424 New York: Thomas Y. 4. Cavan, Ruth.American Marriage, A Way ofLife. Crowell Co., 1959. 498 pp. N.Y.: The Ronald 5. Christenson, Harold T.Marriage Analysis (2nded.) Press, 1958. 620 pp. University of Nevada. 6. Community Health Is Up To You(film). 7. Community Responsibilities(film). 11 min. McGraw-Hill 8. Control Your Emotions (film).Coronet About You, (Family LivingSeries, 9. Cosgrove, Marjorie C. & Mary I. Josey - Vol. 1) Chicago: Science Research Association. 1952. 80 pp.

A - Apy,, al,[1"1-5,1 Mir , 45

Denver, Colo.: 10. Curriculum Materials ForFamila.SLate Relations. State Board VocationalEducation, 1957. 148 pp. 11. Date With Your Family(film). University of Nevada Chicago: J. B. 12. Duvall, Evelyn Millis,Family (2nd ed.) Lippincott Co., 1957. 517 pp. Macmillan Co., 1961. 401 pp. 13. Duvall, Evelyn, Family Living.New York: Boston: D. C. Heath 14. Duvall, Evelyn Millis &Reuben Hill. beingMarried. & Co., 1960. 430 pp. Boston: 15. Duvall, Evelyn Millis & ReubenHill.When You Marry, (Revised) D. C. Heath & Co., 1962. 328 pp. Univ. of Minnesota Press, 16. Dyer, Dorothy.The Family Today. Minneapolis: 1950. 169 pp. BYU 17. Family Life ( f lm) . $2.25 rental from University of Utah or 31-44, 18. "Family Life in America," Forecast for Home Economics, May-June. 1962 19. Family Outing (film)$1.25 rental from University of Utah Vocational 20. Family Portrait (filmstrip,available from State Division of Education.) No. 350. Lansing, 21. "The Family Today,"Home and Family Livinx.pulletin, Michigan: Supt. of Public Instruction,1948. New York: John Wiley 22. Folsom, Joseph K. The Family Society. & Sons, 1943 New York: Havighurt, 23.Force, Elizabeth. Today & Tomorrow. Brace & Co., 1955. 385 pp. 24. Four Families (film) 60 min.,Brigham Young University 25. Future in Hand (film)McGraw-Hill Book Company, Inc. Chicago: 1940 26. Groves, Ernest R. The Family & Its Social Functions. J. B. Lippincott Co. Relationships. 27. Groves, Ernest R. & Wm. F.Ogburn. American Mart e& Family New York: Henry Holt & Co., 1928. 85.75 pp. Mena ement for Modern Families. 28. Gross, Irma H. & Elizabeth W.Crandall. New York:Appleton-Century-Crofts, Inc., 1.954. 543 pp. 10 Family Life 29. Crossman, Jean. "Brief Encounters in FamilyLiving." Stories.New York: The Play. Schools Association,1959. 67 pp.. Allyn and Bacon, 30. Havighurst, Robert. So..d.eimand.Education. Boston: Inc., 1957. 465 pp. New York: John Wiley & 31. Hoeflin, Ruth M. Essentials of Family Living. Sons, Inc., 1960. 275 pp. 32. Homer and the Kid Brother(film). Teaching Film Custodian. Univ. of Colorado, 33. House I Live In (film).Bureau of Audio-Visual Inst., Boulder, Colorado. Chicago: Science 34. Jenkins, Gladys Gardener. A GuideFor Family Living. Research Association, 1956. 48 pp. Chicago: Scott 35. Jenkins, G. G., W. W. Bauer, H.S.Shacter,Tesjagers. Foresman & Co., 1954. Chicago: 36. Jenkins, Gladys Gardner & JoyNeuman.How to Live With Parents. Science Research Association,1958. 48 pp.

Chicago: J. B. 37. Justin, Margaret, Lucile Rust, Today's Home Living. Lippincott, 1953. 544 pp. New York: The Ronald Press. 38. Kirkpatrick, Clifford. The Family (2nd ed.). 1963. 60 pp. Family Life.New York; 39. Landis, Judson. Community Responsibility in American Social Hygiene Association,1951.

.4o,, v., 1 Vs< , 46

40. Landis, Judson, and Mary G. Landis.halitilcrjegrjutto .-New York: Prentice-Hall, Inc., 1954. 154 pp. 41. Landis, Judson T. and Mary G. Landis. Personal Adjustont Marriage and Family Living. New York: Prentice-Hall, Inc., 1955. 347 pp. 42. Landis, Judson T. and Mary G. Landis. 1241adiiegeandshe Family. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1952. 453 pp. 43. Landis, Paul. Your Marriage and Family Living. New York: McGraw-Hill Book Co., Inc., 1954. 388 pp. 44. Lantz, Herman R. and Eloise C. Snyder. Marriage.New York: John Wiley & Sons, Inc., 1962. 396 pp. 45. Lew, Edward A. Profile of the American Faily.' New York: Metropolitan Life Insurance Co., 1956. 14 pp. 46. Mace, David R. That Dear OstnausalaeFamily.New York: American Social Health Association, 1950. 12 pp. 47. Make Way for Youth (film). Instructional Materials Center, Greeley, Colo. 48.Marriage Today (film). McGraw-Hill 49. Martinson, Floyd. Marriage and the American Ideal. New York: Dodd, Mead & Co., 1960. 491 pp. 50. McDermott, Irene. Living For Your Moderns. Chicago: J. B. Lippincott Company. 1956. 396 pp. 51. Henninger, William C.. Understanding Yourself. Chicago: Chicago Science Research Association, 1948. 52 pp. 52. Moore, Bernice. You and Your Family. Boston: D. C. Heath & Co., 1953. 440 pp. 53. Meetinthe Needs of Adolescence (film). Brigham Young University. 54. Osborne, Ernest. Democracyliegins at Home.New York: Public Affairs Pamphlet No. 192. 1953. 28 pp. 55. Our Community (film). Brigham Young University. 56. Parents Are People Too (film).Free Rental, Nevada State Health Dept., Carson City. Allyn & Bacon, 57. Peterson, Eleanor M. Successful Livin . San Francisco: Inc., 1950. 410 pp. 58. Pioneer Home (film). Instructional Materials Center, Colorado State College, Greeley, Colorado. 59. "Place of the Family in American Life," 10 East 40th St., New York: Woman's Foundation, Inc. 60. Reid, Margaret. "Families In A Changing Economy."Journal of Home Economics 51:569-572, September, 1959. 61. Rhodes, Kathleen. Your Lifein.the Family. Philadelphia: J. B. Lippincott Co., 1959. 448 pp. 62. Smart, Mollie Stevens. Families. Houghton Mifflin Co., Boston: 1958. 433 pp. 63. Toynbee, Arnold. "We Must Pay For Freedom," Woman's Home Companion, March 1955. 64. Trilling, M. & Nicholas, F.; The Girland Her Home. Revised Ed. Boston: Hodghton:Mifflin Co., 1947. 65. Ullman, Frances. getti_mAlong WithBrothers&Sisters. Chicago: Science ResearchAssociation. 1950. 48 pp. 66. Walton, Eloise.Let's Work Together on Community, Services. Public Affairs Pamphlet No. 194, New York: The Public Affairs Com- mittee, Inc., 1958. 67. Ward, William. "The Christian Family and Its Community."The Seminar on the Family and ChristianEducation Vol. XV, August, 1957. 1-19 pp.

, 47

Bureau of Audio-VisualInstitute, 68. What It Means. to be anAmerican (film). University of Colorado,Boulder, Colorado. $3.23 rental from BYU orUniversity 69. Who's Boss? (film). McGraw-Hill. of Utah. of 70. Why We Respect theLaw (film). $3.25 rental from BYU or University Utah. This Is America's Storx. Boston: Houghton 71. Wilder, Howard, andOthers. Mifflin Co. $2.25 rental from BYU orUniversity of Utah. 72. Yo_ u And Your Family(film). Brigham Young University.$2.25 rental. 73. Your Health in theCommunity(film).

OTHER RESOURCES The John Day Co., 1931. 375 pp. 74. Buck, Pearl.The Good Earth. New York: New York: The Macmillan Co. 75. Carroll, Gladys Hasty.As the Earth Turns. 1933. 339 pp. Houghton Mifflin Co.,1926. 419 pp. 76. Cather, Willa.My-Antonia. Boston: New York: The Modern Library,1944. 77. Day, Clarence.Life With Father. 258 pp. Little, Brown & Co., 1940.346 pp. 78. Fedorovna, Nina. The Family. Boston: New York: Harcourt, Brace & Co. 79. Forbes, Kathryn.Mama's Bank Account. 1943. 204 pp. 1920. 264 pp. Gale, Zona.Miss Lulu Bett. New York: D. Appleton & Co. 80. Doubleday, Doran & Co., Inc.1931. 81. Ferber, Edna.American Beauty.New York:

Generalization I: To meet In a democracy the primaryfunctions of families are: basic needs of theirmembers, to produce healthypersonalities in society. and to prepare individualsfor a meaningful existence

Desired Outcomes: is part of the familyand the 1. Realizes that the individual family is part of theindividual. what they 2. Grows in appreciation ofhomes and families and have to offer.

family members may contributetoward 3. Understands ways in which democratic living. oe

Background Information:

Our families are always partof us and no member canlive in a family without being part of thatfamily. (52, p. 25) Our lives are a part of We affect and areaffected by our families. of ours, and the lives of each familymember. Their lives are a part family group. (52, p.25) we nevercompletely lose our attachment to our other group or The family exerts moreinfluence upon us than any institution. (52, p. 25)

.41 al0.0 48

In our family, our basicneeds are met; we learnsharing and getting along with others; we learn to assumeresponsibility and to become independent. (52, pp. 31-33) (61, chapter1)

"The family is the most important groupin all living. It ia its members and more. The family is responsible forthe ongoing of life. The family is responsible forthe survival of the young. The family is where we learn tolive with ourselves and withothers. The family offers opportunitiesand experiences that make itpossible for us to grow into personscapable of taking their places inthe community, in our nation, inthe world. The family offers us love,security and sympatheticunderstanding. It is where we findbacking when life becomesdifficult. Te family passes onall that has been learnedbefore our time. to generation. Itpasses along thecultural heritage from generation Thefamily is the cornerstone ofsociety.? (52, p. 40)

In a democracy one of thefunctions of the family is tolearn the meaning of democracy. (52, p. 51-55) (54)

In a democratic family, eachindividual is important. Each privilege is accompanied by responsibility. (23, p. 25-35)

Learning Experiences:

Knowledge Compile a list Read about the fuctionsof a family in a democracy. of functions. Disuss. Some references are: 52, chapters 2 ad 3 61, pp. 1-26 37, pp. 2-53 62, pp. 9456 23, pp. 18-25

See filmstrip Family Portrait about functions infamilies. Discuss basic psychological needs and howfamilies help members meet these needs. U.S. Office of Education ReadAHealthy Personality For Your Child, develop in the bulletin for information onhow healthy personalities family.

Find out from reading how chilren learnvalues from parents and develop in the family.

Find out from reading howchildren learn valuesfrom parents and develop values and goals.

Comprehension

Using the bulletin "A HealthyPersonality For Your Child" give illustrations of how parents helpchildren develop - a senseof trust - a senseof autonomy - a senseof success - a senseof identity - a senseof caring for others 49

Give examples of ways you canhelp parents meet theirbasic needs of love, security, recognition orachievement.

:- Give examples of ways parenthelp children to preparefor a meaningful existence in society. describe how Fill in the questionnaire,Your Family. On back of sheet each of these family customs mayaffect your future life. from different Discuss the different customs,holidays, etc. of families ethniC and national groupsin your community. Find out from your parents how certain family customs orpractices originated. In what way do family child? or community customs passon the cultureof the society to a

Application the home, such as Role play situations whichshow democracy in action in decisions as to - Afamily council in action.The family is making where to go on a vacation. how responsi- - Afamily council in action.A family is deciding on bilities will be shared nowthat Mother has gone back towork.

autocratic home situation. Use minute dramas orrole playing to show a more (see 23, p. 29 for characteristicsof an autocratic homa.) democratic Discuss:What are the advantagesand disadvantages of families for father, mother,children?

What are the advantagesand disadvantages of autocratic families for father, mother,children?

Analysis family vacation serves See film Family Outing. Discuss what purposes.a in the family.

Discuss the effect oftelevision on activitiesand relationships in the family family.Has the total effectbeen favorable or unfavorable to for solidarity. How can television beused as an enriching experience the family? autobiography. A Select a novel about familylife or a biography or following suggested list is in thebibliography.Write a report using the reading guide: other? 1. What are the... attitudes offamily members toward each How? a. Did they show considerationfor each other? b. Did they tolerate eachother's opinions?

2. How did the familyinfluence its members? a. How were character andpersonality developed? b. How were finances handled? c. How did the family trainchildren to be independent? - to manage money - towork - tothink for themselves

a. 444--448,, 50

- Todevelop good judgment - toplan for the future passed on to the children? d. What customs or traditions were

3. Who is the authority? a. Do parent dominatechildren? b. Do children dominateparents? c. Are children guided tomake decisions?

Synthesis

Write a paper on the following: "What person or situation in my family has had the greatestinfluence on my life?"Describe circumstances.

See film Date With YourFamily. Follow with a panel discussionof class members and resourcepeople on the subject"Creating A Good Home Atmosphere? orNays to Strengthen FamilyTies."

Evaluation

Using the criteria"In a democracy the primaryfunctions of families are: To meet basic needs oftheir members, to producehealthy personalities, and to prepareindividuals for a meaningful existence in society." -- Write a papershowing ways in which your family has beentrying to fulfill thesefunctions or developplans for how you will attempt tofulfill these functions in your own home andfamily.

Summary Questions Related tothe Generalization

Generalization I:

In a democracy the primaryfunctions of families are: to meet basic needs of their members,to produce healthypersonalities, and to prepare individualsfor a meaningful existencein society. a Questions relating to commonideas about the generalization:

a. What is another word forfunction? b. What are basic needs(physical) (psychological)? healthy c. What practices of parentshelp children to develop personalities? d. What practices of parentshelp youth to become independent, set goals for themselves,and to plan to make acontribution to society.

Questions relating to bigideas about the generalization:

the functions a. How do these functionsof families compare with of a democratic form ofgovernment? in a c. How do these functions prepare aperson for living democracy? 51

YOUR FAMILY*

How many members are therein your family?

What is your father's occupation?

Where do you live? In town, in the country,in a house; in an apartment, in a trailer?

Uquat'are some of the customs youhold dear in your family?

What foods are traditional in yourfamily?

How does the family plan to getall the necessary work done?

What does your family do together tohave fun?

*CURRICULUM MATERIALS FOR FAMILY AND GROUP RELATIONSHOMEMAKING DIVISION State Board for Vocational Education, Denver2, Colorado

Generalization II:

Conflict is bound to exist indemocratic family living and canmake constructive or destructivecontributions to individualdevelopment.

Desired Outcomes:

1. Realize that differences amongindividuals and families are numerous and common.

2. Understand that conflict is a normaloutcome of differences.

3. Become aware of factors andconditions which contribute to family conflict.

4. See how strength and creativity candevelop because of conflicting opinions.

5. Realize that conflict may bringbig or little crises. complete 6. Be convinced that understandingis more important than agreement.

7. Realize there is a "know how"for problem solving and resolving differences.

society. 8. See the relation of familyconflict to larger conflicts in

A ,,,,x,..amtrAt....A,AxActAAA Aua 52

Background: Information:

In a deMocracy, individual differences arecherished rather than discouraged or eliminated. (54. p 19)

Each individual has his own unique structure,function, needs, desires, emotions and the like; some of the timehe is thus bound to be in cow. flict with his family. (3. p 357)

Fr Democracy stands for social equality. (Webster)

Authority in a democratic family rests in thetotal group rather than in one or both parents (as in anautocratic family). (54. p 4)

Conflict arises from differences of perceptionby parent and child. In late childhood and adolescenceconflicts are frequent and are mostly over requests and orders issued by parents. (3. p.358)

It is from the effort (of parents) tohelp the child "succeed" that many conflicts are born. (3. p 358)

Democracy as a way of life may be expressedquite differently in families. (54. p 5)

We must constantly keep in mind there is noone,rightway.

Forms of conflict include concealed, overt, acute,chronic,

progressive, habitual. (22. pp 296-298) 4

Conflict Is expressed by constant bickering,blaming, disagreeing; feeling that personal needs'are not met andcompensations expressed; quarreling over roles, recreation, use of money,religion, political views; inability to talk things over;.runninghome to mother; crying, becoming ill, developing headaches with nophysical basis; expressing individualism and refusal to work as a team;personal habits that interfere with family cooperation(drinking, gambling, wasting.miiiiy) (4. p 353)

Immaturity of individuals increases chancesof conflict. (4. 1,357)

Whether or not conflict is destructive depends onthe extent to which it involves an attack on the selfworth of the individual. (44. p 275)

Destructive quarreling is ego-involving andpersonal. It is destructive because it bruises the love obje..t,alienates affection and solves or settles nothing. (14. pp 241, 242)

Conflict is useful when it leads to thedefinition of problems and difficulties, when it brings realistic understandingof individual differences in values, when it brings appreciationsof the emotional involvement of the family members. (44. p 276) 53

Productive quarreling settles upon the issue orpoint of difference.It is constructive because it releases tensions,brings about better understanding, lays bare the facts causing theconflict, re-defines the situation upwards and ends in problemsolving and better adjustment. (15. pp 241, 242)

Conflict may be resolved in several ways: (28. pp 25-30) domination or victory by one side submission voluntarily by one side compromise integration or development of a newsolution conversion of one side (may combinesubmission, compromise and 1: (domination) accepting differences or "live and letlive"

Resistance to resolving conflict may beexpressed in several ways: not accepting the existenceof the problem lack of communication dealing with symptoms rather than causes avoiding responsibility. over-intellectualization (44. p 289)

Family dilemmas which result fromdiffering opinions and give rise to family conflict are: Freedom in family experience versusorder and efficiency Work achievement versus thelove-reproduction function Personal expression of self versus devotedchild rearing Flexible versus rigid child rearing practices High aspiration level for children versusrealistic expectations Family loyalty versus community loyalty Extensive associations versus restricted,intensive socializing Love experience versus love safety(avoiding pain of suffering a broken heart) Free sex expression versus restraint in supportof family values (38. pp 90-95)

Learning Exneriences:

Knowledge Look up and personally interpretdefinitions of democracy, conflict, resolution or resolving, overt, acute,chronic, progressive, inconsistent.

Prepare a written statement of yourinterpretation of democratic family living from the standpoint of how people actin a democratic family. List common reasons for conflict infamilies. List common sources of conflict infamilies. List common ways of expressing ordemonstrating conflict in families.

Read several interpretations ofthe "Problem-solving method" in texts on management or humanrelations.

Make a collection of cartoons depictingthe family in difficult moments.

t., 54

class Compare personel'interpretations orexamples of different members as to the meaningof bickering, quarrelling,disagreeing, fighting, personal habitsthat cause conflict.

View the film "Control YourEmotions."Discuss the relation of emotional control to familyconflict.

Comprehension

Discuss in buzz groups ways yourfamilies differ (size, sex composition, ages of members,living conditions, kindsof work, rituals and customs, interests and hobbies,recreation, values, goals, etc.) Have each group summarizethe differences and report them. for one evening Record the major activitiesof your family members relation to and compare thedifferences. Did conflict arise in conflicts and how were these differences? If so, what were the they expressed? differences or cite Cite laws which haveresulted from resolving examples of conflictsresolved in your studentcouncil.

Complete a form contrastingautocratic and democraticfamily action or decisionsrelated to the followingactivities:

Family Activity Autocratic Action Democratic Action Use of family car Buying records Choosing a college Plannin: a weddin: to the above in an How might conflictbe expressed in relation autocratic family and in ademocratic family by theindividuals concerned?

Demonstrate the problemsolving method as it mightbe applied to one of theabove family activities.

Show how you differfrom a brother or sisterin the functions you perform at home, at school orat work, in yourneeds, desires and led to any conflict expressions of emotion.Heim these differences you are awareof in your family?

View the film"Marriage Today." What aremajor differences evidenced by the variouscouples?

Application

Determine through a roundtable discussion (or byrole playing enforce- a familycouncil) ways a family canshare authority in Relate ment of rules relatedto the care ofpersonal belonging. it to self-directionand other-directness.

, a 4 5,441 55

Write a skit which contrasts theVictorian concept of suppressingand being ashamed of animositiesand wicked feelings with themodern con- understandingi of concept of recognizing,discussing and developing flict among family members.

Role play a situation whichillustrates ways conflict cancontribute positively to activities which arecreative (planning a program orsocial event, designing a costume,writing a skit, etc.)Analyze the ways the various conflicts were resolved.

Role play a family group acting as acouncil and apply the problem solving method to a problem such as onerelating t in-laws, wives working, poor grades, whether tobuy a new car or remodel thekitchen. Come to a decision and analyze waysthe conflicts were resolved.

View the film "Parents ArePeople Too."Discuss differences and similarities between your needs(especially emotional needs) and thoseof your parents.

Analysis

(Analysis was used in relation to someof the experiences listed under application because they seemed toapply to those situations.)

Answer a questionnaire whichdescribes the make-up of yourfatai:, its activities, interests, customs, etc. (See Colorado guide in atcached bibliography.) Summarize the information to pin-point commondifferences. Discuss reasons for differenceswithin the class group.

Compare the differences amongthe following dichotomies as tomajor responsibilities, use of time, sourcesof enjoyment, major goals: mother and father brother and sister parent and child How would you relate these todevelopmental tasks in some stagesof the family life cycle.

Write on one of the following: How might you differ from yourmother or father in your perceptionof: a good mother an appropriate careerfor you choosing a marriage partner(or a close friend) determining time to return fromdates

Present a symposium titled,"Why parents act the way theydo." Each person may beassigned one of the following: bossy, domineering, aloof, stingy, shows false pride,overprotective, possessive,indifferent.

Explore research studies or statisticswhich throw some light on kinds, frequency of occurrence, sources orexpressions of conflict or crises. Which conflicts or crises seem tobe found most frequently in the literature or statistical recordings? 56

Interview school or marriagecounselors, welfare workers orjuvenile judges to determine their opinions asto most common areasof conflict in families as they observethem in their work. Compare similarities or differences in yourfindings.

View the film 'Age ofTurmoil" and discuss causes ofconflict.

Synthesis

Apply the problem solving method to adifference which you have recently experienced with a friend orfamily.Write a report of the procedure and results. How does writing an analysisof a problem and following a step-by-step procedure aid in itssolution?

View some of the followingfilms: "Date With Your Family" "You and Your Family" "Family Life" "Who's Boss" . "Homer, The Kid Brother"

Discuss instances in these filmswhich may show: Sources of conflict factors which contributed toconflict. Individual differences that contributed to conflict. Ways lack of perception orcommunication might have contributed toconflict.Examples of various methods of resolving conflict. Resistance to resolving conflict.

Discuss: How can a person adjust tonon-democratic groups and still practice democratic proceduresindividually?" (belonging to an exclusive organization or being ahighly trained professionalperson)?

Write a paper, and documentwith specific examples in ourcontemporary culture, on the worth of theindividual versus the worthof the group.

Discuss specific examples of waysfamily members can attain more empathy and thereby reduceconflict by working and playing more together.

Individually complete and analyzethe check list on causesof friction (Cosgrove and Josey"About You", cited in theattached bibliography).Write a brief paper onimplications these causes of friction may have in yourbeing better prepared fordemocratic participation in your adultliving.

Write a playlet or skit titled,"She Gets on My Nerves."Develop a discussion guide to accompany it.

Discuss the meaning ofinter-dependence ES evidenced in"Cheaper By The Dozen" or "Belles on TheirToes."

Record instances of conflict in yourfamily during one day and write a brief papershowing the contribution youcould personally make toward reducing or resolvingconflict. (This might be stated- - Record instances of conflict youhave observed recently-----and conflict) ways theindividuals involved could havereduced or resolved the 57

Evaluation week or so andidentify Think back to familyinteraction of the past among familymembers.Write actions whichevidenced social equality this unit) of themajor differences a summary(based on learning of American families. Classify which cause conflict inmost contemparaim them as to differencesand conflicts of: the beginning family the family withschool children the family withadolescent children expressing conflict.How Pool opinions as todifferences in mode of do these relate to: cultural or nationalbackground family background social class educational level of parents other influences arises that anindividual is Discuss -- "Are theretimes when conflict "Are there familieswho have no not capable ofmakirs, a decision?" probably exist?" disagreements? If so, what conditions "What I enjoy about mybrothers Write a paper on oneof the following: contributes to mywelfare and sisters (orfamily)." "What my family and what I contribute to myfamily's welfare." family conflict. They Write a skit summing up someprinciples relating to Privacy." might be titled"Peace At Any Price," or "I Want My Study it over aperiod of a week or Select a source ofpersonal conflict. accomplished this. so. Try to resolve itand tell how you including Make up a ratingscale for seriousnessof family conflict and degrees of sources ofconflict or waysconflict is expressed seriousness orfrequency of occurrence.

Summary questionsrelated to thegeneralization

Generalization II: family living and canmake Conflict is bound toexist in democratic individual development. constructive or destructivecontributions to

Questions relating to commonideas about thegeneralization.

What is conflict? A. circumstances? How is it expressedby different peoplein different What causes conflict? What conditions favorconflict? living foster family B. What characteristicsof democratic family conflict as contrastedwith autocraticfamily living?

influences the constructivenessordestructive- C. What determines or ness ofconflict to humanpersonality?

L.^,4 , , ,, eq, 58

4 Questions relating to bigideas about the concepts.

families? A. What are differing patternsof authority in How are different patternsevidenced? different patterns What are examples ofconflict that result from of expressingauthority?

B. How does authorityshift: in societies? in cultures? in families? in individuals(self and otherdirectedness) democracy differ in C. How have you seenthe interpretation of thought and action?

D. Trace the evolutionof conflict in the use of armsthroughout history in the maturationof an individual in the developmentof legislation and itsinterpretation by courts in thisnation? of conflict in history E. Cite some evidencesof the constructive use or in anautobiography of anindividual.

Relationships of generalization(only one used) other Questions relating toapplication of thegeneralization to situations. be used either A.How conflict (resultingfrom differences) can constructively or destructivelyin varying situations?

Constructive Use:Destructive Use: Situation: Examples: in a job situation among membersof a church board among membersof a racial group among membersof a student council among membersof a football team among neighborhoodchildren

Generalization III: community and families. There is a constantinteraction between the

Desired Outcomes: families have to offersociety. Grows in appreciationof what homes and contributed by the community Recognizes the facilitiesand services for the welfare of itscitizens. 59

Read References for Backround Information:

When communities were made upof families who kneweach other very well, 85 per cent of people in common interests were moreeasily established. United States live infamilies. (26, p. 465-472)

Sociologists describe thefamily today primarily as asocial system, a Characteristics of our modern system of interactingpersonalities, social'group, economic unit, family are: mobile, patrilineal, small increasingly democratic, smallin number, etc. (30, 79-104).

Families are important tosociety because we recognizethem as being essential to our way of life. (61, 1-3). neighbor- There are three basic kindsof communities: political, regional, hood. (62, p. 363364) affection, Families have these functions: education, social, religious, of members. economic, personalitydevelopment, and recognized place (61, p. 20-21) 41, p. 1-8)(62 p. 1214)

What you think and what youdo affect many other people aswell as yourself. (40, p. 152-161)

Communities are what we makethem and what families wantthem to be. (52 p. 403-411). Families contribute to: schools, recreational programs, organizations,beautification, better services, etc. (4, p, 473. ch. 22).

Desirable members of a community:

1. Obey laws and regulations 20 Take care of public property 3. Are interested in communitiesprojects 4. Contribute services to the community 5, Care for home premises 6. Appreciate education 7. Appreciate recreation facilities elections and public projects 8. Are intelligent about laws,

What makes family livinggood? (12, p. 484485)

members. I. It provides a stable basefor the development of its generations. 2. It transmits thecultural heritage to oncoming intimate aspects of living. 3. It cultivates the deeper, more 4. It interprets life'sexperiences to its members. members. 5. It assures the physicaland mental health of its 6. It encourages the expressionof human personality. of life. 7. It serves as a"choosing agency" among many ways impulses. 8. It encourages thewholesome expression of love 9. It protects the humanreproductive function. they have 10. It is a haven- a placewhere "if you have to go, to take youin." mistakes within 11. It offers a placewhere individuals may make an atmosphereof protection. 60

12. It practices interdependencerather than competition. life. 13. It stands for the enjoymentand the fulfillment of 14. It lives for something morethan the moment, and for causes beyond itself.

What families must do to developsuccessfully. (12, p. 481)

1. Allocation of authority andresponsibility 2. Allocation of functional roles 3. Socialization of children 4. Allocation of economic resources 5. Allocation of lines ofsolidarity among family members and integration of the group as awhole social structures in 6. Articulation with other important society These are dynamics offamily interactions.

The community needs to provideoutlets for wholesome activities for its citizens. Responsibilities of the community are:

1. Newspaper, radio, television(61,p.21-26) 2. Religious groups (52,p.406-411) 3. Education for all (37,p.486-531) 4. Public Health (12,p.476-513) 5. Life and property protection 6. Economic security 7. Child protection agencies 8. Sanitation 9. Utilities 10. Recreation 11. Cultural opportunities

Learning Experiences:

Knowledge

Look up definitions of community,democracy, society, interactions, patrilineal, economic,family, neighborhood.

Read references on family-communityinteraction: (4, chapters 21, 22) (13, chapter 19 and 21)(15,chapter 20)(22, chapters3,7) (37, Unit 10)(30, chapter 4)(32,chapters 19, 20)(61, chapters 1,2,3)(62, chapters 15,16)(71, chapter26).

Read to class article: "Family Life in America."

Comprehension

Discuss the origin and purposeof the community chest orred- feather agency.

List community activities inwhich each of your familymembers participate.

Buzz groups discuss,"What democracy means tome."

rikw - 61

List things you may do in acommunity that cannot bedone in a neighborhood.

Compare services of a big cityto those of a small town. department give a Have a representative ofthe city or state health community and state." talk on the "Health andSanitary Laws of the

Application with your What services does yourschool-community have in common community or home?

If your town or communityhas a civic hall, tellhow it originated carried on there for and is maintained. List the activities children, teen-age boysand girls and adults.

If your town or communityhas a park, swimmingpool or library, do the same as above. Do you Discuss the value ofstudent government in highschools. and have such a system in yourschools? Tell how it is organized how it operates.

Think of your church groups as asmall community, whatvalues do you receive? with that of Film: "Pioneer Homes." Compare today's community olden days.

Describe the value of yourcommunity newspaper(s) tothe citizens.

Analysis

Study your communityand prepare a report onthe services rendered Where does the to the people ofthe community at public expense. look money comefrom which pays for theseservices? Why should we responsibility and a privilege upon the payingof taxes as a civic rather than look for ways toevade it.

Point out and list goodpoints of Film: "Are You A Good Citizen." film. Compare yourself. for extra taxes for the Roleplay: A parent who does not want to pay new swimmingpool in your community.

Synthesis

Ask member of the citycouncil to talk to your group onthe values laws? of the new swimmingpool project. New park? Sewer system? Zoning

Write a paper describing agood citizen of your community.

.74 62

Evaluation

Make an inventory of your communityof the provisions it makes for its members--protection, conveniences,education, recreation, spiritual inspiration and gut41,1(1. Decide what further provisions would be made to improve your ,3mmunity.

Summary Questions

1. Why do you think your community isimportant to you? 2. Which costs your community more,the recreation it provides or the care and punishmentof its lawbreakers? the community and in turn 3. What does the family contribute to what does the community contribute tothe family?

adequate 4. How can we apply thegeneralization to people living in housing in our communities, or tominority groups who are dis- criminated with in connectionwith employment?

Evaluation Inventory:

HOW WOULD YOU RATE YOURCOMMUNITY?

Each one rate your community as itlooks to you. Then, as a class, discuss the statements and see how well ou a ree

NeverSometimesUsually Always

1. In my community, allnationalities and races have equal sights. 2. Recreational activities are provided equally for all groups. 3. Children of all nationalitiesand races are treatedwith equal fair- ness in the school system. 4. The police enforce the lawwithout considering wealth, nationality, or race. .. 1 5. Good housing is available toall. ------6. I would recommend my communityfor the South American famil 7. In employing people, ourindus- tries treat all nationalitiesand races with eaualfairness. _ 8. Our newspaper is fair to all nationalities and races.

Judson Landis, Building Your Life. P. 160. 63

ELEVEN AND TWELVE GRADES

Unit I - LOOKING INTO TaFUTURE

Desirable Outcomes:

1. Takes a serious look at futuregoals 2. Sees the relationship ofone's values to goals and long term goals and 3. Distinguishes between short term understands that short termgoals may relate to the attainment of long termgoals of preparation for marriage 4. Realizes that education is part as well as avocation and life adjustment of the family life cycleand 5. Understands the various stages the way in which one'sgoals may change as he matures 6. Wants to be a successful person 7. Realizes that success means manythings 8. Begins to clarify valuesand goals for self society have changed 9. Understands how functions in our 10. Realizes that roles of manand woman are not as sharply differentiated today as in the past 11. Understands some of the presentday confusion about roles of men and women 12. Begins to clarify own roleexpectations

BIBLIOGRAPHY

Leonard, Jr., and J. RobertMoskin. 1, Altworth, William, George B. The Decline of the AmericanMale. New York: 'Random House,1958. New York: Public 2. Applebaum, Stella B. Working Wives Affair Committee, Inc. 1952. Cedar Falls, 3. A.S.T. Newsletter, Associationfor Student Teaching, Iowa, Fall 1961. 4. Haber, Ray E.Marriage and the Family. New York: Harper 5. Lee, Laurence S. Marriage and FamilyRelations. and Brothers, 1959. 6. Bowman, Henry A.Marriage for Moderns. Teen Times, Volume 18, 7. Caulder, Brenda. "A Backward Glance." Number 4 April4lay 1963. the Modern World. New York: 8. Cavan, Ruth. Marriage and the Family in Thomas Crowell, 1960. About Marriage and You. 9. Cosgrove, Mara jove C. and MaryI. Josey. Chicago: Science Research Associates,1954. Peoria, 10. Craig, Hemel Thompson. Thresholds to Adult Living. Illinois: Charles A. Bennett Company,1962. Stoops. 11. Crawford, Claude, Ethel Cooley,O. Trillingham, and Emery Living Your Life. New York: D. C. Heath and Company,2nd Edition. Public Schools, 1958. 12. Famil Life Education in the Hi_h School, Detroit McGraw-Hill Book Company, 13. Fedder, Ruth. A Girl Grows Up. New York: 1957. New York: 14. Force, Elizabeth S. Your Harcourt, Brace and Company,1955. New York:W. W. Horton X 15. Freiden, Betty. The Feminine Mystique. and CorqvaLy, 1963. 64

16. Goodyear, Margaret R. and Mildred ChapinKlohr.Mani;na for Effective Living, New York: John Wiley and Sons, Inc., 1954. 17. Gross, Irma H. and ElizabethCrandall. Managemeet for Modern Families. New York: Appleton-Century Crofts, Incorporated, 1954. 18. Hawkes, Glenn R. "How Do Values InfluenceOur Decisions?" Teen Times. September 1961, Volume 17, Number 1. directed by Harold Alberty, 19. -....1Sillelisik9111MIAEZ212E21/11M222 Seminar Ohio State University. 20. Illinois Teacher. "Studying Values Through Home Economics," Volume III, Number 7. Little, Brown, 21. Komarwosky, Mirra. Women in the Modern World. Boston: 1953. 22. Landis, Judson T. and Mary G. Landis. Building a Successful Marriage. 2nd Edition. New York: 23. Landis, Judson T. and Mary G. Landis. Building Your Life. Prentice Hall, Inc., 1954. 24. Landis, Judson T. and Mary G. Landis. Personal Ad'ustment Marriage and Family Living, New Yor : Prentice-Hall, Inc., 1955. 25. Landis, Paul W. Your Marriae and Family Living.New York: McGraw-Hill Book Company, Inc., 1954. 26. McDermott, Irene E. and Florence W. Nicholas,Living for Yung...Moderns. Chicago: J. B. Lippincott Company, 1965. 27. McGinley, Phyllis. "Coilge Education forthe Housewife A Waste?" Readers Digest. January 1963. 28. NEA., April 1963. 29. Peterson, Eleanor N. Successful Living. Boston: Allyn and Bacon, Inc., 1959. 30. Peterson, James A. Educat ion for Marriage. New York: Charles Scribner and Sons. 1956. 31. Practical Home Economics, "Appraising Valuesand Attitudes," Dec. 1952. Your Life in the Family. Chicago: 32. Rhodes, Kathleen, and Merna A. Samples. fi J. B. Lippincott Company, 1959. Boston: Hough- 33. Smart, Mollie S. and Russel C. Smart.Living in Families. 'ton Mifflid-Company, 1958. 34. Starr, Mary Catharine.Management for Better Living. Boston: D. C. Heath and Company, 1956. 35. Teen Times, "Are Home Economics Careers ForYob?"Volume 18 Number 2, November-December 1962. 36. Teen Times, "Discovery ThroughF.H.A." February-March 1963, Volume 18 Number 3. 37. Teen Times, "What Next After HighSchool?" April 1959, Volume 14 No. 4. 38. Teen Times, September 1961, Volume17 Number 1. 1948. 39. Thursten, The Family Today. Bulletin Number 350, Lansing, Michigan, A Few Facts, Leaflet 18, Washington25, 40. What's New About Women Workers? ---

A D. C., U. S. Department of Labor,1961.

Other Resources

Films 41.How To Say No. 11 Min. $2.25. (BYU, U. of U, WU) 42. "You and Your Attitudes."Indiana University, $2.00 - 12 min. 27% Min. Free Rental 43. "Measure of a Man." Association Films, 44. "Worth Waiting For."University of Nevada 45. "Measuring Home Management," State Supervisor 46. List of films in Illinois Teacher,Volume IV Number 5 pp. 199245. 47. Family Living Charts. American Social Health Association,Inc., 1790 Broadway, New York. (Price $1.00)

xie{11.1 -2.41r2,:e4,4 it

Yh 65

Recording 48. "The Strangest Secret."Nightengale. Borrow from State Supervisor.

Plays 49. "A Backward Glance, Teen Times, April-May 1963. 50. "Please Pick Up Your Clothes," Helen Steinton, Illinois Teacher, Volume III Number 7.

Magazine Articles 51. "College Education for the Housewife -A Waste?" Readers Digest, Volume 82, No. 489, p. 126. (January 1963)

Generalization I:

Goals are satisfying to an individua1 when values are used consciously as criteria for their selection.

Desired Outcomes:

1. Takes a serious look at fture goals. 2. Sees the relationship ofone's values to goals. 3. Distinguishes between short term and long term goals and understands that shortterm goals may relate to the attainment of long term goals. 4. Realizes that education is part of preparation for marriage as well as a vocationand life adjustment.. 5. Understands the various stages of the family life cycle andthe way in which one's goals may change as he matures.

Background Information:

A goal is an end which a person defines (in varyingdegrees of consciousness and verbalization) and toward which hedirects mental and physical effort for attaining it. (39, pp. 5-6) (13, p. 260)(36, pp. 4-15) (11, pp. 9-11) (170 p.9)

Goals areof two types: (37, pp.2-5) (10, chapter 1) (16, pp. 41-60) End goals (ultimate or intrinsic) Meangoals (instrumental)

Goalsmay be long term or short term. Mean goals are frequently short term goals. (same references as above)

Gals motivate actions and expressions of great variety. (7) 10, chapter 1) (16, pp. 83-98)

Characteristics of goals: (20, pp. 325, 332, 334)(12, pp. 53-55) (39, p. 5-6)(17, p.20) (18, p. 13) Goal attainment demands management. Goals grow out of philosophy, desires, past environment, attitudes about values. Goals change with time, family life cycle, crises,appraisal, events, personal relationships, abilities, success orfailure. Goals may be personal or group goals and there is interactionof both. Goals have, to be in harmony with one's values to have achange of attainment. Ij

rY 66

Goals may be stated in terms of values or activities. Motives sometimes are in opposition and need to beresolved. (38, p. 9)(20, p. 333) Analysis may help resolve conflicts in a hierarchy ofvalues as they influence selection of goals. (29, p. 293)(7)(38, p. 15) (25, chapter 8)(26, chapter 2)

Learning Experiences: , ,.

Knowledge

Look up definitionsof goals, values, philosophy, attitudes, desires, motives, hierarchy,management, intrinsic. (29, pp. 48)(11, pp.269-292) (10, chapter 1) (16,3-19)(34, pp. 26-31)(19, chapter 13)

Comprehension

Buzz groups take one of the above terms, poolpersonal interpretation of the assigned term and develop a meaningful definitionrelated to family living. «.. Make a chart of your goals as they might fit into thefollowing arrange- ment:

Time of expected Job orHome andMaterial orSoc. orReligion or attainment Educational_ Econ Famil Own-rshi, C.,- Welfare Within 1 year or less Within 1 -5 years Within 15 years Within 25 years

How do you think your goals differ from those of yourparents--when they were your age--now? To what do you attribute these differences? (change of time, events, circumstances, values, family life cycle,etc.)

Rank three.of your goals in order of importance;develop a personal hierarchy of values and relate the two.

Application

Write a brief paper on one of the following topics: My most satisfying achievement. (The personal value or values to which it related) (Show any specific evidences of consciousness of values in the choice of goal and in the way values may have influenced efforts toward the goal.) The inter-relationship of goals on the chart.

Analysis

Investigate the scientific (rational - problemsolving)(techniques of determining and achieving goals.) 16, pp. 13-15)(34, pp. 21,30) X A Debate the practicality of applying this method to personaland family 4 goal selection. 67

Have a panel discuss factorsin our society today which areinfluencing satisfactions received from at- our valuesand in turn contributing to tainment of goals. (29, p. 375-214)

Survey adults as to their careerselections.

Try to determine: When they decided ontheir career? What influenced theirchoice of career? Whether they changed theirdecision - if so, why? What they find mostsatisfying about their career?Why?

Synthesis

Write on the topic: My goals- -who and whatinfluenced their deter- mination.

Discuss-- How might a wife setthe stage for familydecisions as to goals? How could I, as a parent,help my children develop a senseof values?

Evaluation

Cite an example of an acquaintancewho has drastically altered a Describe goal or one who is notmaking good progress toward agoal. the circumstances in theform of a case study.

Try to pin point reasons.Do they relate to lack ofsatisfaction, lack of relationship topersonal values, the factthat the goals have been imposed orlargely. influenced by otherpeople? Etc.

Summary of Experiences

the information that wehave 1. What are the common ideas in dealt with in these pastnumber of days? a. Everyone has some measure ofvalues b. Different goals for differentfamilies or individuals criteria 2. What are big ideas aboutlife goals, values, and the for their selection?

3. How do values and goalsrelate to one another? situations? 4. How can you apply thisgeneralization to other

Generalization II:

People find success by takingadvantage of opportunity,refusing to admit defeat,overcoming handicaps,broadening contacts, and exerting drive and enthusiasm.

Desired Outcomes: 1. Wants to be a successful person. 2.. Realizes that success means manythings. 3. Begins 'to clarify valuesand goals for self.

,.:.

'44", , 68

Background Information: they are going. 1. People with goals succeedbecause they know where (24, chapter 3)(13,pp.3-20)(48) 2. A man's life is what hemakes it. 3. A man is what he thinksabout. (24, chapter 3)(48) If one thinks negatively,the 4. People become what theythink about. results will usually benegative, hence it isbetter to think positively. (23, pp. 205-209)(48) complete success. 5. Man must love what he isdoing in order to have (29, p. 290)(23 pp.205-209)(32, p. 41)(48) of a worthy 6. The secret to success isthe progressive realization ideal. (32, pp. 30-40)(29,404-409)(48)

Learning Experiences:

Knowledge

Read "Career as a LifetimeChoice" (8, chapter 13) "Education and Career" (29, p.336) defeat, handicap, drive. Define following: goal, career, opportunity, (29, p. 336) (11 p. 269-292)(24,chapter 3) (10, chapter1)

Comprehension professional and non- Have a panel of participatingclass members with professional persons chosen bythe students fromsurrounding community. 30-41)(23, pp. 205- Topic: The Importance of a CareerChoice.. (32, pp. 209)(34, pp. 5-13)(24, chapter3)(29, p. 336)(11, p.269-292)

Application

Write a page or more on"My Goals in Life." (35, pp.'6-13)(10, chapter1)

Analysis What Name people in public lifewho they consider successful. Why? (29, pp. 285, things hinder success? What are the dangers ofsuccess? 290, 408, 409)(44)(10,chapter 1)(34, pp. 5-13)

Synthesis

Write down a goal youwould like to achieve. The goals are distributed Student explains how so that eachstudent has anotherstudent's goal. to reach the goal inlogical steps. (24, chapter 3)(16, pp. 11-15)

Evaluation

Discuss: "Drive and enthusiasm are not importantin obtaining success." (29, pp. 293-304)(29,408-409)

Summary of Experiences have dealt with 1. What are the common ideasin the information that we in these past numberof days? a. Everyone can achieve success b. Motivation produces theopportunity 69

and what is the criteria 2. What are the big ideas about success, for measuring success? and 3. How does success relate toopportunity, handicap, drive enthusiasm?

4. How an you apply thisgeneralization to other situations?

eneralization III:

Certain roles of men and womenin our society are not assharply differentiated today as they were inthe past.

Desired Outcomes:

1. Understands how functions in oursociety have changed 2. Realizes that rules of menand women are not as sharply differentiated today as in the past confusion about roles of 3. Understands some of the present-day men and women 4. Begins to clarify own roleexpectations

Read References for BackgroundInformation:

There is a great contrast betweenthe traditional family ofthe past and thecompanionship family of today. In the traditional family, the woman's role was tokeep house, bear the children, bake the bread and serve thehusband. The traditional family was the centerof religious, social,recreational and economic life.

In the companionship familythe wife's role is that ofequality with husband in decision-making,in pursuing a profession,in functioning as a citizen and as acreative individual. Today and sharing the primary functions of afamily are giving affection 4. 3 companionship. (30, chapter 1)(8, chapter3)

Some years ago, women lookedforward to one role--marriageand family. Today women may play a varietyof roles:" -- Marriageand children -- Marriagewithout children - 41arriage, careerand children --Marriage and career - -Career (Force, Chapter 8) Chart: The Modern Girl's Dilemma

Some years ago, a young manfinished his education, went towork, saved money and thenmarried. Today a young man may choose several paths: --Get a job and then marry - -Marrywhile in school and shareearning responsibilities with .3 his wife - -Marry,work and continue hiseducation - - Postponemarriage until he completeshis education Chart: A Young Man's Dilemma

.1, .^,A, 70

Many women today areconfused and frustrated becausethey have not been able to define their ownroles. (22, Chapter 3)

There is some concern todaythat women may be becoming thedominant sex. Single women will The work-life expectancyof women is as follows: work approximately 40 yearsof their lives; marriedand childless women, 31 years;married women with children,27 years.

From Technical andSemi-Professional Jobs For Women,Progress Report, 1962, Sacramento, California StateDepartment of Education.

in the More than one-third(37%) of all women of working age are workers is just labor forces. Th. average (medium) age of women One-half of all over 40 years;almost two-fifths are 45 orolder. women workers aremarried women who areliving with their husbands. of 6 and Five million women workershave children between the ages children under 17 years only.Almost 3 million workers have young 6 years of age. The family head is a womenin 0 million familie (1 family in 10).Half of the women familyheads are in the labor force,

From What's New About WomenWorkers? U. S. Department ofLabor, Leaflet 16, Revised 1961.

Learning Experiences:

Knowledge

See film Our ChangingFamily Life. 20 minutes. $3.25 rental from University of Nevada or Universityof Utah. Compare the functions of the traditional familywith that of the companionshipfamily. Compare the roles of men and womenin early Americanlife with the roles of men and women today.

Read references on the changingpatterns of family life in our society and the forces affectingthe family. Discuss ways in which each of the following factorsin our society is affectingFamily Life and the roles of men and women: --Increased Urbanization --Technological Advances --Increase in Leisure -- Increasein Longevity --Rise of Educational Levels

See the film Have I ToldYou Lately That I Love You,University of Southern California, Departmentof Cinema, University Park,Los Angeles 7, California. $4.00

Discuss how technology hasaffected the modern family.

Compare the role of single womenin our society today withthe role of single women in .earlyAmerican .life. ..(Se "TheModern Girl's Dilemma" in Force, YourFamily,, Today and Tomorrow," p. 131.) 71

Read one or more references about confusionresulting from changing roles; As you read, quote one or more ideas fromeach reading. In class read and discuss opinions from quotations.

See film:Who's Boss--a film showing marital adjustmentprublems resulting from husband-wife confusion overroles.

Comprehension

Observe families you know. Describe how each of the following has affected family life and/or roles of men and womenin those families.

Food Technology (Frozen Foods, PartiallyPrepared Foods, etc.) Machines (appliances in the home and atwork) Television Mobility (two cars in every garage) More leisure Higher standard of living

Today Dad sometimes cooks supper and mother mayhelp him to supplement the family income. Their roles are no longer specially defined.In other words, men and women don't have to conform torigid patterns of "masculinity" and "femininity."Discuss how this change has affected family life. jyY Application

Take a role expectation test.Analyze your own test.What does it show regarding your role expectation.

In one column, list the satisfactions awife-mother might have in her role. In another column, list additionalsatisfactions a wife, mother, worker might receive. Discuss the importance of useful work to the feeling of "fulfillment" which a womanmight receive.

Analysis

Interview several working wives and mothers.Find out why they work and how they feel about working. Report to class.

Interview several husbands of working wivesand mothers. Find out their attitudes about their wives' working.

React to this quotation. Is being a good mother and homemaker a sufficient role?

"We housewives are beset by a feeling ofguilt if we simply stay home and mind the hearth. To bring up a family, keep house, assist the schools, become GrayLadies in hospitals; to cosset a husband, take ourchildren to the orthodontists, embellish a garden, entertain our friends--allis insufficient. We somehow must express our personalitiesand our accomplish- ments on the outside world."

"We who belong to the profession ofhousewife hold the fate of the world in our hands.It is our influence that will determine the culture of coming generations.We are the 72

the people who chiefly listen to the music,buy the books, attend the theatre, prowl the art galleries,collect for the charities, brood over the schools, converse with thechildren. Our minds need to be rich and flexible for theseduties."

College Education for the Housewi'st.

Reader's Digest, January 1963, p. 127 Phyllis McGinley, "College Education forthe Housewife - -A Waste"

Write on the topic: "Is a college education for a housewife awaste?"

Synthesis

Discuss: What factors make it possible for a woman to carrythe triple load of wife, mother and worker.

Describe ways in which a full-time homemakercould make a financial contribution to the family other than through apaycheck.

Discuss the following statement:

"At the conference commemorating the fortiethanniversary of the Women's Bureau, the young women workers were referred to as'until' workers. Their occupational outlook is limited bytime clocks. Vocational planning appears to be of little importancebecause a girl thinks she will work 'until' she ismarried, 'until' she has a baby or 'until' she has helped pay for somespecific item.Actually, she may work 'until' she reaches the agefor retirement."

From Technical and Semi-ProfessionalJobs for Women. Sacramento, California, State Department of Education,1962

Evaluation

Comment on 3 of the following statements:

"Today's breadwinner must be part-time nursemaid,kitchen helper, handyman and mechanic. Some of it may sound like fun, but most of it is just that much more hard work at theend of a hard day."

Attwood, William George B. Leonard, Jr. and J.Robert Moskin, The Decline of the American Male. New York: Random House, 1958, p. 58.

"The American father either deserts his boy,because he is so busy making a living, or confuses him becausehe does the same household chores as the boy's mother.A boy growing up today has little chance to observe his father instrictly masculine pursuits."

Ibid, p. 14

There is some concern today that women maybe becoming the dominant sex.

"For years authorities have urged women to convertthe father into a male version of the mother. Now they feel they have pushed him too far, that they have de-masculanized him." 73

Moskin, The Decline ofthe American Male. p. 3-25

"What I dislike about wiveswho don't work is that they get stagnant if they aren'tcareful."

"You don't know how lucky you areto be able to stay homeand play with the baby allday."

Rostow, Edna, "Feminismand Femininity." The Yale Review. 5173 (March 1962) p. 394

Is it realistic eitherfrom the point of view ofthe national economy or thefinancial situation of manyfamilies to suggest that women should"return to the home."

"A woman may well be betterin relation to many kindsof work if she takes professionaltraining at 30, 35 or40, at the natural starting point for seriousprofessional study in the rhythmpattern of the modern woman'slife."

Edna Rostow, op. set. p.398 marries and is a full- Does a woman waste acollege education if she denied their natural time homemaker? "Have we over-domesticated men, adventurousness, tied them down tomachines that are after allonly glorified spindles and looms, mortarsand pestals and diggingsticks, all of which were oncewoman's work."

Mead, Margaret. Male and Female. New York: New American Library, 1955. p. 13.

Summary Questions dealt with 1. What are the common ideas inthe material we have these past days? of men 2. What are the big ideas aboutvalues, goals and roles and women in society that wehave gained?

have to one another? 3. What relationships do these concepts situations? 4. How can we apply thisgeneralization to other

.4"'"V"' 74

Bring to Marriage Unit II - UnderstandingYourself and What You

Desired Outcomes:

1. Gains inself-understanding personality develops inthe family 2. Understands how one's which heredity andenvironment play in 3. Appreciates the roles the development ofthe personality of his potentials 4. Desires to make the most position in thefamily is a part ofhis 5. Realizes that one's environment and mayaffect his personality including social class 6. Understands how one'scultural background helps to make himthe kind of personhe is 7. Understands basic needsof all individuals fails to meet hisneeds, he may use a 8. Recognizes that when one variety of defensemechanisms constructive methodsof meeting hisneeds 9. Increasingly uses more be mature--physically,emotionally, 10. Understands what it means to socially, intellectually,and spiritually maturity 11. Is able to evaluate ownprogress toward able to solve problemsusing problem- 12. Becomes increasingly solving approach values and goals anddevelop a philosophy 13. Begins to clarify his own of life functions of homesand families 14. Clarifies some of the 15. Understands what makes agood home atmosphere of a home is ashared responsibility 16. Realizes that the and that each personplays a part in the light oftheir own experiences 17. Realizes that parents act act in responsible ways,parents 18. Understands that when teenagers are morelikely to treat them as grownup their stage of the Understands developmentaltasks of parents in 19. and teenagers sometimes. life cycle and whyconflicts between parents occur often rebel againstfamily requirements or 20. Realizes that adolescents prohibitions as a meansof breaking awayfrom apron strings parents areunwilling to let a child 21. Understands that sometimes grow up andthat teens need tounderstand the difficulty parents sometimes have inuntying apron strings

BIBLIOGRAPHY

Marriage and the Famil in the Modern World: 1. Cavan, Ruth Schonle. 1960. 607 pp. Book of Readings. New York: Thomas Y. Crowell, About Marriage and You. '2. Cosgrove, Marjorie C.and Mary I.' Josey. 102 pp. Chicago: Science ResearchAssociates, 1954. Thresholds to AdultLiving. Peoria, Illinois: 3. Craig, Hazel Thompson. Chas. A. Bennett Company,Inc., 1962, 416 pp. New York: The Macmillan Company, 4. Duvall, EvelynMillis:' Family Living. Inc., 1962. 416 pp. Hill. When You Marry. Boston: D. C. 5. Evelyn Millis and Rueben Heath and Company,1962. 337 pp. Foster. Your BehaviorProblems. 6. English, O. Spurgeonand Constance J. 1952. 48 pp. Chicago: Science ResearchAssociates, Inc., 75

New York; Harcourt, 7. Force, Elizabeth. Your._._:Lani.l.y2:rocal'tTomorrow. Brace and Company,1955. 398 pp. Klohr. mmagiraforgiftEsilf. 8. Goodyear, Margaret R.and Mildred Chapin Inc. 1954. 344 pp. Living. New York: John Wiley and Sons, New York; Rand McNalley 9. Hanna, Lavona A.Lgsiagailellirollemg. and Company, 1955. 712 pp. Behavior andDfEtlopmtplFromS 10. Hawkes, Glenn R. andDamaris Pease. 1962. 375 pp. to 12. New York: Harper and Brothers, Chicago: Science 11. Henry, *William E, Exploring Your Personality, Research Associates, Inc.,1952. 48 pp. How to Live WithParents. Jenkins, Gladys Gardnerand Joy Neuman. 12. 48 pp. Chicago: Science Associates,Inc., 1948. Chicago: Scott, Foresmanand 13. Jenkins,. Gladys Gardner. Teenagers. Company, 1955. 288 pp. School. Philadelphia: 14. Johnston, Eric. __ThrotHowtoLivelJuniorLgiih J. B. Lippincott,1959. 288 pp. Building Your Life. New York: 15. Landis, Judson T. andMary G. Landis. Prentice-Hall, Inc., 1955. 331 pp. Landis, Judson T. andMary G. Landis. Personal Ad'ustmenlaMarriage 16. Prentice-Hall, Inc., and Family Living. Englewood, New Jersey: 1960. 384 pp. arommaglancish2_Emilly. NewYork: McGraw-Hill 17. Landis, Paul H. 1954. 388 pp. Book Company, Inc., Living for young McDermott, Irene E, andFlorence WilliamsNicholas, 18. Company, 1956. 396 pp. Moderns. Chicago: J. B. Lippincott West. New York: Double- 19. .Mace, David andVera Mace.Marriage East and day and Company, Inc.,1960. 359 pp. Understanding Yourself. Chicago: Science 20. Menninger, William C. Research Associates,Inc., 1948. 52 pp. M. Leahy. You and YourFamily. 21. Moore, BerniceMilburn and Dorothy 440 pp. Boston: D. C. Heath andCompany, 1948. Becoming Men andWomen. Chicago: Science 22. Neugarten, Bernice L. Research Associates,Inc., 1955. 48 pp. Chicago: Science Research 23. Neugarten, Bernice L. Your Heredity. Associates, Inc., 1955. 48 pp. Education For Marriage. New York: Charles 24. Peterson, James A. Scribner's Sons, 1956. 429 pp. The Fainil In VariousCultures. Chicago: 25. Queen, Stuart A., etal. J. G. LippincottCompany, 1961. 314 pp. Your Problems: How to Remmers, Hermann andRobert H. Bauernfeind. 26. Associates, Inc., 1953. Handle Them. Chicago: Science Research 40 pp. Your Life in theFamily. Rhodes, Kathleen andMerna A. Samples. 27. 448 pp. New York: J. B. LippincottCompany, 1959. Handbook. Philadelphia: 28. Scheinfeld, Amram. The Human Heredity J. B. LippincottCompany, 1956. 276 pp. How to Solve YourProblems. 29. Seashore, Robert H. andA. C. Van Dusen. 1950. 48 pp. Chicago: Science ResearchAssociates, Inc., Smart. Living in Families. 30. Smart, Mollie Stevensand Russell Cook 1958. 433 pp. Boston: Houghton Mifflin Company, of Life. Chicago: Science 31. Smith, T. V. Building Your Philosophy Research Associates,Inc., 1953. 48 pp. Psychology For Living. Sorenson, Herbertand Marguerite Malm. 32. Company, Inc., 1957. 672 pp. New York: McGraw-Hill Book

Wt. 76

Washington, D.C.: National 33. Strang, Ruth. In_ vestin In Yourself. Education Association, 1945. 90 pp. Sisters. Chicago: 34. Ullman,Frances. Getting Along WithBrothers and Science Research Associates,Inc., 1950. 48 pP. ou Should KnowAbout 35. Warner, W. Lloyd andMildred Hall Warner. What sociates, Inc., 1953 Social Class. Chicago: Science Research As 48 pp. Consumer Economics. New York: 36. Wilhelms, Fred T. and Ramon P.Hemerl. McGraw-HillBook Company, Inc., 1959. 534 pp.

OTHER RESOURCES Science Research 37. Floyd, Mary Frances Ball. Let's Talk. Chicago: Associates. Dating Days. Chicago: 38. Kirkendall, Lester A. and RuthFarnamOsborne. Science Research Associates,1949. 48 pp. Understanding the 39. Kirkendall, Lester A. and RuthFarnam Osborne. Other Sex. Science Research Associates. 1955. 48 pp. Chicago: Science Research 40. Kirkendall, Lester A. Understandink, EEK. Associates, 1957. 48 pp. Science Research 41. Menninger, William C.Mgking and Keeping Friends. Associates, 1952. 48pp. Chicago: Science 42. Neugarten, Bernice L. Becoming Men andWomen. Research Associat,s, 1955. 48 pp.

The following is a list of outstanding biographies forcollege-bound students published in the N.E Journal, October, 1961.

Education of Henry Adams byHenry Adams. 1927. 527 p. Houghton. My Lord What a Morninby Marian Anderson.1956. 312 p. Vicking. Promised Land by Mary Antin.1917. 373 p. Houghton. 1950 Here I Stand: A Life of Martin Lutherby Roland H. Bainton. 422 p. Abingdon. 337 p. Holt. Baruch: M(yl____mStory_by Bernard M.Baruch. 1937. Men of Mathematics by EricT. Bell. 1937. 592 p. Simon and Schuster. Life of Samuel Johnson byJames Boswell. 1931. Modern Library. Yankee from Olympus: Justice Holmes and HisFamik by Catherine Drinker Bowen. 1944. 475 p. Little. My Several Worlds: A Personal Record byPearl S. Buck. 1954. 407 p. Day. Queen of France byAndre Castelot. 1957. 434 p. Harper. Autobiography of BenvenutoCellini by Benvenuto Cellini.1927. 485 p. Modern Library. Auobiography of Mark Twain bySamuel Langhorne Clemens. 1959. 388 p. Harper. Madame Curie by Eve Curie. 1937. 412 p. Doubleday. Rinehurt. They Called Him Stonewallby Burke Davis. 1954. 470 p. Atoms in the Family by LauraFermi. 1954. 267 p. Un.of Chicago. 285 p. Anne Frank: Diary of a Young_ Girlby Anne Frank. 1952. Doubleday. Autobiography by BenjaminFranklin. 1923. 286 p. Houghton. Peter the Great: Emperor of All Russiaby Ian Grey. 1960. 505 p. Lippincott

.44 77

Napoleon I by Albert LeonGuerard, 1956. 199 p. Knopf. 435 p. Macmillan. Roosevelt Family of Sa amoreHill by Herman Hagedorn. 1954. Act.One by Moss Hart. 1959. 444 p. Random. 1936. -544 p. Norton. American Doctor's Odyssey,by Victor G. Heiser. Elizabeth the Great byElizabeth Jenkins, 1959. 336 p. Coward. Story of My Life byHelen Keller. 1954. 382 p. Doubleday. Profiles in Courage byJohn F. Kennedy. 1956. 266 p. Harper. 208 p. Sloane. Henry David Thoreau byJoseph Wood Krutch. 1948. 1924.'335 p. Ungar.. Ariel: The Life of Shelly byAndre Maurois. 429 p. Harcourt. . Seven Storey Mountainby Thomas Merton. .1948. 1957. 252 p. Nelson. Three Worlds of AlbertSchweitzer by, Robert Payne. Diary of Samuel Pepysby Samuel Pepys. 1960. 548 p. Peter Smith. This I Remember byEleanor Roosevelt. 1949. 387 p. Harper. Ben Gurion by RobertSt. John.. 1959. 336 p. Doubleday. Autobiography by Lincoln Steffens. 1936. 884 p. Harcourt. Clarence Darrow for theDefense by Irving Stone. 1949. 570 p. Doubleday. Thread That Runs So Trueby Jesse Stuart. 1949. 293 p. Scribner. North Bridge to the Sun by GwenTerisaki. 1957. 260 F. University of Carolina. 372 p. Little Peabody Sisters of Salemby Louise Hall Thorp. 1950. Abraham Lincoln by BenjaminP. Thomas. 1952. 548 p. Knopf. Van Loon. 1953.. R.V.R: The Life of RembrandtVan Ruin by Hendrick 378 p. Heritage.. 320 p. Windows for the Crown Princeby Elizabeth Gray Vining, 1952. Lippincott. Up From Slavery byBooker T. Washington. 1933. 330 p. Doubleday. Autobiography by WilliamAllen White. 1946. 669 p. Macmillan; 246 pl.. Harper. Fifth Chinese. Daughterby Jade Snow Wong. '1950. Florence Nightingale byCecil Woodham-Smith. 1958. 382 p. Grosset.

OTHER RESOURCES

Films University of Emotional Maturity. 21 minutes. $3.25 rental from Br! or Utah University . Feeling Left Out. 13minutes. $3.25 rental from BYU or. of Utah. Four Families. of Nevada, Part, I. 30 minutes. $4.25 rental from University India and France. Part II. 31 minutes$4.25 rental from Universityof Nevada, Japan and India. University How Much Affection. 20 minutes. $3.25 rental from BYU or of Utah. University of Utah. How To Say No. 11 minutes. $2.25 rental from BYU or University Meaning of Adolescence. 16 minutes. $3.25 rental from BYU or of Utah. State Mr. Finley's Feelings. 10 minutes. Free rental from Nevada Division of Health, CarsonCity, Nevada or orderfrom University of Nevada. $2.25 rental. $3.25 rental from BYU or Physical As ects of Puberty. 19 minutes. University of Utah, State Preface to a Life. 29 minutes. Free rental from Nevada Division of Health, CarsonCity, Nevada. of Nevada. Roots of Happiness. 25 minutes. $4.25 rental from University 78

University Should You Drink? 22 minutes. $3.25 rental from Nevada or Universityof Utah. State Division of Shy Guy. 20 minutes. Free rental from Nevada Health, Carson City, Nevada

Record from Nevada State Problems of Modern Dating.Available on free loan Division of VocationalEducation, Carson City,Nevada.

Plays address as above. The Ins and 021E.Available onfree loan from same Ticket to Tomorm. High Pressure Areas. Mother and Dad ArePeople, Too. (A skit)

Generalization I:

Understanding one's self helps a personto understand and acceptothers understand himself. and understanding othershelps one to better

Desired Outcomes:

1. Gains in self-understanding develops in the family 2. Understands how one's personality

Read References forBackground Information: individual, different Your personality iseverything that makes you an 24)(22, pp.5-8) in certain ways from anyoneelse. (9, pp. 9-14)(13, p.

Personality includes all ofthese: Your body, the way yourbody looks, It also the way your body functions,and the way your body grows. and attitudes includes your intelligence, youremotions, and the habits that make you act as youdo. (5, pp. 4-9)(34, p.6) (10, chapter 5) It includes Your personality is you--theresult of all your experiences. take in school the people you know, thethings you do, the courses you and the way you handle yourproblems. (9, p. 14) willing to let it do Your personality can growand develop if you are so. (22, pp. 9-12)

Understanding yourself includesknowing why you act the way youdo. (9, pp. 9-14)(13, pp.25-31)

Learning Experiences:

Knowledge

Read and give reports onwhat different authors sayabout personality from selected references. 79

C ...prehension

Be roving reporters and asksuch questions as, "What ispersonality?" and "Can people change?" Read the responses in class andevaluate in terms of what youhave read.

Application

Make a personality sketchof yourself using the outline inTeenagers by Jenkins, et. al. on pages26-27.

Analysis

Explore Brickson's theory of anormal healthy personality andthe eight steps in the developmentof a healthy personality.

See Hawkes and Pease,Behavior and Development from 5-12,chap. 5. Analyze your personalityaccording to these eight steps. Try to determine what factors have mostinfluenced your personality- least influenced your personality.What factors do you think have caused your personality tochange in the last 2 years?

Synthesis

Study some acquaintance who youthink really seems to behimself. Decide what personality traitshe has that have causedhim to accept himself as he is.

Evaluation

Think back over your own lifefrom childhood to the present.What evidence can yon offer to supportthe idea that personality is not fixed once and for all, butthat it grows and develops?

Evaluate the following quotationsin terms of what you havelearned in this unit: 11 to thine own self be true And it must follow, as thenight the day, Thou canst not then be false to anyman."Shakespeare.

From classic or modern fiction,choose a charactek you are parti- cularly interested in and work out apersonality sketch of the person. Describe the individual'spersonality and try to indicate some of thefactors you think have influencedhis or her development.

Generalization II:

Heredity determines the potentialof an individual; thegrowing of person realizes hispotential through the richness or poverty opportunities which his environmentprovides.

Desired Outcomes: in the 1. Appreciates the roles whichheredity and environment play development of the personality

4r7,14 .trf ",^ /73. 80

2. Desires to make the most of his potentials 3. Realizes that one's position in the family is a partof his environment and may affect his personality 4. Understands how one's cultural backgroundincluding social class helps to make him the kind of person he is

Read References for Back- round Information:

We get our physical features throughbiological inheritance, and our habits of behavior such as teamwork from thesocial environment of the family. (32, pp. 38-40)(3, pp. 49-56)(34, pp.6-16)

The way in which genes combine, as well asthe genes themselves, affect the characteristics of the individual. (34, pp. 7-8) (13, pp. 38-42)(32, pp. 33-8)

There are, as a result of the infinitevariety of gene combinations, wide and interesting differences amongpeople. (9, pp. 14-16) (3, pp. 50-53)

We are a combination of our inheritanceand our environment. (22, pp. 3-8)(34, p. 16)

The personality grows through family living.

(1) One's position in one's family is a part of his environment and influences his life. (4, pp. 29-41)

(2) The youngest child always has someone in thefamily who does better than he does. The oldest child usually has more expected of him.First children are often jealous of the new baby, hostile toward their parentsand feel a rivalry toward youngerchildren in the family. (32, pp. 50-54 and 58-71)

One's cultural background affects his personality. (34, pp. 16.48) (10 chap. 1)(22, pp. 5-8)

(1) Cultures vary from country to country, from North to South and from East to West in our own United Statesand from state to state and from family to family.

(2) Every culture has distinctive characteristics in its own family life.

(3) You bring to marriage the particular habitsand sets of customs of your home town folk.

(4) The family passes on its cultural heritage fromgeneration to generation.

Your home, neig4borhood, and social classinfluence your personality. (4, pp. 41-49)(5, pp. 5-7)(9, pp. 17-21) 81

Learning Experiences:

Knowledge

Read from selected referencesinformation on heredity andenvironment, how the personality growsthrough family living, and howcultural background affects personality.

Selected class members readand report on Chapter I,"The Cultural World of the Child," in Hawkesand Pease, Behavior andDevelo ment From 5-12.

Selected class members readandreport on the followingchapters from Marriage. and the Familyinthe Modern World by RuthSchonle Cavan: Chapter 20, Section71 - "The New Baby." Chapter 20, Section72 - "How Much Like YouWill He Be?"

Read reference on social class. (37) Discuss the following: 1. How is one's social classdetermined? life? 2. What effect does one'ssocial class have on one's he 3. What factors can help a personrise in social class if has a desire to do so? 4. What is meant by socialmobility?

Invite class members ofdifferent racial or ethnic groups to discuss some family practicestypical of their cultures or see films such as "FourFamilies," followed by discussionof the effect of culture on thepersonality of the child.

Comprehension

With the help of several goodreferences such asScheinfeld's, The Human Heredity Handbook,chart the characteristicsthat are (1) almost entirely due toheredity, such as eye color;(2) largely the result of learning,such as swimming; and(3) a mixture of both heredityand learning.Which is your longer list? What ideas does this give youabout building your own accept? potentialities? Which of your weaknesses must you Which ones can you improve?What attitudes toward yourstrengths and weaknesses will be mosthelpful to your development as aperson?

See chart on page 35 ofTeenagers by Jenkins, et... al. How might these things affect personalitydevelopment?

See film: "Sibling Rivalries andParents."Discuss rivalries and how they can be handledby parents.

Compile a list of differencesin the way that middleclass, lower class, and upper classfamilies raise theirchildren.

Application

Conduct a poll of those who areyoungest in theirfamilies. Ask each one to discuss theposition of the youngestchild in the (Do family as he sees it. Compare agreements anddisagreements. not try to get aconsensus.)

AS. 82

Think of and list what people like you todo--How can these be a reflection of lower class, middleclass, or upper class values?

Analysis

Read about family life in othercountries and discuss how theculture affects family life. Possible references are: Mace and Mace, Merriam. East and West. Stuart and Queen, TheFamily in Various Cultures.

Synthesis

Write on the topic: "A Personality Sketch of Myself." (What factors have contributed to what I am.)

'"We must accept some things we are bornwith and cannot change." "we need to know 'the kind of person weare." "No two persons are ever exactlyalike." "Things that are influenced by myheredity and environment that I would like to change are."

Evaluation

Show film, "Preface to a Life."Discuss in terms of what we have learned in this unit what the film istrying to show.

Generalization III:

When basic emotional and social needs arebeing met, an individual is more free to develop hispotential and is better able to face, appreciate and adjust to new experiencesand new situations.

Desired Outcomes:

1. Understand basic needs of all individuals. 2. Recognizes that when one fails to meethis needs, he may use a variety of defense mechanisms. 3. Increasingly uses more constructivemethods of meeting his needs.

Read References for BackgroundInformation:

There are basic needs that motivateall behavior. Some of these are love, security, recognition, and newexperiences. (32, pp. 40-49) (34, chap. 4)(5, pp. 12-16)

When people are deprived of meetingtheir basic needs, they react by means of defensemechanisms. (5, pp. 17-18)(9, pp. 31-39)(4.pp.64-67) (34, pp. 139-165)

Desirable ways of meeting needs arethose which help us and others become stronger than we are. (5, pp. 2022)(4, pp. 57-63, 68-69) (34, pp. 139-165)

Each individual needs thesatisfaction of knowing that in atleast one activity or part of his life; he issuccessful. (16, pp. 15-17) (32, pp. 152-3) 11^

and valued We all need companionshipof others and afeeling of being liked by others. (16, pp. 17-19) "growing." (16, pp. 19-20) We all need new experiencesif we are to keep

Learning Experiences:

Knowledge

Read selected references tohelp you understand yourbasic needs.

Comprehension By help of Discuss: How can personalityneeds be met in the family? friends?

See film, "FeelingLeft Out." or Present play, "The Insand the Outs." "left out?" Discuss: What can you do to helpyourself if you feel "What can you do to helpothers."

Application of Give examples of ways inwhich individuals work tomeet their needs belongingness or companionship,recognition, love, or security.

Analysis Find as many as you can Find and studyadvertisements in magazines. which appeal to basic wants. Bring to class anddiscuss.

Synthesis basic needs. Think of how people might treat youto help you satisfy your From this, make a listof rules for your treatmentof others. happier by paying Think of ways you can makethe lives of your parents attention to their basicneeds.

Evaluation for Living, Analyze the situations givenin Sorenson and MaIm, Psychology chapter 4, pp. 108-109.

Generalization IV: and within Growth is an uneven processvarying from person to person the same person.

'Desired Outcomes:. - emotionally, 1. Understands what it means tobe mature--physically, socially, intellectuallyand spiritually. toward maturity. 2. Is able to evaluate own progress using the problem- 3. Becomes increasinglyable to solve problems solving approach.

, 84

values and goals and develop aphilosophy 4. Begins to clarify his own of life.

Read for BackgroundInformation about PhysicalMaturity: and that "Studies show that maturitytakes place over a good many years considered before even an there are many signs andfactors that must be expert can say howphysically mature a personis." (4, p. 8)

"There are great differences inthe rates at which people mature physically." (4, p. 8) determined "Your own physical maturity comesalong at its own pace as by your heredity and your startin life." (4, p. 9)

pattern. "Growth is an individual matter.No person follows an exact All vary somewhat from the averagein body, size andproportion." (34, p. 287) glands become more active The pituitary, thethyroid, and the endocrine during adolescence and thesestimulate growth. (34, p. 289)

In trying to tell what theadult height of a childwill be, in most relative height he had cases, a childwill have as an adult the same as a child. (34, p. 290)

"During the high school yearsthe body is developingrapidly and is Physical not benefited byfatiguing work and over-strenuoussports. During prime is reached several yearsafter high school graduation. high school years thereshould be plenty of rest,good food, and moderate exercise." (34, p. 296)

LearninEx ieriences About Ph sicalMaturit :

Knowledge

Read references aboutphysical maturity: (4, chapters 1 and 4) See (13, pp. 130-136)(32, chapter5)(34, chapters 13 and 14). film, Physical Aspects ofPuberty.

Comprehension understand changes in body See chart in Sorensonand Malm, p. 284, to proportion from birth to age25. Discuss characteristics ofthe adolescent growing period. Discuss activity of endocrineglands during adolescence: - thepituitary gland - thethyroid gland - theendocrine gland

Application

Discuss these questions: Is it true that his height 1. One should try to keep hisweight at the average for and age? 2. One can be normal inhealth but underweight?

fy ibrasr 85

than at any other 3. There is less fatalillness during adolescence time? spurt in growthbefore boys do? 4. Girls begin the adolescent adolescence when growth isfaster than 5. There is a time in during any other previousperiod? physically exhausted isgood for you? 6. Exercise that leaves you Outstanding college athleteslive longer than othermen? 7. likely to be tired 8. People who grow fastduring adolescence are all of the time? height and rate of 9. It is possible topredict from adolescent growth approximatelywhat adult heightwill be?

Analysis period during Describe the effects onboys and girls of the adolescence when girls arebigger and more maturethan boys.

What are some of the commonproblems of adolescenceresulting from a growth spurt?

Synthesis

Write a description of your ownphysical growth duringadolescence. maturity? Did you mature early orlate? Have you reached full What problems did you encounterin your growth spurt?What feelings did you have aboutyourself?

Evaluation

Give sensible advice tothese people: the boys in my class. 1. Mary, thirteen: "I'm taller than most of It bothers me." full height: "I hate 2. John (nineteen) whohas apparently reached I could be tall." being called "Shortie"all my life -I wish "I prefer to go withboys 3. Sally (fifteen), an earlymaturer: Boys my age seem somuch two or three yearsolder than I am. younger. How do you accountfor that."

Maturity: Read for BackgroundInformation about Emotional which may never be Becoming emotionally matureis an ideal state has many of completely achieved.An emotionally mature person these characteristics: immediate Can wait, restrainimmediate impulses, postpone satisfactions in the interestof greater futuregood.

Can express emotionsin constructive ways(anger, grief).

Can "carry heavyemotional burdens withoutcracking up." its consequences. Can take responsibilityfor his behavior and

,rt,-1Ter--41 86

Can look at himself objectively.

Is adjustable (can acceptchange).

Can face his problem squarely.

Has achieved some emotionalindependence of parents and otheradults.

Has confidence in himself.

Has a firm sense of reality.

Can accept authority (4, pp.12-14).

"Because we are all brought up in suchdifferent emotional climates, we differ greatly in our emotionalmaturity. Even some grandfathers emotionally are still infants. Some very "smart" people aresilly and childish in their behavior." (4, p. 14)

"Emotional maturity helps one make and keepfriends, and to be an attractive, charming personality.It contributes more thananything else to happiness in marriage. It is essential to our socialwell- and being. Most of our social problems arecaused by emotionally ill infantile persons. As more and more of us developemotionally mature personalities, our communities, our country,and our world will greatly benefit." (4, p. 15)

Learnin Ex eriencesabout.tmotionalMaturit :

Read references about emotional maturity: (3, chapter 2) (4, chapter1) (4, chapter 1)(22, chapters 7 and8)(32, chapter 6, section 2)(34, chapters 5,6,7,8,9,10,11)(9, pp.39-40)(26, pp. 132-133)(2, charters 4, 5,6)(21)(6).

Comprehension

Buzz groups pool personalinterpretations of "emotionalmaturity." Report to class and listcharacteristics of an emotionally mature person.

See film Emotional Maturity.In what way did Dave fail toshow emotional maturity? How might he have channelledhis anger in a more desirable way?

See film ItiLnml_."ty!01.ns.What caused Mr. Finley's feelings. How did he project his feelings?Why would a big insurance company spend the money to make this typeof film?

See film Act Your Age.Discuss examples of emotionalimmaturity.

Application

Role play a situation such as"Rain has suddenly interrupted apicnic." Choose roles for an impromptu skit,portraying the way various persons of different levels of emotionalmaturity might act. 87

During a period of 24 hours watch for examplesof emotional maturity or immaturity among friends orrelatives or yourself. Record.

Analysis

Discuss ways in which we can detect emotionalbehavior in others such as fear, anger, joy or sorrow.What physical reactions (unobservable) may be going on in an angry person?

Describe how a lie detector works.

Describe ways in which anger can be bad forus? Good for us?

Synthesis

Have a panel discussion on the topic"To What Extent Should Emotions Be Controlled?"

Give examples of mature ways of handlingfear and anger.

Evaluation

Evaluate your own progress toward emotionalmaturity in this way:

woo iiiV

I am emotionally mature inthese ways: I am emotionally immature inthese ways

=NNW

Read References for Back round Information onS cial Maturit :

One's social maturity is measured by one'sability to get along with others. (4, pp. 15-21)

We grow in social maturity through aseries'of steps. (4, pp. 13-22)

Socially mature people accept others forwhat they are; avoid labelling others; are independent of parents;take responsibility for themselves; meet strangers easily; canmake friends of both sexes; can work with othersdemocratically; can accept and adjust to the rules and laws of the group;and can make a constructive contribution to the world about them. (13, pp. 65-83)

Being friendly helps to win friends. (32,. p. 140)

Good manners are a form of considerationfor others. (16, pp. 45-55)

Helping others to "shine" is a way ofmaking friends. (32, p. 141)

Popular people are friendly people. They go out of their way to be nice to others. (32, chapter 6)

- 88

Respect of differences helps us to get along with others. (34, pp. 31- 58)

We respond in direct relation to how we aretreated. (9, pp. 43-54)

Some attitudes and practices whichhelp human relationships are:

1. Give people the benefit of the doubt. 2. Desirable personality traits helphuman relationships. 3. Listening to people's explanationis helpful. 4. Making explanation may preventunpleasant situations. 5. Suspend judgment until facts are known. 6. Make only the promises you cankeep. 7. Be yourself. 8. Try to see other person's viewpoint. 9. Act your age. 10. Recognize that everybodyis different. 11. Face consequences frank'y. 12. Wait to settle difficulties until morning or rested. 13. Carry own share of respossibility. 14. Be tolerant. 15. Criticize in private 16. Be over and above board. 17. Try to see both sides. 18. Find out "why"? 19. Consider other people's feelings. 20. Be helpful. 21. Consider why a situation happened before acting. 22. Avoid being suspicious of people. 23. Control temper. 24. Practice emotional control. 25. Be courteous. 26. Take defeat without holding a grudge. 27. Do not show prejudice. 28. Laugh it off. "So what!"

Learnin Exieriraces About Social Maturit :

Knowledge

Readreferences about social maturity (3, chapter 3, pp.64-77) (4,pp. 15-22)(5, chapter1, pp. 20-24)(13 chapter 2, pp. 65-83) (16, chapter 4, pp. 45-55)(32, chapter 6, section3)(34, chapter 7)(9, pp. 43-54)(2, chapter 7)

Make a survey in your school to learn about traitspeople like and dislike. Publish the results in the school paper.

Comprehension

Appoint a panel to discuss Social Maturity --What isit?

Arrange a display on the bulletin board showing thosetraits that repel and those that attract friendships.

"Pn 89

Application

As you pass students andteachers in the schoolcorridors, smile interest. and greet them. As you converse withfriends, show genuine Discuss the results in class. Check each Rate yourself on yourability to get along withothers. (34, p. 167) of the following that you cangive yourself credit for:

a. I never display bad temper. b. I endure difficultiesbravely. I can argue withoutgetting angry. c. things I can dislike. d. I look for things I canlike in people, not the e. I am always on timefor appointments. f. I keep my promises. g. I refrain from gossip. needlessly. h. I refrain from findingfault with others i. I refrain from makingfun of others. conversation. j. I share the listeningand the talking in a k. I refrain from boasting. 1. I refrain fromvulgarity. m. I refrain from sarcasm. n. I refrain frominquisitiveness. o. I refrain fromover-agressiveness. p. I am cheerful. q. I am well mannered.

For one day try to give anhonest compliment toeach member of your Report apparent family and others.Report how it made youfeel. affect on others. observe in others For one day make a listof specific behavior you which would make themliked or disliked. Be ready to report in identify any class without mentioning names orgiving facts that would person,

Analysis Some Arrrange for a paneldiscussion on Getting AlongWit_ h Others, questions the panel mightdiscuss are:

How important is"getting along with others?" Is conformity necessary topopularity? What makes a personpopular? How important ispopularity? Discuss. Do you agree that the personwho holds grudges is notliked? What is one basic reasonwhy people gossip? If you gossip at times, is this the reason? Can cheerfulness become ahabit? What is the differencebetween flattering andcomplimenting? Do people like to beflattered? Do they like to becomplimented?

Synthesis that "How well Jenkins, Bauer and Shacterin their book Teenagers say with people." we get alongin life will depend uponhow well we get along Write a paper in which youstate your reasonsfor agreeing or disagreeing with this idea. 90

Evaluation

Using the criteria in Teenagers, p. 70--Some basic qualities found in people who get along with others, evaluateyourself and your ability to get along with others.Describe your strong traits, your weak traits, and make a plan to improve.

The criteria is as follows:

Interest in others Friendliness Sense of humor Open-mindedness--can see more than one side of question Cheerfulness Even temper (most of the time) Willingness to admit being in the wrong Ability to disagree pleasantly Modesty--no bragging Poise--well mannered Sincerity Ability to make others feel worth while Flexibility--willingness to "give in" instead of always trying to have their own way. Good sportsmanship Ability to be a good listener as well as a good talker Dependability Kindliness

Read References for Back round Information about Dating:

Dating makes an important contribution to socialization, tothe maturing of the personality, to the selection of a mate,and to subsequent marital adjustment. (26, p. 85)

Most young people face decisions as to how they willbehave in a dating situation. (26, p. 92)

Dating can be a useful experience if it is used to develop heterosexual poise and ease in communication. (26, p. 102)

(1) During the dating period, one can learn to better understani the masculine or feminine point of view. (26, p. 103)

(2) One can get acquainted with a variety of persons ofthe opposite sex and learn which types complement their personalities. (26, 102)

(3) Dating can help one grow in ability to communicate. (26, 103)

(4) Dating can help one develop new social and cultural interests. (26, 103)

(5) Dating can help one grow in physical attractiveness.(26, 104)

"The lives of men and women are very different in many respects. If your sex were different, yourcircle of friends, the way you dress,

r krx 91

school and the range of occupationsopen to youwhen you finished would be different,too." (41, p.5) exist because the Some of the differencesbetween boys and girls They are taught to sexes aretaught different waysof behaving, Society like different thingsand to have differentinterests. different expects differentthings of boys andgirls and establishes customs for each tofollow. (41, p. 7-8) between males and "Biology creates theunderlying difference females." (41, p. 8) and women are Every society distinguishesbetween the roles that men expected to play." (41, p. 9)

Learning ExperiencesAbout Dating:

Knowledge the other sex such as: Read references ondating and understanding chapter 6, reading26) (1, chapter 5, readings23, 24, and 25 and 3)(7, chapters 6 (3, chapter 8)(4, chapters10 and 11)(5, chapter and 7)(16, chapters5,6,7 and 8)(18, chapter5)(39)(40)(41)(42)(44)

List the stages indating development (5, p.55)

Comprehension study, and prepare a Divide into groups of3-5, select topics for kind of presentationfor panel discussion, asymposium, or another presentation the entire class group. Plan: means of evaluating your such as:

Did we make it interesting? Were important pointspresented? Did everyone participate? Could the audience see? hear? Were we ready on time

Topics suitable forpresentation would be:

Differences between men and women(1, pp. 112-132)(44)(41) Steady 'dating Petting - wise or otherwise Date etiquette What makes a good date Alcohol and Dating (suggest useof film as discussionstarter) To Your Health orShould You Drink

F Application

See film Shy Watch for SkillsNeeded in Dating. Whose responsibility is Show and discuss film: How Much Affection. it to set limits. 92

Discuss as a class the characteristics of thosewho are most successful in dating in your school. Consider how these qualities are developed? What helps? How do dating skills grow?

Analysis

Describe how dating can help one prepare his or herpersonality for marriage:

(1) Understand the opposite sex (2) Realize which type of person complements ownpersonality (3) Develop new social and cultural interests (4) Grow in physical attractiveness

Play recording: Problems of Modern Dating.Were the problems of this couple typical? Do you think they can resolve theirproblems? Why or why not?

Synthesis

Invite a panel of skilled daters to discuss"How to Carry on a Dis- cussion."

Write a paper telling how you think a boy orgirl can best avoid letting love-making become a dating pitfall. Choose a committee to go over paragraphs and selectthose they think are ,most helpful. Use these as a basis for class discussion.

Evaluation

List your assets and liabilities as a date orwrite about "My dating problem and what I can do about it."

Use the criteria on page 92 of Landis andLandis to evaluate your dating experiences.

Am I: (1) broadening my knowledge and understanding of people through dating?

(2) getting acquainted with many members of the othersex?

(3) learning the social skills necessary in order tofunction smoothly when with a date in the group?

(4) developing self-confidence in asking for dates?

(5) learning what type of people seem to fit my personality needs?

(6) developing avarm affection for the other sex without being gushy or overly affectionate?

(7) ready for steady dating? it

Have I: (8) learned how to avoid too muchnecking, without offending?

(9) learned how to maintain my personalstandards of conduct without making others feel ill atease?

(10) developed enough interests sothat I can make people of different types feel at ease?

(11) cultivated ability at conversation? Is it all one way or have I developed atechnique for drawing the other person out?

Read References About IntellectualMaturit

A person who is intellectually mature canthink abstractly; can make his own decisions; can beobjective about himself; can take responsibility for his own behaviorand its consequences; can postpone judgments; and cantake a problem-solving approach to life's questions. (4, p. 10-11)

Intelligence is the ability to seeand discover relationships. We grow best mentallywhen we are in intellectuallystimulatingen- vironments. (4, p. 11) Finding a good solution to a problem generally involves four steps: comprehending the nature of the problem; considering the pertinentfacts; arriving at possible solutions; and weighing solutionsand making a choice.

Learning Experiences AboutIntellectual Maturity:

Knowledge--

Read references about intellectualmaturity such as: (9, p. 1-5) (31)(28)(34, chapters 19, 20, 21, 22,and 23)

Define intellectual maturity, I.Q.,abstract thinking, problemsolving.

Comprehension

In buzz groups, tell someoneelse what intellectual maturity is. As a group develop a definition.

Find answers to questions such as: When is a person intellectuallymature? What factors contribute tointellectual growth? Does one ever stop learning? How does an intellectually mature personsolve problems? How does intelligence grow? What are the gifted inintelligence like? What are the average inintelligence like? What are the mentally deficientlike? How is intelligence measured? What kinds of intelligence lists areused?

ern AblJy- VP.Z4,,sd XS St4 94

make the most of Invite a guidance counselorto discuss how one can his intelligence. If tests have not beengiven to class members, ask him to test theclass and interpret scores toindividuals.

Study the problem-solvingmethods and list steps. (see 28) See film: Using the Scientific Method.

Application

Practice using the problem-solvingmethod on a personalproblem.

Analysis

Read chapter 21 of Sorenson andMalm, Psychology for Living. Then analyze each of the followingstatements for criticalthinking:

up." 1. "Don't try to explain. I have made my mind Let's try to 2. "I think I'm right. You think you're right. talk it out." Let's check over the facts 3. "I don't believe that is correct. again to see." parties. 4. "I never listen to the speeches ofthe other political They just make me angry." questions with people. 5. "I don't like to discuss controversial I usually finish by losing mytemper."

Synthesis

Write on the following topic:

What kind of environment isintellectually stimulating to achild and which might contribute tointellectual growth?

Evaluation

Using the following criteria,evaluate your own intellectual maturity" (4, p. 10-11)

An intellectually mature person: Can make his own decisions Can be objective about himself Can think abstractly Can postpone judgments Can take a problem-solvingapproach to life's questions

Read References About SpiritualMaturity and Philosophy ofLife:

A person is spiritually maturewhen he has clarified his ownvalues into a philosophy of life.

Values are ideas or opinionsof the desirable that givedirection to behavior and meaningin life.

An individual's values arelearned from early and continued experiences in the family,with peer groups, through thechurch, in the school and in thecommunity. 95

being met, as he thinks Values systems are developed as one's needs are adjusts to change. about and reacts tohisxperiences and as he compelling values are heldunconsciously Some of the mostinfluential an of the individual. because they have beenincorporatedinto the life stream values are used consciously as Goals are satisfying to anindividual when criteria for theirselection. value system will withstand A person with anestablished and integrated order to progress toward privations, make sacrifices,and run risks in goals in harmony withhis values. values both human worthand When a person grows upin a family that feeling of security. dignity, he has an opportunityto develop a the greater the ease The more accurately oneperceives his value system, in choosingalternatives. and meaning to the "Religion is a way ofbringing some organization in life. Religious infinite number ofexperiences which happen to us individual a philosophy or a values absorbed in thehome give the serenity and system of valueswhich enables him tolook at life with confidence." (26, p. 316) workable philosophy "You can never be quite matureuntil you have a good Only then will you havethe long-term values,the goals-worthof life. keep striving-for that willmake it possible for youto make choices, things, make friendswho your balance, getconcerned about the right path of progress. are truefriends, and steer yourlife in the orderly depends a great deal uponthe Even falling in loveand getting married maturity of yourphilosophy of life." (4, p. 22) and Philosophy ofLife: Learning ExperiencesAbout Spiritual Maturity

Knowledge philosophy of life such as: Read references aboutspiritual maturity and chapter 1)(14,chapter 8) (2, chapter 6, pp.3841)(4, chapter 1)(8, 2)(38, Unit IX. also (18, chapter 2)(32, chapter8)(33)(35, chapter biographies andautobiographies.) See list. Define spiritual maturity.

Comprehension is. Working in two's explain tosomeone elsewhat spiritual maturity "What are values and how Invite resource people todiscuss in a panel Some questions the do we get them and"What is a Philosophyof Life?" moderator might ask are:

From whence does aphilosophy come? What are values? Where do we get ourvalues? 96

Who and what has contributedto your sense of what isimportant in life? Do we ever have conflicts invalues?What causes them?

As a class review statements onpage 22 of Duvall,Family Living concerning a person with a goodworkable philosophy. Discuss what each statement means.

Application

Ask yourself--"What is really important tome--things that cost money (materialvalues) and things that don't cost money(spiritual values or ideals):"

Answer the questions in 2, p. 38 on"What Do I Believe?"

Discuss this case study: John wants very much to make thefootball team. In fact, he has spent so much time thinkingabout it that his grades have dropped. In order to make the team he musthave a B average.He knows that if he cheats on exams and homework,he can probably bring his grades up. But, he believes in honesty anddoesn't like to cheat.His values of being on the team and hisvalues of honesty are in conflict. Can you describe other situationswhere conflict in values sometimes occur.

Think of some person who has values andgoals very different from yours.What can you find to admire in that personwhich will help you toward a greaterunderstanding of differences in people.

Analysis

Have class members read skit"Please Pick Up Your Clothes" or "Jack Spratt, Jr."---available from StateDirector of Home Economics. Discuss differences in values expressed.

Play record "Problems of ModernDating." Discuss differences in values expressed by Bob and Mary.

Consider how one's values regardingwhat is important in life change through the various stages of the life cycle.

Are there certain basic values which weall need2 If so, what are they?

Invite four or five prominent citizensof the community to discuss their philosophies of life. Try to find out from them where they got their values.

Read a biography or an autobiography.Analyze for the following:

What values did this person have? From where did he get these values? What goals did this person have? Did they change during his lifetime? iy

which reveal Quote statements from thebiography or autobiography this person's philosophy.

Synthesis

Write a paper on"My Philosophy of Life."

Evaluation

Read chapter 8 on Valuesin Johnson, How to LiveThrough Junior evaluate each of his High School.Using Mt. Johnson's criteria, Why or why not? Arrange values. Do you agree with hislist? his list as to importanceof the values.

Summary Questions

What are the common ideasin the informationthat we have dealt with in the last fewdays?

What are the big ideasabout growth changes that wehave discussed?

How do these ideasrelate to one another?

How can we apply thisgeneralization to othersituations?

functions of families are: Generalization V. In our society the primary to meet basicneeds of their members; toproduce healthy personalities and to prepareindividuals for .a meaningfulexistence in society.

Desired Outcomes:

1. Clarifies some of the functionsof home and families.

2. Understands what makes a goodhome.

Read References for Backround Information:

The family or familysubstitute provides a settingfor personal development of its members,for learning to relate topeople of the and to meet situations,for progressing through stages family life cycle and forgaining capacity to handlethe variety of crises in life. (29, pp. 1-7) (16, pp. 6-10)(17, pp. 3-14) (32, chap. 2, section 4) worthwhile work, As families provideopportunities to engage in develop youth have opportunities tolearn adult roles and to feelings of worth andsignificance. (4, pp. 139-152) cooperative A person is helped tobecome a distinctive and yet personality when he has asignificant place in the.amily or in a group substitutingfor the family. (7, pp. 55-72)

" 98

Learning Experiences:

Knowledge

t. Read from selected references about functions of the family in our society and about what makes a good home for a child. As you read, list at least 10 functions of families-compare notes,

Comprehension

Discuss:What should the home represent to each member of the family? (See illustration in Force, Your Family Today and Tomorrow, page22.)

Application

Discuss: Can there be a good home where there are any of these?

a. chronic illness b, drab surroundings c. poverty d, great wealth e. constant moving from one place to another(migrant) f, socially active parents g. only one parent living h. disinterested parents i, alcoholic parent j. father away from home most of time (seaman or trucker)

Analysis

See film, "Roots of Happiness." Answer and later discuss the following questions: What did the home provide for its members? What was the father's role? Mother's role? What basic needs of family members were met? How did the son learn to be a man? How did the daughter learn to be a woman? Was this a good home?Why?

Synthesis

Read and discuss the articles which follow "Pledge to Children," and "What Makes a Good Home Life" and "Children Leard1What"They Live."

Evaluation

Using one or all of the above articles, develop a summary of the functions of the family.

What Makes a Good Home Life? -- taken fromWomen's Home Companion, July 1948.

How can parents help prevent juvenile delinquency? Firsts by making a good home for their children. How can they make a good home, what formula can they follow? The Committee on Home Responsibility of the National Conference

A 1 4 it ...,IFF,Fix,ipaizzaw2a45wwsx,,,,x2mpar

definition: on JuvenileDelinquency is on record withthis fourteen -point trailer or a A good home for children maybe a one -room apartment, a twelve -room house, but itis a good home for achild if...

1. He is loved andwanted--and knows it, much or too little,done 2. He is helped to grow upby not having too for him. 3. He has some time and some spaceof his own. family and belongs. 4. He is part of thefamily, has fun with the "badness" are understood as anormal part 5. His early mistakes and of growing up; he iscorrected without beinghurt, ashamed or clnfused. making things, are 6. His growing skills-walking, talking, readirg, enjoyed and respected. to help andfeel 7. He plans with thefamily and is given real ways needed throughout childhood. he has responsi- 8. He has freedom thatfits his age and his moods; bilities that fit his age,abilities and freedom. without being afraid 9. He can say what hefeels and talk things out or ashamed;he can learn throughmistakes as well as successes. than dwell upon And, his parents appreciatehis successes rather his failures. doing the best they 10. As he grows older, heknows his parents are can; they knowthe same about him. much about him as theydo his brothers 11. He feels his parents care as and sisters. and the members help oneanother. 12. The family sticks together from infancy, has 13. He is moderately andconsistently disciplined limits set for his behaviorand is helped to takeincreasing responsibility for his own actions. because his parents 14. He has something tobelieve in and work for have lived their idealsand religious faith. Mid-Centary Conference gleggeso Children--Adoptedby the members of the on Children andYouth, 1950

cherished hopes, TO YOU, our children,who hold within you our most Children we the membersof the Mid - CenturyWhite House Conference on and Youth, relying on yourfull response, make thispledge: love, so that you may grow From your earliestinfancy we give you our with trust in yourselfand in others. will help you to We will recognize yourworth as a person, and we strengthen your sense ofbelonging. the same time help We will respect yourright to'be yourself and at you to understandthe rights of others, sothat you may experience cooperativeliving. imagination,so that you We will help you todevelop initiative and may have theopportunity freely to create. in workmanship, so We will encourage yourcuriosity and your pride that you may have thesatisfaction that comesfrom achievement. play that will add to We will provide theconditions for wholesome your learning, to yoursocial experience and to yourhappiness. of integrity We will illustrate by preceptand example the value and the importance ofmoral courage.

, 100

We will encourage youalways to seek thetruth. possible to develop your ownfaith We will provide youwith all opportunities in God. the arts and to usethem for deepening We will open the wayfor you to enjoy understanding of life. your discrimination, so that We will work torid ourselves ofprejudice and together we may achieve atruly democraticsociety. economic lift the standard ofliving and to improve our We will work to basis for a full life. practices, so that you mayhave the material educational opportunities, sothat you We will provide youwith rewarding a betterworld. may develop yourtalents and contribute to

CHILDREN LEARN WHATTHEY LIVE

If a child liveswith criticism - he learns to condemn. If a child liveswith hostility - he learns to fight. If a child liveswith fear - he learns to beapprehensive. If a child liveswith pity - he learns to be sorryfor himself. If a child lives withridicule he learns to be shy. If a child liveswith jealousy - he learns to feelguilty. If a child liveswith tolerance - he learns to be patient. If a child liveswith encouragement - he learns to beconfident. If a child liveswith praise - he learns to beappreciative. If a child liveswith acceptance - he learns to love. If a child liveswith approval - he learns to likehimself. If a child lives withrecognition - he learns it is good tohave a goal. If a child lives withhonesty he learns what truth is. If a child lives withfairness - he learns what justiceis. If a child lives withsecurity he learns to havefaith in himself and others. If a child lives withfriendliness - he learns that theworld is a nice place in which to live.

Dorothy Law +nmerro.p...PretrOMP,MMWOONIUk

101.

Generalization VI.Interaction among familymembers is influenced by expectations of the roleof oneself and others in 5. the family.

Desired Outcomes: of a home is a sharedresponsibility 1. Realizes that the atmosphere and that each personplays a part. in the light of their ownexperiences. 2. Realizes that parents act act in responsible ways,parents 3. Understands that where teenagers are more likely totreat them as grown ups.

A Read References forBackground Information: of each other in If we understand the natureof our expectations (16, pp. 105- the family, we are morelikely to live harmoniously. 118) loved for the Parents, too, need to beunderstood, accepted, and persons they are. (18, pp. 80-82) encourage- During the middle years mostparents need the reassurance, (4, pp. 107-114) ment, and friendshipof their growingchildren.

Often parents feel deprivedof the affection oftheir teenage children at a time whenthey as parents need it most.(4, pp. 107- 114)

Disagreements occur even inthe best of families. (4, pp. 119-134)

mutual confidence Shared responsibilities,joint planning, and result when a family canmake earnest attempts todiscover what (7, pp. 55-72) a situation meansto each and everyoneconcerned. (4, 134-7) (18, pp. 69-78,86-88)

Learnii '..truExperiences:

Knowledge such as Family Livingby Duvall. Read and discuss references 55 People Expect of Each Other. Chapter 5.What Parents and Young Chapter 6.Youth and Parents GrowUp Together.

Chapter 7.Being a Family Member. .

Comprehension

Compare a democratichome with an autocratichome. Which best prepares its membersto make the decisionsand to solve problems? democratic home? What are the responsibilitiesof a member of a Of an autocratic home?

Application c`2

Since the atmosphereof the home is a sharedresponsibility, you home what play an important part inmaking the atmosphere of your home happier today when you it is.What can you do to make your return to it? 102

Analysis:

See film: "You and Your Parents." he did? Discuss: Why might each parenthave responded as Do children want parentsto set limits?

Synthesis: parents. List the things that youdo that bring joy to your Try to find List the things that youdo that hurt or worrythem. out the reasonsfor each.

Evaluation: Areas." Four students readthe part of theplay, "High Pressure opposition What is your opinionof the way eachgirl faced the the parents in theplay had of her parents? Do you think that Why did the young reason forconcern? Did they act wisely? people feel the needfor rebelling againstfamily prohibitions?

Generalization VII:

Developmental tasks of parentsand children are bothcomplementary and conflicting.

Desired Outcomes: their stage of Understands developmentaltasks of parents in 1. and teenagers the life cycle andwhy conflicts between parents sometimes occur. Realizes that adolescentsoften rebel againstfamily requirements 2. strings. or prohibitions as ameans ofbreaking away from apron to let a child Understands that sometimesparents are unwilling 3. parents grow up andthat teens need tounderstand the difficulty sometimes have in untying apronstrings.

Read References forBackground Information:

- Thedevelopmental tasks of middle age are: -achieving adult civic andsocial responsibility economic standard ofliving -establishing and maintaining an responsible and happyadults -assisting teen-agechildren to' become -developing adult leisure timeactivities -relating oneself toone's spouse as a person physiological changes ofmiddle age - to acceptand adjust to the

The developmentaltasks of adolescence are: accepting a masculine orfeminine role - acceptingone's own physique and - newrelations with age-mates ofboth sexes adults -emotional independenceof parents and other - achievingassurance of economicindependence - selectingand preparing for anoccupation for civic competence: developing intellectual skillsand concepts necessary behavior -desiring and achievingsocially responsible -preparing for marriage andfamily life harmony with anadequate scientificworld -building conscious values in picture

et. ,a4tP. 103

need to be Communication is centralin good familyrelationships and help: cultivated. Duvall says that these steps the family want tobe understood - recognizethat other members of and appreciated. interest in - parentslike expressions ofgratitude, affection, them as persons, be encouraged to grow aspersons bytheir -mothers often need to elder children.

Learning Experiences:

Knowledge: tasks, Read selected literatureconcerning developmental "What Parents and Youth Have a parent-youthpanel on the subject Expect of EachOther,"

Discuss ways in whichgood communication canbe achieved,

Comprehension: of parents who Discuss: Why do teens need toshow understanding may havedifficulty untying apronstrings?

Application: about parent-teenage Read a half-hour play,"Ticket to Tomorrow," Cast of 5. relationship. tasks of parents Answer the followingquestions:What developmental What was the prime causeof dis- were broughtout? Of teenagers? agreement? with those of middle Compare developmentaltasks of adolescence Which might age,Which of these tasksmight be in conflict? complement one another?

Analysis: "How can adolescentshelp Have a paneldiscussion on the topic: parents adjust totheir changingroles?"

Synthesist disagreement between youand Think back to asituation which caused to act as theydid? What your parents. What caused the parents if possible, caused you to act as youdid? Support statements, with developmentaltasks for each.Who was right?

Evaluation: How does the skit Present skit,"Mother and Dad ArePeople, Too," middle age? illustrate one of thedevelopmental tasks of 104

Summary: Questions: have dealt with What are the commonideas in the information that we in the past days?

What are the big ideasabout family interaction that wehave gained?

How do these ideasrelate to one another?

How can we apply thisgeneralization to other situations? 105

ELEVENTH AND TWELFTH GRADES ty Unit III. - Families in Other Cultures

Desired Outcomes:

1. Realizes that there are similarities and variations amongall societies and among all human beings,

2. Recognizes that in all societies there is arecognized family unit that assumes the function ofchild-bearing, child-rearing, regulation of inter-personal relations and economic support.

3. Is aware of the affect of society onthe family-

4. Understands that families within a culture have manysimi- larities and differences such as: family structures, authority patterns, ways of solving problemsand of achieving family goals,

5. Realizes that common values held by families,and the creative utilization of differences, contribute to enrichmentof living and strength in our society.

6, Understands that child-rearing practices areusually influenced by parental perceptions of the kinds of persons parentswant their children to become.

7. Realizes that understanding of people of othercultures develops as one's knowledge of all aspects oftheir way of life increases.

BIBLIOGRAPHY

1. Benedict, Ruth, Patterns of Culture. New York: Houghton Mifflin Co., 1934, 291 pp. 2. Cavan, Ruth Schonle. Marriae and Famil in the Modern World- New York; Thomas Y. Crowell Co., 1960, 607 pp, (Chapters 3 and 4) 3. Lewis, Oscar. The Children of Sanchez.Autobiography of a Mexican Family. New York; Random House, 19610 499 pp, 4. Lewis, Oscar, Five Families. New York; Basic Books, 1959. 351 pp, 5. Mace, David and Vera Mace.Marriage: East and West, Garden City, New York; Doubleday and Company, 19600 359 pp, 6. Mead, Margaret and Martha Wolfenstein, Children in Contemporary Cultures. Chicago; The University of Chicago Press, 1955- 478 pp. *7, Queen, Stuart A., Robert W, Habenstein and John B.Adams, The Family in Various Cultures: Chicago; J. B. Lippincott, 1961, 314 pp. 8. Sears, Roberts R., Eleanor E, Macoby, and HarryLevin. Patterns of Child Rearing, Evanston, Illinois: Row, Peterson and Company, 1957, 549 pp. *9. Stephens, William DT, The Family in Cross - Cultural. Perspective, Chicago; Holt, Rinehart and Wenston, Inc,, 1963. 460 pp, (Paperback)

* Recommended Texts

no. I. 106

$3.25 rental from Bay. 10. Brotherhood of Man. Film. 10 minutes. Color. U. or University of Utah. 11. Family of Ghana. Film. 30 min. $4.25 rental from University of Utah or Colorado University. Utah. 12. Family of Man.Film. 20 min. $3.25 rental from University of Part I. 30 min. 13. Four Families. Film. Rental from University ofNevada. $4.25. India and Japan. Part II. 31 min. $4.25.Japan and Canada. Nevada. 14. The Navaho Indian. 13 minutes. $3.25 rental from University of $4.50 rental from 15. PictuTe in Your Mind.Film. 17 minutes. Color. University of Utah. $4.50 rental from University 16. Polynesian Culture. Film. 21 minutes. of Nevada. $4.25 from University of 17. Roots of Happiness. Film 25 minutes. Rental Nevada. University 18. Sampan Family. Film. 15 minutes. $3.25 rental from Colorado or from Universityof Utah.

Generalizations: all societies and among all I. There are similarities and variations among human beings. the II. In all societies there is arecognized family unit that assumes functions of child-bearing, childrearing, regulation ofinter-personal relations and economic support. affected, by all III.Each family is a part of a societyand affects, and is aspects of the society. IV. Families in different cultures,and families within a culture,'have many similarities anddifferences such as: family structures, authority patterns and ways ofsolving problems and of achievingfamily goals. V. The common values held by families,and the creative utilization of differences, contribute to enrichmentof living and strength in our society. Child-rearing practices are usuallyinfluenced by parental perceptions . VI. of the kinds of persons parents wanttheir children to become. VII. Understanding of people of othercultures develops as one's knowledge of all aspects of their way oflife increases.

Desired Outcomes: (see those listed previous page)

Learning Experiences:

Read for Background Information:

"Each society- -each culture--produces its ownpeculiar form of family life." (2, p. 90)

"It has been said that in order tounderstand a people you must first understand their family system.Especially in the case of Korea is this true since everyfacet of life revolves around the family and the relations between itsmembers." (2, p. 105)

"The living together of man and woman,of parents and children, in an intimate relationship is sofirmly established that we need give little thought to thelikelihood of its disappearance.Yet, as we have seen,the way of life has no single uniform pattern. Despite some elements in common, itdisplays an enormous variety in structure, life cycle,controls and functions." (7, p.7) 1.07

the The relationship of the nuclear family tothe extended family, child- kind of mate selection, the line ofdescent and inheritance, rearing customs, authority patterns, divorceprocedures, sex mores---these are ways in whichfamilies differ. (7, p. 9-11)

Knowledge

Read Chapter 1 of Thijamit in Cross Culturalperspective (9) and Chapter 1 of The Fami in Various Cultures. As you read, Define keep a vocabulary list of words relating to thefamily. will want to each and use in a sentence. Some of the terms you define are: marriage polygamy family polygamous nuclear family polygamist extended family monogyny kin family monogamous composite family polyandry patriarchal polyandrous matriarchal a familyof orientation patrilocal a familyof procreation patrilineal anthropology matrilineal nthropologist ethnographic literature

have time for. Read as many referencesfrom the reading list as you Turn in at close Keep records of yourreading on reading cards. of unit.

Comprehension

Discuss: Is the family universal? the meaning Tell to someone else, sothat they can understand, of two or of the above terms. (Class could divide in groups three for this.) the Describe how the Nayars(9, p. 19), the Kibbutz(9,p. 22) Jamaicans (9, p. 25);the Mut'a Marriage(9, p. 28);and the Mokthoditi Marriage (9, p.28) differ somewhat from the definition of Marriage in 9, p.5.

Read Chapter 2 of theFamily in Cross CulturalPerspective about Does the plural kinds of plural marriagesin various cultures. would marriage meet a need in somesocieties?What sort of person little be willing to share hisspouse? Why, in some cases, is jealousy of other wivesindicated?

. Does this Describe the group-marriageof the Chukchee(47) marriage serve a purposein this society?Why?

Polygamy is practiced in alarge part of theworld's societies. What are the advantagesand disadvantages ofsuch a practice?

N.YYF 108 If in Various Select one or more ofthe types offamilies in The Family following questions Cultures, read about thatfamily and answer the about it: (Nuclear family, composite 1. What type of familyunit does it have? family, extended orkin family. pattern does ithave? (patriarchal or 2. What type of authority matriarchal) through the male line(patrilineal) or through 3. Is. descent traced the femaisline(matrilineal) reside with or nearrelative 4. Is the familypatrilocal (does it reside with or nearrelatives of husband) ormatrilocal (does it of the wife)? 5. What are thecourtship and marriagecustoms? What are the child-rearingcustoms? 6. his own Is this a culturein which manfeels he can determine 7. his control? destiny or is it determinedby something beyond culture, or presentoriented culture or 8. Is it a past oriented a futureoriented culture? glue? What aretheir goals fortheir 9. What does this culture children? 10. What kind ofeconomic support doesthe family have? of women? of children? 11. What are the roles ofmen?

Application the Sampan See film Roots ofHappiness about aPuerto Rican family, above to this family.Not Family, or The Navaho.Apply the questions answered from thisfilm. all questions can be 4

Analysis above to this film. In See film FourFamilies and apply questions addition, discuss thequestions raised inthe film: affect the national 1. Does the way a nationraises its children character? have for children 2. What can you find outabout the goals parents by how they areraised? 4

Synthesis different cultures. America is called amelting pot--a land of many 1 culture and strengthened Discuss ways in whichthis has enriched our influences of theItalians, our society. Describe some of the French, Germans,Africans, etc. on Americanlife. peoples such as See a film onsimilarities and differences among Family of Man. Picture in Your Mind,Brotherhood of Man, or

Summary Questions: have dealt with 1. What are the commonideas in the information we in the last days? and differences among 2. What are the big ideasabout similarities societies and among humanbeings that we havelearned? 3. How do these ideasrelate to one another? other situations? 4. How can we applythese generalizations to

{04 109

Unit IV. Looking Toward Marriage

Generalizations: of self. 1. Love and respect of othersemanates from love and respect religious back- 2. Similarity of cultural,social, economic and grounds is more likely tolead to a successful marriage. varying from person to personand 3. Growth is an uneven process within the same person. of his 4. A person brings to asituation all of the experiences past, his present,and even his aspirations anddreams for the future.

Desired Outcomes:

love 1. Gains in understandingof what it means to be in companionship and love are the 2. Realizes that in America principle reasons for marriage 3. Becomes aware of the importanceof wise choice of marriage partner people of similar back= 4. Understands that marriages between grounds are more likely to behappy 5. Becomes aware of lawsrelating to marriage marriage is not as important 6. Understands that age at time of as emotionalmaturity and the ability to acceptthe responsibility of marriage to 7. Realizes that the engagementperiod provides an opportunity test compatabilityand to make plans for thefuture wedding, and 8. Realizes significance of marriage ceremony, honeymoon

Bibliography: in the Modern World, New 1. Cavan, Ruth Shonle. Marria:e and Famil York: Thomas Y. Crowell Company,1960, 607 pp, About Marriage and You, 2. Cosgrove, Marjorie C. and MaryI. Josey. Chicago: Science Research Associates,1954, 102 pp, Peoria, Illinois: 3. Craig, Hazel Thompson. Thresholds to Adult Living, Chas. A. Bennett Co., Inc.,1962. 416 pp. When You Marry, Boston: D,C, 4. Duvall, Evelyn Millis andReuben Hill. Heath and Company, 1962. 337 pp, New York: 5. Force, Elizabeth S.youslamilyT2iayandlomprrow. Harcourt, Brace and Company,1955. 385 pp, New York: Harcourt, 6. Landis, Paul H. Your Marriage and Family Livin . Brace and Company, 1954. 338 pp. Personal Adjustment,Marriage 7. Landis, Judson T. and Mary G.Landis. and Family Living. Englewood Cliffs, N.J., 1960. 384 pp. A Comparison of a 8. Locke, Harvey J.Predicting success in Marriage. Divorced and a Happily MarriedGroup, New York: Henry Holt and Company, 1951, New York: Harper and 9. Magouns Alexander F. Love and Marriage. Brothers, 1956, Living in Families. 10. Smart, Mollie Stevens andRussell Cook Smart. Boston: Houghton-Mifflin Company, 1958. 433 pp. Psychology for Living.New 11. Sorenson, Herbert and MargueriteMalin, York: McGraw-Hill Company, Inc,,1948. 672' pp,

iJt 110

Other Resources:

12. Black, Algernon D. ILLmarryoussilemAlligio. New York: Public Affairs Pamphlets, 48 pp. Public 13. Eckert,' Ralph G. So You Think It's L' ove. New York: Affairs Pamphlet, 32.pp. Public 14. Kirkendall, Lester A. Too Young to Marry.New York: Affairs Pamphlet, 28 pp. Public 15. Ogg, Elizabeth. Why Some Women StaySinglE.New York: Affairs Pamphlet, 31 pp. 16. Liebman, Dr. Joshua Loth. Peace of Mlnd.Reader's Digest, NoveMber, 1962, p. 107. (A condensation from Peace ofMind by Liebman, published by Simon andSchuster.) Reader's 17. Montague, Ashley.The Awesome Power of HumanLove. Digest, February 1963, p. 80. (A condensation from The Humanization of Man by Ashley Montague,published by the World Publishing Company.)

Films, Filmstrips and Recordings

18. ark Marriage. 26 minutes, color. $5.75 rental from University of Utah or Wyoming University 19. How Do You Know It's Love. 14 minutes. $3.25 rental from BYU, University of Utah, or WyomingUniversity 20. This Charming Couple. 19 minutes. $3.25 rental from BYU, University of Utah or Wyoming University 21. The Meaning.glEnagemEnt. 16 minutes. $3.25 rental from BYU, Nevada University or'.University of Utah 22. Worth Waiting For. University of Nevada 23. With This R. Filmstrip available onfree loan from State Director of Home Economics 24. Hazards of Mixed Marriages, a recording. Available on free loan from State Director of Home Economics

Generalization I: Love and respect of others emanatesfrom love and respect of self.

Desired Outcomes:

1. Gains in understanding ofwhat it means to be in love. 2. Realizes that in America companionshipand love are the principle reasons for marriage.

Read References for Back roundInformation:

To love, one needs first to beloved. Through being loved we gain a much-needed basic security. (1, chapter 8)

Characteristics of love may be: Respect for individuality of a person Concern for the well-being of a person Trust in a person Understanding and acceptance of a person Empathy for a person Desire to make his resources available toloved one (11, chapter'27)

qR ,xt 111

Sex and love are not identical. (3, pp. 197-198)

Lasting love is: outgoing, motivating,sharing, realistic, has many facets, changesand grows with time, (4, chapter 11)

Duvall in Facts of Life and Love,chapter 11 says that lastinglove - -Has manyfacets: tender, passionate, comradely,protecting, highly specific in its focus,widely general in its diffusion. and interests - -Isoutgoing--radiating out in its values, concerns to other's happiness,welfare and well-being. creative, brings an - -Ismotivating--releases energy to work, is eagerness to grow, toimprove, to work for worthy purposesand ideals. strive to be shared - -Issharing--what one has and what one is (thoughts, feelings, attitudes,ambitions, hopes, interests- - all are sharable). --Is a we-feeling--thinkingand planning are in terms of"we"; what we want, how we feel,what we will do, rather than"I" centeredness. faced together - -Isrealistic--faults, weaknesses and problems are as part of realitywith willingness to work onbuilding the relationship. - -Changesand grows with time--time isthe surest test; if the relationship continues to growthrough many emotional climates, associations, developing interestand deepening feelings, the chances are it will continue to grow asthe persons do. demand that our loved one - - "Wedisplay true love when we cease to become a revised edition ofourselves."Liebman in Peace of Mind. -"Love is creative, greatly enrichingthe lives of both the receiver and the giver. It is the only thing inthe world for which one cannot give anyone toomuch." Ashley Montague in The Awesome Power of Human Love.

"Thou shalt love thy neighbor asthyself" might better be interpreted to mean, "Thou shaltlove thyself properly, andthen thou wilt love thy. neighbor." Liebman, Peace of Mind.

Love involves empathy with theloved one. One who loves is deeply concernedfor the welfare, happiness,and development of the loved one. One who loves finds pleasure inmaking his resources available to the loved one. The loving person seeks a maximumof participation in theactivities that contribute to the welfare,happiness, and development ofthe loved one. Love is most readily and usuallyachieved within the family circle but can be extended to include manyother individuals, or categories of people or all of humanity. The good effects of love are notlimited to the loved one but promote the happiness andfurther development of theloving one as well. Love is not rooted primarily insexual dynamics or hormonaldrives. Love affords many insights intothe basic relationships tohumanity and to the forces that organize.and guide the Universe. (1, chapter 8, section 35) 3

112

Learning Experiences:

Knowledge about Class members read and report onwhat a variety of authors say love and about reasonsfor marriage.

Duvall and Hill, When YouMarry, chapter 2. "Are You In Love?" Cavan, Marriage and theFamily in the ModernWorld. Chapter 8, "Love" Section 35.Role of Love in HumanDevelopment Section 36. Love Section 37.Expressions of Love Section 38. The Dialogue ofCourtship in Popular Songs Chapter 1, "The Natureof Love." Magoun, Love and Marriage. A Landis, Your Marge andFamily Living. Chapter 11, '!!Selecting One and Only." Smart and Smart, Livingin Families, p.224-225. Force, Your Family Todayand Tomorrow. Chapter 5, 'Love, Romance and Happiness." Landis and Landis, PersonalAd ustment Marria eand Famil Chapter 14, "Is It Love?" The Cosgrove and Josey, AboutMarriage an_ d You. Chapter 9, "Before Wedding." Craig, Thresholds toAdult Living, Pages 197-198. Sorenson and Maim,Psychology for Living.Chapter 28.

ti Comprehension evaluate thei Make a list of definitionsof love and be prepared to in class. signs of See film, How Do You KnowIt's Love? In one column list Tomantic mature love. In another columnlist signs of infatuation or love. of love and marriage as seen Discuss: "How does the romantic concept in the movies differfrom the realities of truelife?"

Describe the different waysthat parents express lovetoward children::: or towardeach other. form of love- - Describe ways in which somepeople express the highest love of humanity. Example, Albert Schweitzer.

Application

Evaluate the type of lovepictured in a recent movie youhave seen. Did the relationship ofthe hero and heroineinclude the elements emphasized and what necessary to alasting love? What elements were ones werelacking?

Evaluate magazine stories youhave encountered recentlythat presented unrealistic pictures offalling in love and marriage. vr,

113

Analysis 4243 of Analyze Duvall's statementsabout lasting love on pp. Duvall and Hill, 11122212221211y-

Synthesis for marriage If companionship andlove are the principle reasons today, describe ways inwhich marriage partners canachieve companionship, love Write on the topic; Love and respect ofothers emanates from and respect of self,

Evaluation

Using the criteria on page196 of Landis and Landis,Maim which you and Family Living,select at least four statements tell believe are most essential to acompanionship marriage and why you chose these.

Summary Questions from our What are the big ideasabout love thatwe have gained study these past days? people--all How do individuals growin the abilityto love all humanity?

social, economic and Generalization II: Similarity of cultural, religious backgrounds is morelikely to lead to a successfulmarriage,

Desired Outcomes; choice of marriage 1, Becomes aware ofthe importance of wise partnere of similar back- 20 Understands thatmarriage between people grounds are morelikely to be happy,

Read References for Backround Information;

People tend to love andeventually to marry peoplelike themselves- (4, page 116) likely they (1) The more a boy and girlhave in common, the more are to meet, (4, page 116) (2) "The tendency for a personto find a mate whosepersonality complements his on basicneeds, is called theprinciple of complementary needs," (4, page 118)(1, chapter6, section 29) maturity and Although mixed marriages canwork, they require more working out than marriagesof persons whosebackgrounds are similar, (1, chapter 16)(7, page141-142) 114

People tend to fall in love and marrythose wh gratify their needs. (1, page 140)

Research has shown that some premaritalfactors are associated with happiness in marriage. (4, page 114)

(1) Happiness of parents' marriage. (2) Adequate length of acquaintance, courtshipand engagement. (3) Adequate sex information in childhood. (4) Personal happiness in childhood. (5) Approval of the marriage by parents andothers. (6) Engagement adjustment and normal motivationtoward marriage. (7) Ethnic and religious similarity. (8) Higher social and educational status. (9) Mature and similar chronological age. (10) Harmonious affection with parents duringchildhood.

"The more alike the couple is in social andrecreational interests, in economic and religious backgrounds,and in moral standards, the greater the probability of their successin marriage." (6, page 181)

"The importance of similarity inphilosophyaoften overlooked in the excitement of falling in love, but itis the most critical factor the companionability of a . of all in marriage, for it determines couple. A common background makes itpossible for a man and wife to understand each other'svalues and interests. But lack of such a common backgroundfrequently makes for misunderstanding and evendis- trust." (6, page 182)

Learning Experiences:

Knowledge

Class members read and report on what avariety of authors say about wise choice of marriage partner. See the following: (1, chapter section 29 and chapter 16)(2, chapter8)(3, pp. 203-212)(4, chapter 6 and chapter 15)(5, chapter 10)(6,chapters 10 and 11)(7, chapters 9-12) (8, chapters 9, 10, 11)(10, unit 3, section4)(11, chapter 27)(12)

Comprehension

Listen to the recording "Hazards of MixedMarriages."Discuss problems involved in various kinds of mixed, marriages.

Invite a panel of ministers to discuss"Do Mixed Marriages Ever Work."

Have class members participate in apanel discussion or a symposium on "Importance ofsimilarity in backgrounds to sucaess inmarriage." Discuss --similarity of cultural backgrounds --similarity of economic backgrounds --similarity of religious backgrounds -similarity of social backgrounds *similarity of cultural backgrounds

Find out what research says about what makes ahappy marriage. (See Duvall and Hill, When You Marry.)

etv_., 4.- --f&r,=1,*#4. Zt'r-

115

Read references on the theoryof complementary needs inthe choice of a marriage partner. Define: complementary need, homogamy, heterogamy. (1, chapter 6, section 29)

Application

Discuss the following:

Would it matter to you if the person youmarry had more orless education than you have? Why?

Consider the kind of familyand social life one might expectif one married a man in the militaryservice, a travelingsalesman, a trucker, a doctor, a minister, arancher, a teacher, or alawyer.

Analysis

Read and report on the problemsand adjustments in marriagebetween in these people of different social orreligious backgrounds as told books; Helen Hunt Jackson: Ramona Selma Lagerlof: Ring.d.the Lowenskolds Christopher Morley: Kitty Foyle Elizabeth Page: Tree of Liberty Marjory Sharp: Cluny Brown George Bernard Shaw: Pygmalian

Invite foreign brides toclass to discuss adjustmentsthey had to make in their marriage.

Read and discuss case studiesrelating to mixed marriagesin 3, page 204.

Discuss differences in culturewhich may exist betweenthe eastern part of the United Statesand the western part.

Synthesis

Ask a married couple you knowhow important they feelsimilar family backgrounds are in marriage.Ask them why they feel asthey do. Discuss their replies in class.

Do you know of any marriagesbetween people of differentreligious faiths or beliefs? How have the couples solvedtheir differences?

Evaluation

Take each of the followingcriteria for choice of marriageoartner and discuss how important youfeel it is to success inmarriage. - similarityof cultural background - similarityof social background 410 similarityof economic background similarity of religiousbackground

varying from person to Generalization III: Growth is an uneven process person and withinthe same person. 116

Desired Outcome:

Understands that age at timeof marriage is not asimportant as emotional maturity and theability to accept theresponsibility of marriage. i Read for BackgroundInformation: j Chronological age alone cannotdetermine if one is matureenough to marry. (7, page 147)

Early marriages ofteninterrupt the completionof one's education hardship for men and lack of a goodeducation is a serious economic as well. as women. (7, page 152) partners change as Out attitudes regardingwhat we want in marriage we mature. (3, page 200) with parents Couples who marry early are morelikely to have to live for a time until they cansupport themselves,and in-law friction than if they can live occurs more oftenif couples live with parents alone. (7, page 150)

Research studies of marriagehappiness and unhappinessshows that divorces among men and there are more unhappymarriages and more 153) women who marryunder the age of 20. (3, page 200(7, page

In marrying at any agethe important things toconsider are one's long range goals inlife. preparation, readi- Being ready for marriageis important--maturity, a.high failure rate.(56%) ness to settledown. Forced marriages have Some Emotional maturity, is moreimportant than age inmarriage. people are more mature ateighteen or twenty thanothers several years responsibilities of marriage, or un- older.Anyone not aware of the be married. willing to accept theseresponsibilities, is too young to (3, page 200)

Learning Experiences:

Knowledge and report on what Read references on"When one is ready to marry" 198-200)(4, pp. 122-131) various authors say. (1, chapter 11)(3, pp. (5, chapter 9)(7, chapter11)

Comprehension of age to Quote what research studiessay:about the relationship happiness in marriage.

See film Worth WaitingFor. Why did thecouple decide to postpone conclusions marriage? From the situation givenin the film, what can you draw as towhen one is ready formarriage? 117

Application

Make a list of questions a coupleshould ask themselves before deciding if they are ready formarriage. Compare your list with the list in 7, page 157.

Analysis

Class lists reasons why peoplerush into marriage andthe possible outcomes of hasty marriages.

Discuss: Should parents subsidize earlymarriages?

See film Early 2a. Pick out factors in themarriages which occur in a churchwhich might contribute to successin marriage. List factors in the elopementwhich might hinder success in Marriage for other marriage.Also read play Thorns of Secret factors.

Synthesis

Write a paper on "When IsOne Ready For Marriage?"

Evaluation

Using the criteria in Landisand Landis (7, page 157)evaluate your present statusof readiness for marriage.In what ways do you need furtherpreparation2

Summary Questions

What are the ideas that we havegained about readiness formarriage in the past few days?

What are the big ideas we havegained about maturity that we can apply in other situations?

Generalization IV:A person brings to a situationall of the experiences of his past, his present, and evenhis aspirations and dreams for the future.

DesiredOutcomes: provides an opportunity to 1. Realizes that the engagement period test compatability and tomake plans for the future. 2. Realizes significance of marriage ceremony,wedding and honeymoon.

Read for Background Information:

The engagement period shouldbe long enough to allow couples to become better acquainted, to get toknow each other's families, and to make important plans forthe future. (10, chapter 10) (3, pp. 212-222) 118

The smoother the courship and the engagement,the better the chance for the couple to find happiness in marriage. (7, page 160)

Research studies show: (7, chapter 12)

1. That couples who had gotten along well duringthe engagement period were the cases who were gettingalong best in marriage. 2. The longer people are acquainted, the bettertheir chances for happiness in marriage. 3. Engagements of under 6 months are predictiveof poor success in marriage. 119

THORNS OF SECRET MARRIAGE

From Resource Materials for Personal and FamilRelationshi and Child Development (Oklahoma)

SCENE: A living room. Jane and Doris are sisters. As the scene opens, Jane calls from thedoor.

JANE: Sis: It's Jane. Were are you?

DORIS: Come in, Jane, I'll be there in a minute. (Jane sits down and picks up a magazine.)

(enter Doris)

DORIS: Well, I finally got Billie settled for his nap.How are things at home?

JANE: As usual. Golly!Do I have a problem! I just have to talk to someone.

DORIS: Nothing could be as serious as you look,

JANE: Well, this is serious. Bill wants to get married right now and not wait until school is out. He thinks we should go to Tulsa and get the license this weekend, and getmarried next weekend. He doesn't want us to tell anyone untilschool is out.

DORIS: What do you think about it?

JANE: I don't know what to think. I'm so mixed up. That's the reason I came over to talk to you about it.

DORIS: Mom and Dad think Bill is a swell fellow,and will be proud for you to marry him some time, but do youthink you're ready to get married now? A,

JANE: Really, it scares me to think about it. I've never felt about anyone else the way I do aboutBill andl.I'd be happy just to be engaged to him. But, he has never had a steadyjob, and couldn't get one until he gets out ofcollege.

DORIS: You want him to finish college,don't you?

JANE: .Sure. If he quits now, all of his workwould be nearly wasted. But, that was the reason we were going tokeep it a secret, so I could live at home and his folks would keep on sendinghim to school,

DORIS: If you were married, could you be together anymorethan you are now?

JANE: Well, I guess not.

DORIS: But-you *couldn't have any honeymoon!What about your physical intimacy and your adjustment to sexuallife?

6;,;46444,

417-P.1,4trt A..,.3,it, q, 120

JANE: I know.We thought we might have one nighttogether. I was going to tell Mom that I'd spend the night with Sue.

DORIS: Suppose she found out youdidn't spend the night with Sue?

JANE: I've thought of that.Mom and Dad would be sure to thinkthe worst.

DORIS: Not because they don't trust you, Jane,but because they do. But, a lie is a lie, you know.

be JANE: Yes, and my whole life would be alie if I had to slip around to with Bill.I'd feel so guilty--like I really weredoing something wrong.And the gang would be sure to thinksomething was fishy.

DORIS: Have you thought about nothaving a pretty wedding? You enjoyed being my bridesmaid somuch. Church JANE: Golly, I've been planning my wedding eversince you got married. weddings are so beautiful. Besides I don't know if I'll feelmarried unless Rev. Jones married us. He has been our Pastor for solong.

DORIS: Have you thought about whatyou'd do if you got pregnant?

case. JANE: Well, we'd just have to tell everyone we weremarried in that When Ruth Smith got pregnant and had to getmarried, she toldeveryone that she and Jim had been marriedsecretly for a year, but noone believed her. Do you suppose people wouldthink that of me

DORIS: You know how people are They love to talk and speculate.

JANE: I just don't know what to do.

DORIS: I know you can change Bill's mindif you decide it isn't best to get married now. The folks would love to give you a prettywedding. And think JANE: It would be fun to plan andreally star in a pretty wedding. of all the parties and showersI'll miss if we marry now.

DORIS: Yes, and those wedding gifts sure comein handy when you're just getting started.I treasure all of my weddinggifts.

You and JANE: I wouldn't even have an apartment to putwedding gifts in. Bob had such fun fixing your apartment upand moving in.

DORIS: The decision is up to you,honey. No one can tell you what to do. But I believe you know what is bestfor you, and you really want to do the right thing. him JANE: Yes, I guess I'd be cheatingmyself and Bill, too, if I married now. I'll think about it some more and talk toBill about it.Thanks for letting me talk to you. 'Bye for now. 121

had the most 4. People who had been engaged two years or more successful marriages.

The engagement is a time to check to seeif the one chosen is onewith whom you can live withsuccessfully. (7, page 166)

- - do youenjoy the same activities? - - do youenjoy the same types of friends? - - do yourfamilies enjoy each other?

Frequent quarrels during engagementshould raise doubts aboutwhether a couple should marry. Quarrels should be analyzed for basic personality differenes and basicdifferences in values and goals.(7, page 167)

Research studies show that many engagements arebroken. (7, page 167)

The engagement period is a time toface important issues such as - - wherewill we live? - - howwill we handle our finances? - - whatchurch will we attend and in whatfaith will we raise our children? -- whenshall we start raising a family? - - how do we see ourroles? (7, page 171-172)

The kind of wedding one has willdepend on the preferences of the couple and the economic level ofthe families. One's minister, priest or rabbi can give good suggestionsto those planning a wedding. (7, page 211)

Research shows that marriages which areplanned for rather than elopements stand a better chance of success. (7, page 212)

Learning.Experiences:

Knowledge

Read and give reports from selected resourceson the engagement period. (1, chapter 7, readings 31, 32,33)(3, chapter 9) (5, chapter 11) (6, chapter 12) (7, chapter12) (10, page 222) (5, chapter 12)

See and discuss film: The Meaning of Engagement orfilmstrip With This Ring.

Comprehension

Ask members of class to present apanel discussion on "The Importance of the EngagementPeriod."

Discuss problems a couple should solvebefore marriage such as: - - how shall wehandle our money? - -'whichchurch shall we attend? - - what do we wantfrom life? - - do we agreeabout children? - - shall wecontinue our education aftermarriage? - - are there anypotential in-law problems? - - shall thewife work? - - whereshall we live? 122

Application

Plan ways in which agirl could get acquaintedwith her future: other's family in-laws.Why is time spentgetting to know each a goodinvestment? to know List specific things anengaged couple could do to get each other under a varietyof circumstances. you Make a list of faults youwould consider serious in a person were engaged toand those you wouldconsider of minor importance. Compare your list withthose of others in yourclass. motivated you to Has your relationshipwith another person ever how this change for the better? Write a paragraph describing Do not person helped you. Was the change a major orminor one? to collect the sign your name.As a class choose a committee descriptions and to selectthose they feel would beof most interest basis for a class to the class; then usethese descriptions as a discussion on how people canchange and how othersoften can help or influencethem.

Analysis

Discuss:When should an engagementbe broken? What causes a marriage on the rebound? How can one get backinto circulation again? Of mending a brokenheart? intercourse is Find from references reasonswhy premarital sexual unwise. church and an See film Early, Marriaggwhich shows 3 weddings in a elopement wedding by a Justiceof the Peace. Discuss reasons why church weddings are morelikely to be lasting.

Discuss reasons for premaritalexaminations? Premarital counseling by a minister? class on Invite a marriage counselor or aminister to speak to the premarital counseling. whose values and Consider this question: Should you marry a person principles are fundamentallydifferent from your own?

Synthesis

Write on the topic "My Goalsin Marriage" or"Why Some People Stay Single" or "The Kind of WeddingI Would Like to Have andWhy" or "What Does a Wedding Cost?"

Evaluation provides an op- Write a paper describinghow the engagement period portunity to testcompatability and to make plansfor the future.

tr 123

Summary Questions:

Describe how a person brings tomarriage all of the experiences of his past, his present,and his aspirations anddreams for the future.

welfare Generalization V: Laws pertaining to marriage,divorce and family reflect the attitudes andvalues of society toward family life.

Desired Outcome:

Becomes aware of lawsrelating to marriage.

Re for BackgroundInformation:

Laws pertaining to marriageand the family are Statelaws; therefore there are as manydifferent sets of laws as there are states. (1, page 233)

Marriage is regarded as arelationship of supreme importance for the well-being ofthe whole society and for thecareful rearing of children. (1, page 234)

Laws setformal minimumstandards for mate selection.Without parental consent -he most minimum ageis eighteen for girls and twenty-one for men;however, some states permitearlier marriages. (1, page 236)

Marriages are prohibited amongmembers of an immediatefamily related by blood; marriage orsexual relations between a parent and his or her child,brother or sister, is calledincest and laws exact heavy penaltiesfor offenders. (1, page 237)

Twenty-nine states prohibitmarriages between Negroesand whites and thirteen states forbidthe marriage of whitesand Orientals. (1, page 237)

Certain physical grounds are reasonsfor prohibition of marriage such as Unsound mind 24 states Epilepsy 14 states Venereal disease in communicable stage - - - 9 states Habitual drunkenness a 3 states Tuberculosis in a communicable stage 1 state Any communicable disease 1 state Impotency 1 state (1, page 237-238)

About four-fifths of the statesrequire a physical examination to see if a person has .avenereal disease. (1, 238)

In most states a coupledesiring a marriage must secure alicense and this license must berecorded. Public records remove marriage 124

relationship to a socially- from a purelypersonal and private responsible relationship. period of one to More than half the statesrequire a waiting the moment marriages. five days to preventelopements and spur of (ls page 240) states or this may Husbands may be sued fornon-support in some be sufficient groundfor divorce. (1, page 240) husband and wife own In eight states(community-property states) it to the marriage everything jointlyregardless of who brought or has earned orinherited it. (1, page 241) charged with the support A husband (and wifein some states) is send children to of minor children. Parents are required to (1, page 241) school. A.child's earnings belong to parents. illegitimate child. In many states afather has to support an (1, page 241) by annulment There are two ways amarriage may beterminated: or divorce. Some common groundsfor annulment are:

Both parties belowlegal age limit orparental 36 states consent was notassured 30 states Mental incapacity .23 states Fraud or misrepresentationby one party 21 states Use of force orthreats Physical incapacity to entermarriage 19 states relationship 7 states Interracial marriage Some grounds State: laws vary greatly onthe grounds for divorce. alcoholism, impotency, nonsupport, are adultery,cruelty, desertion, conviction of a felony orimprisonment, and insanity.(1, page 243)

Knowledge and family life. Read references aboutlaws relating to marriage (1, chapter 10)(7, chapter15)(3, chapter 12) license in Nevada. Find out the legalrequirements for a marriage

Comprehension

Compare legal requirementsfor mar ;iage in differentstates. Discuss reasons why manypeople come to Nevada tomarry? between the Debate: Nevada should establish awaiting period application for and the issuanceof the license.

Arrange for a panel discussionwith resource personssuch as a minister, a welfareworker, and a lawyer, thetopic "Society's Stake in Marriage andthe Family." Application

Prepare questions about divorceand ask an attorney to speak onthese questions giving illustrations ofthe type of settlements made to a wife in case of divorce. Visit a divorce court.

Analysis

Invite one or more ministers to class todiscuss the church's interest in marriage and the family.

Find out laws related to desertion or"Poor-Man's Divorce."

Synthesis.

Conduct a round table discussion onthe subject: "Will Laws Ensure a Stable Marriage." If not, what else is needed?

Evaluation,

Write an essay entitled "MyFamily Tree," in which you evaluatethe marriages in your immediate familybackground.How have these marriages influenced your personalitydevelopment and what effect have they had in conditioning youfor marriage? if there have been any unhappy marriages in yourfamily, have ycc ?rofited by the failures of others? What are you going to have towork on if you are to have a goodmarriage?

Unit V. Successful Marriage

Desire Outcomes:

1. Understands that the way one perceives his or her roleand that of spouse may be crucial tomarriage success. 2. Realizes that all marriages requireadjustments. 3. Realizes that most all marriages face crises at sometime and that what constitutes a crises for one family may notbe a crises for another. 4. Realizes how companionship can be achieved inmarriage.

Bibliography:

1. Lee, Lawrence S. Marriage and Family Relations. New York: Harper, 1959. 500 pp. 2. Bowman, Henry A. Marriage for Moderns. New York: McGraw-Hill, 1960. 500 pp. 3. Cosgrove, Marjorie C. and Mary I. Josey.About Marriage and You. Chicago: Science Research Associates, 1954. 102 pp. 4. Craig, Hazel Thompson. Thresholds to Adult Living. Peoria, Illinois: Chas. A. Bennett Co. Inc., 1952. 416 pp. 5. A Date With Your Future. New York: Institute of Life Insurance, 1962. 32 pp. 6. Duvall, Evelyn M. and Reuben Hill. alagatarried. Boston: D. C. Heath and Company, 1960. 440 pp.

vdd =d ter 126

New York: The Macmillan Company, 7. Duvall, Evelyn M. Family Living. 1950. 410 pp. When You Marry. Boston: D. C. 8. Duvall, Evelyn M.and Reuben Hill. Heath and Company,1962. 337 pp. and Tomorrow. New York: 9. Force, Elizabeth S. Your Family Today Harcourt, Brace findCompany, 1955. 385 pp. New York: The W. W. Norton 10. Freiden, Betty, The Feminine Mystique. Co., 1963. The Modern Mother'sDilemma. Public Affairs 11. Gruenberg, Sidonie N. Pamphlet 247, 1957. World. Boston: Little, Brown. 12. Komarovsky, Mirra.Women in the Modern 1953. Marriage. Landis, Judson T. andMary G. Landis. Building a Successful 13. 662 pp. Englewood Cliffs, NewJersey: Prentice-Hall, Inc., 1959. Marriage Landis, Judson T. and MaryG. Landis, Personal Adjustment, 14. 384 pp. and Family Living.Englewood Cliffs, N.J.: 1960. Landis. youlhlaijilwase. Englewood 15. Landis, Judson T.,and Mary G. Prentice-Hall, Inc., 296 pp, Cliffs, N.J.: maga. New York: John Wiley 16. Iants, Herman, andEloise C. Snyder. and Sons, Inc. Leahy. You and Your Family. 17. Moore, BerniceMilburn, and Dorothy N. Boston: D. C. Heath andCompany, 1963. Boston: Allyn and Bacon, 18. Peterson, Eleanor M.,Successful Living. Inc., 1959. 433 pp. New York: Charles 19. Peterson, James A.Education for Marriage. Scribner's Sons, 1956. 429 pp. Can This MarriageBe Saved? 20. Popenoe, Paul, and'Dorothy Cameron Disney. New York: The Macmillan Company,1960. 299 pp. "Why Your Husband FeelsTrapped."Redbook, 21. Robbins, J. and J.Robbins. March, 1962. p. 44-45. 118: Living in Families. 22. Smart, Mollie Stevens,and Russell Cook Smart. 433 pp. Boston: Houghton-Mifflin Company,1958. Psychology for Living.New 23. Sorenson, Herbert andMarguerite Malm. 672 pp. York: McGraw-Hill Company, Inc.,1948. Chicago: Household Finance 24. Your Saving andInvestment Dollar. Corporation, 1961. 40 pp.

Other Resources: (Marriage series) Audio Visual 25. Film 22 minutes. Marriage Today. Dept. University of Nevada. $3.25 16 min. BYU. $3.25 26. Film: Who's Boss? (Marriage series)

members is influencedby the Generalization I: Interaction among family expectations of theroles of oneself andothers in the family.

Desired Outcomes: and that of Understands that the way oneperceives his or her role spouse may becrucial to marriage success.

= 127

Read References for BackgroundInformation:

his wife to functionaccording 1. Conflicts may result if a man expects in terms of the com- to the traditionalfamily if she sees her role panionship family.If both of them hold totheir expectations after (17, page 15-21) marriage, adjustment may 1.;;T: impossible. background 2. One's role expectationsare largely the result of one's of experience. (9, page 23A)(22, page243-247) Self analysis of roleexpectations will helpindividuals avoid unions 3. roles with people who have such acontradictory feeling about marriage that conflict may beinevitable. (18, pp. 3-21) c'itical area of 4. Self identity and interactionis the first and most communicate their feelings, early marriage. The better a couple can husband and wife. the easier they can fittogether their pictures of (22, page 244) during courtship, but afalse presenta- 5. We may be able to act a part tion of oneself cannot bekept up during marriage. This is sometimes recently known as the "scalingdown" process. One or both members of a married couple may relax and revertto prior courtshiphabits. (1, pp. 303-307) with the way 6. If two people find moresatisfaction than dissatisfaction their roles interract in marriage,that marriage is goodfor them. What does matter is thathusband and wife acceptthe other's role as altering in marriage. well as their own.Each role must go through some Problems occur if a personhas never really foundher role--or is confused about her role.

Learning Experiences:

Knowledge

Read about the roles oneplays in marriage: (2, chapter 1) (3, pp. 3-8)(9, chapters 15and 16)(10)(12, chapters2, 7) (13)(17), chapters 13 and 14)

See film, Who's Boss, whichshows marital problemsresulting from confusion of roles.

Comprehension

Ask the boys in the class abouttheir ideas of a "goodwife." What qualities are mostimportant? Intelligence? Social skills? Cheerful manner? Housekeeper skills?

Ask the girls in the classhow they will playtheir roles as wives. Will they want to run theirhomes with or withouttheir husband's assistance? Will they want to sharetheir husband's business problems? role? Discuss: How do you think a modernhusband should play his Should he rule with an ironhand? Should both husband and wife class their idea of share decision-making? Ask the girls in the a "goodhusband." What qualities are mostimportant?

Write on one of the following: "The Girl That I Marry" or "The Boy That I Marry."

"T, 128

Analysis class how the husbands Observe some couples youknow and tell the play the role of manof the house. "Is the present trend Have a paneldiscussion on this question: mixed blessing?" toward a more democraticfamily life good, bad or a Invite several adults tosit in on the panel. patriarchal and a mother Discuss: If a father seeshis role as conflicting roles sees herrole as democratic,how might their affect the children? (19, page 17)

Synthesis (Teachers may order free Take amarriage role expectancy test. Inventory, Form M sample. copies of MarriageRole Expectation of (Male) and Form F(Female) from Dr. MoreeS. Dunn, Department L'ouistaima Home Economics,Northeastern StateCollege, Natchitoches, the following areas Analyze your own attitudetoward your role under of behavior:

Authority Social Participation Homemaking Education Employment Care of Children Financial Support and Personal Characteristics partner who will Then create ahypothetical kind of marriage complement the attitudes youhave toward your role.

Evaluation Family Today and Using the criteria on page261 of Force, Your duties Tomorrow, react to eachstatement underduties of wife or statement? Why . of a husband. Do you agree ordiagree with each would you add as being appro- or whynot? What other statements priate for today'sFife or husband?

Summary Questions have dealt with these What are the commonideas in the material we past days?

What are the big ideasabout role expectationsof marital partners that we have gained? expectation have to What relationship doesthe concept of role interaction betweenhusband and wife?

How can we applythis generalization toother situations? 129

Generalization II: Each stage of the family lifecycle brings new roles, problems, satisfactions, andadjustments and relationships.

Desired Outcomes:

1. Realizes that all marriagesrequire adjustments. face crises at sometime andthat 2. Realizes that most all marriages what constitutes a crisesfor one family may not be acrises for another. 3. Realizes how companionship canbe achieved in marriage.

Read References for Backround Information:

If a successful marriage is tobe accomplished each ofthe partners will need to give up somepreferences and attitudes infavor of mutual understanding. (22, pp. 243-253)(23, p.591)

Because we take into marriagethe basic habits andpersonalities which have been developed over aperiod of years, we do notchange much after.However, adjustments todifferences and different points of view are neededfor success in marriage. (23, p. 600- 603)(6, p. 345-347)

There are several ways inwhich adjustment occurs.

Agreement Compromise Tabling Differences (14, p. 220-226)

The sooner married couplesadjust to their differencesin important matters the more likelythey are to find happiness. (14, p. 219- 220, 227-228)(23, p. 603)

The main areas upon which couples mustreach agreement are money :Management religious life in-law relationships sex relationships social activities and recreationtraining and disciplining association with friends of children p. 200-202) (23,p.605-612)(22,p. 253-255)(9,p. 292-297)(4, 209-246) (14,p.218-219)(15,Ch. 11)(6, p,209-224)(6, p. (19,p.273-278) (20,all)

Quarrels can be constructiveif the couple willdiscuss their problems and try to work out asolution. (14, p. 231-239) (22, p. 256-257)

Keeping the channels of communicationopen helps toresolve forms, verbal and non- conflicts. Communication takes various verbal. (23, p. 604)(22, p. 266-267)

Conflict is normal in any humanrelationship. (6, 274-289) (8, Ch. 10)

qr0 130

When conflict becomes too great tobe resolved, maritalcounseling services may help. (6, p. 289 -293, 333) (22, p.257-259)

Every couple needs to learn thetechnique of handling conflict situations. (13, p. 603-605)

Families go through a lifecycle composed of a sequenceof stages of family development, someof which overlap.Every family passes through several stages as it grows. These stages have beenclassi- fied in various ways:

(7, p. 353-360) 1. Young-Married Couple Stage 2. Child-Bearing Family Stage 3. The Family at the Pre-SchoolStage 4. The School-Age Family Stage 5. The Teen-Age Family Stage 6. The Family at the LaunchingStage 7. The Family in Later Years 8. Widowhood

(14, p. 353) 1. Childhood 2. Youth, before Marriage 3. Early Adulthood 4. Middle-Age 5. Old Age-Grandparenthood

(5, p. 3-4) 1. The Young Person 2. Beginning Family 3. Growing Family 4. Contracting Family 5. Retirement Years 6. Unattached Adult

(22, p. 386-398) 1. New Couple-Establishing Home 2. Expanding Family 3. Middle-Age 4. Later Years

Marital troubles may arise fromcountless sources. Sometimes marriages fail because the individual orindividuals simply are notmarriagable personalities. (14, p. 99-109)

It appears as though anysituation or condition in societythat tends to make men and women more tense,less stable, more self-centeredand less self-disciplined creates aclimate in which divorce willflourish. (6, p. 313-333)(9, p. 346-358)

Crises may come in many forms. Examples are: desertion, infidelity, divorce, death in family, loss ofwork, illness, a first baby,al6oholism and other forms of dissipation. (6, p. 297-310)(9, p. 346-358) (16, ch. 18)(23, p, 213-612)(6, p.313-333)

it,13,41.170,0.7.66%,,,;3-7,4, 131

Being a parent for the first time is a profound emotional experience. Especially for the mother, parenthood is a stirring emotional experience. The relationship of his parents as husband and wifewill have an important effect on the child, (9, ch. 17)(9, p. 276-286) (8, p. 193-206)(14, p. 301-307)

Parents need to remember that even when they are parents,they are still husband and wife. (9, p. 239-243, 255260)(4, p. 231, 248-250)

The problem solving approach can help couples overcome theirdif- ferences. (18, p. 278)(14, p. 38-39)

People want and expect marriage to provide companionship. Basically, companionship is enjoyment in being together. Companionship in marriage must center about mutual experiences. Some of the ways to achieve this are: - -Conversationabout daily events - -Sports andrecreational activities ..Discussions on current affairs, religion, and life ingeneral - -Caring for andrearing children -.Sex companionship. - -Religious activities -.Doing things together (even routine things) (22, p. 226-265, 28-62, 305-311) (23, p. 599-601)

Learning Experiences:

Read references about adjustment in marriage, Find the areas most commonly needing adjustment.What does research tell us about the time it takes for couples to reach agreement? Define adjustment, problem. Compare the meaning of adjustment and change. (23, p. 605-612)(14, p. 219)

Interview married people to secure opinions as to what makes for success in marriage. Read for further information and compile a list of factors that contribute to success in marriage. Compare this list of factors with "Ten Requisites for Happier Marriage" in Family Life by Duvall or with "Measuring Happiness in Marriage" in Psychology for Living by Sorenson and Malmo

Show film, Marriage Today which shows two couples who have attempted through clear analysis of their mutual aims and cooperation in striving to achieve them. The couples have their ideals and goals in true perspective and are willing to work together to reach them. (25)

Invite reference people to class to discuss and informclass on topic of marriage adjustment. Suggestions would be a lawyer, minister, judge, juvenile worker or others suggested by class.

Investigate resources in Nevada available to couples inconflict. Where can marriage counseling services be found?What is the cost? Invite a marriage counseling person to speak to theclass. Check local marriage counseling agencies against criteria set upby Duvall in Being Married. (6, p. 292-293). Read the introduction to Can This Marriage Be Saved? by Popenoe andDisney (20) to learn more about qualifications of marriagecounselors.

4h- NW, Nr.er .,-.7.-rA 132

Comprehension

Role play a familycouncil on the typicalproblems brought about by father losing his job ormother becoming an invalid.

Discuss in a panel the querf "Can people quarrelconstructively?"

marriage? Discuss: Why is adaptability animportant asset in (14, p. 129-227)

Application

Show the film, Who's Boss(26) which demonstratesthe time required for two people to adjust toeach other in marriage. Discuss ways this family handles tension. planning Role play the followingsituation: Martha and Bill are their first vacation after a yearof marriage. They will have two include weeks but a limited amountof money. Martha would like to a visit toher sister in a nearby city. Bill is interested in (agreement, compromise; fishing. Use the three typesof adjustment Which and tabling differences)and apply them to thissituation. solutions seem the mostdesirable? Try other such situations. (14, p. 220-226)

Select some typical crisis commonto families andusing the steps for meeting family crises asgiven in When You Marry,by Duvall, work out solutions for theproblems. (8, ch. 10)

Analysis

Discuss in what ways are youngpeople given a confused pictureof life of a young the problems of marriage? What situations in the person should giveinsight into the problems,crises, adjustments, and relationships that mayconfront them in marriage?

Write down the interestsand activities that youwould like to share think how with your marriage partner. In connection with each one, you would feelif it did not interest your mateat all. books such as Read case studies from currentmagazines and resource Can This Marriage BeSaved? by Popenoe and Disney(20). Attempt the marriage, effect on to determinethe cause of the problems of the marriage and the marriagepartners, and thepossible solutions. (20)

Identify individuals at thevarious life cycles that youknow. What does their stage in life meanin the way of dailyactivities, responsibilities, problems, satisfactions,etc? Class could 'divide into buzz groups for this experience. (7, p. 353-360)(5, p.3-4)(14, 353)(22, 386-398)

Synthesis avoid in-law Make a list of resolutionsthat could help a couple the in-law. Discuss troubles. Make a similar list as if you are ideas in class.

- 133

mother-in-law (father-in-law, Write a short charactersketch of a good her/him that way? How son-in-law ordaughter-in-law).What has made Read In-Laws Proand Con do others in thefamily react toher/him? by Duvall. listened to Recall the last time youquarreled with someone or you quarrel? How can someone elsequarreling. Was it a constructive could have made it con- you determinethis? If not, what action 256-257) structive? (14, p. 231-239)(22, IL likely to arise ateach stage. Using a life cycledetermine problems and ways to solvethe Include possible ways toavoid the problems problems that arise. quarrels showing triflingincidents that may cause Prepare three skits ask the class to couples. Following the skits between newly-married Then have the select the point ineach one where thetrouble began. avoiding or solvingthe problem couple play the skitagain, this time that arose in thefirst skit. (22, p. 256-257)

Evaluation statement means to you, Give Write a paper tellingwhat the following yourself into anotherperson's place, then examples. "If you can fill him." (22, p- 266) you areskillful in receivingcommunication from embarrassed." Example: "Person is embarrassed, you are marriage is a marriageof many Explain the following: If a successful (23, p. 591-596) successes whatmight those successesbe? learned in thisclass work Make a list of thethings you have done or that should help you tobe a better marriagepartner.

Summary Questions we havedealt.with these What are the commonideas in the information past days? and What are the big ideasabout marriageadjustment, companionship, crisis in the family?

How do these ideasrelate to each other?

Unit VIII. The Family in theCommunity

Desired Outcomes: responsibilities of afamily to the community. 1. Increasingly recognizes the individual's role in goodcitizenship. 2. Becomes aware of the community acts uponthe family and the 3. Is aware of the waysin which the development of individualswithin the family. meeting Understands and utilizesthe contributionsof the community in 4. religion and the needs of the familyin education,health, safety, recreation. society pertaining tomarriage, divorceand 5. Understand the laws of family welfare. 134

Bibliography: New York: Macmillan Co., 1954 1. Arnow, Harriet L. The Dollmaker. 9 pp. 54 Coward-McCann, Inc., The American Dream. New York: 2. Albee, Edward. 1960, pp. 70. Relations.New York: Harper 3. Bee, Lawrence S. Marria e and Famil and Brothers, 1959, pp.500. to Adopt aChild.Whiteside, New York: 4. Cady, Ernest and Frances. How 1956, pp. 189. in the ModernWorld. New York: 5. Cavan, Ruth S.Marriae andFamil Thomas Y. Crowell, 1960, pp.607. Publication "Child Caring Institutions."U.S. Children's Bureau. 6. Printing Office,1959. No. 368.Washington, D.C.: U.S. Government pp. 16. Publication No. 359. "Child Welfare Services."U.S. Children'sBureau. 1959. pp. 95. Washington, D.C.: U.S. GovernmentPrinting Office, Soliloquy." Childhood Education 8. Corey, Stephen M. "A Poor Scholar's XX. Jan. 1944, pp. 219220. Home." Public AffairsPamphlet No. 192, by 9. "Democracy Begins in the Pamphlet. Ernest Osborn. New York: Public Affairs New York: 10. Force, Elizabeth S.YagjanijaagALLAELIosorE2E. Harcourt, Brace and Co.,Inc., 1955, pp. 398. New York: Harper and Brothers,1958 11. Huxley, Aldous. Brave New World. Helen S. Shacter. Teen 12. Jenkins, Gladys Gardner,W. W. Bauer, and and Co., 1954, pp.284. Agers. Chicago: Scott, Foresman Picture Window. Boston: Houghton- 13. Keats, John. The Crack in the Mifflin Co., 1957, pp.196 and the Individual. Boston: 14. Kephart, William M.The Family Society Houghton-Mifflin Co., 1961, pp.690. the Delinquent. New York: 15. Kvaracueus, William C.The Community and World Book Co., 1954, pp.566. in Family Lite." New 16. Landis, Judson T. "Community Responsibility Association, 1951. York: American Social Hygiene Through Home, Schooland 17. Lane, Bess B.Enriching Family Life Public Affairs Press,1958, pp. 121. imaggigity.Washington, D.C.: Mass Leisure.Glencoe, Illinois 18. Larrabee, Eric and RolfMeyersohn. Free Press, pp. 422. Princeton, New Jersey:D. Van 19. Martindale, Don.American Society. Nostrand Co. Inc., 1960, pp.569. The Family in Queen, Stuart, RobertHabenstein and JohnAdams. 20. 1961, pp. 314. Various Cultures. Chicago: J.B. Lippincott Co New York: Doubleday,.1953, 21. Reisman, David. The Lonely Crowd. pp. 359. W. W. Norton and Co.Inc., 22. Smith, Robert Paul. Crank. New York: 1962, pp. 127. Public Affairs PamphletNo. 173 23. "So You Want to Adopt aBaby." New York: Public Affairs Pamphlet, pp.32. Responsibility of Religionand "The American Family,the Joint 24. Oct. 8-9, 1959. Education." WartburgCollege. Waverly, Iowa, Department of HomeEconomics - NEA.Washington, 25. "The Family Today." 1960. D.C. Society. Arthur J. and JosephBensman. Small Town in Mass 26. Vivich, Press, 1958, 329 pp. Princeton, New Jersey: Princeton University tr,

135

250 27, "What Is Marriage Counseling?" Public Affairs Pamphlet No. by David R. Mace, NewYork: Public Affairs Pamphlet,r/957,28 pp. Doubleday 28. Whyte, William H. Jr. The Or anization Man. New York: and Co. Inc., 1956, pp.471, 29. Williams, J. Paul.What American Believe and HowThe Worshi. New York: Harper and Brothers, 1952. pp. 400. New York: 30. "You and Your ChangingCommunity."Parents Magazine. Group Service Bureau,Sept.-June, 1961. President's 31. "Youth Fitness:What a Community Can Do forFitness." Council on Youth Fitness.Washington, D.C.: U.S. Gpvernment Printing Office, 1959, pp.16. Publication 32. "Youth Groups in Conflict."U. S. Children's Bureau No. 365.Washington, D.C.: U.S. Government PrintingOffice, 1958, pp. 52. 33. "Youth in Community Affairs."National Social Welfare Association. New York: 1958, pp. 15.

Other References - Films Colorado 34. "A Desk for Billie."National Education Association. Education Association: Denver, Colorado. 57 min. Cr order from University of Utah or WyomingUniversity. $8.50 rental. $3.25 rental from Universityof Utah. b 35. "Boy With a Knife." 29 min. 36. "House Across the Street."Sound Filmstrip. Philadelphia: Commission on Human Relations,25 min. 37. "Louisiana Story." Contemporary Films. 77 min. Colorado 38. "Make Way for Youth." Instructional Materials Center. State College: Greeley, Colorado. 22 min. $3.25.rental. Colorado State College. 39. "The City." 30 min. $4.25 rental from BYU or 26 min. $4.25 rental 40. "Three Steps to Start." McGrawaillFilms. from Wyoming University. 6-11 min. each. 41. "What Do You Think Series."McGraw-H11 Films. 42. "Yorkville, New York - The NeighborhoodWay." Yorkville Youth Council. 30 min.

Generalization I: The American family in the presentsociety is highly dependent upon the community; more sothan in past American history.

Read References for BackgroundInformation:

(19, p. 273) 1. The modern family is notself-sufficient. consumption rather than a 2. Economically the family today is a production unit. (19, p. 274)(5, p. 62) 3, The "packing suburbs" wherelarge housing developments have sprung A offer a communal way of life. (28, p. 310...316) 4. The American family isdependent upon the community for avenues in which to spend :theirleisure time. (28, p. 317-318)(19, p.479) the home, are now a functionof 5. Religidus teachings, once taught in the community. (20, p. 308) in ever widening spheres 6. Education is now a function of the community of influence. (20, p. 308) composed 7. Communities are total ways oflife, complexes of behavior of all the institutions necessaryto carry on a completelife, formed into a working whole. (19, p. 105) 136

Learning Experiences:

Knowledge. 205-207)(25, ch. 1 and ch. 3) Read: (3, p. 3-16, ch. 1)(12, p. 3 (5, ch. 3)

List the ideas found in yourreading that support thegeneralization today that the American family is moredependent upon the community than yesterday.

Comprehension

Form buzz groups for discussionof the lists that eachstudent has brought to class.Questions for discussioncould be:Are we totally dependent upon thecommunity in each aspectthat is mentioned?. Are we totallydependent upon the communityfor education, for instance?

Application

Consider your own family. State the ways in which yourfamily is dependent upon the community.State the ways in which yourfamily is independent of the community.

Analysis

Teacher preparation requires therecording of two stories found in (4, p. 59-60, 61-62) by twovoices or the reading ofthese short stories in class by twostudents. One family is the Layfamily (patriarchal type in ColonialAmerica) and the otherfamily.is the Jay family (modernfamily).After the students havelistened to .both of these pictures,the teacher should callfor class discussion. Some questions to be consideredmight be:

1. What was the role of the Layfamily? 2. What was the role of the Jayfamily? family 3. In what areas of livinghave the greatest changes of function occurred? family? 4. Do you think the Jay familyis typical of the modern 5. What dangers did you see inthe family situation of the Jay family?

Synthesis

Role play a situation inwhich the modern family is planningfor a vacation in themountains.The family is going to camp out. There will be no movies, noradio, no television, or anycommunity 4 activities available to thefamily during their week in the moun- do tains.The family is discussing thekinds of things they will in the mountains. Use the family council asthe situation for the role-playing situation.. Aftertherole playing situationsdiscuss these .questions: 1. How might this vacation benefit thefamily? 2. Do you think the family might become boredin the mountains?Why or why not? 3. What strengths of the family would enablethem to have a good time in the mountains?

Evaluation

We have discussed that the American family ishighly dependent upon the community. The question arises after observing that the family is involved in so many outsidecommunity functions, "What is keeping the family together?" "If the family's functions are so dependent upon the community, whyis the family necessary in today's life?" Write adefense of the family in answering these questions. Make this defense a logical and scientific case. You may find ideas from your reading, personal experience, and interviewsof community members.

Generalization II: Each family is a part of a society andaffects and is affected by all aspects of the society.

Read References for Background Information:

It has become conventional to describethe United States as a mass society. (19, p. 3)

The United States is a mass society in the sensethat it is one of the largest single blocks of theworld's adult population engaged in the kinds of pursuits that tend tobring it together into large-scale collective activities. (19,4,. 3)

The single most quickly definable property of a masssociety is the existence of mass production of thematerial things and services necessary for life. (19, p. 3)

The high productivity of the American economyis the foundation of a high standard of living. (19, p. 15)

With more than 170,000,000 people unitedunder a single system in which only la work in non-urban pursuitsand of which more than two-thirds are concentrated in urban areas,the United States merits the ascription of mass society. (19, p. 20)

The most significant change affecting coUrshipand marriage in this country is the shift from a rural to anurban way of life. (3, p 5)

The result of this vast change in ournational life has been the emergence of the atomistic(nuclear) family, that is one no longer held together by the authority'of parents, economicnecessity, and educational and protective obligations which werethe basis of the family in our early history. (3, p. 9)

The climate of the American home today'is one chiefly involved with companionship, informality, and self expression. (3, p. 493) (25, p. 6-7) e", 41", vo 417,14,,

138

One out of 5 persons in our populationchanges his address each year. (25, p. 26)(28, p. 296-309)

Learning Experiences:

Read: (19, ch. 3)(25, ch. 1) (5, ch. 3)(20, ch.14)(1, p. 549) (13, p. 196)(14)(18)(21)(22)(26)(28, ch.3)(30).

(Upon analysis of the above referencesthe teacher will see that some are appropriatefor the slow learner, some for theexceptional student, and some for the averagestudent. These references should be used accordingly.)

Knowledge

list the sequence of events orsituations which led to the formation of what we call the masssociety.

Write a definition of the term"mass society."

Comprehension

Show film, "The City." (This will require two class periods). The remainder of the second class period canbe used for discussion of the film.Understanding of the film and reading can be evidenced through discussion of questionssuch as

1. What aspects of American life did you seethat.provoke men to call our society a masssociety? 2. What positive statements can bemade concerning mass society? What benefits has the mass societymade possible? 3. What are the negative aspects ofbeing a member of a mass society?

Application

The nature of the American familytoday is a result of these aspects of our society which wehave been discussing. How can you apply thisknowledge to the family? What has beenthe influence of the mass society uponthe family?

Discussion question:

You and your family live in Pleasant View.Pleasant View is a town of 3,000 people. The major occupations of thetown's people are agriculture and small businessownership.You and your family own and operate asmall grocery store in the community. Your activities include those of theschool and the church.Pleasant View has one movie theaterand a bowling alley.Most of the people who live inPleasant View have lived there most of their lives and because ofthe town's size you know most of these families verywell.Pleasant View has three religious groups. The people who live in Pleasalltt Viewhave basically the same interests. Recently "Ready - Action Incorporated" 139

The has decided to build amanufacturing plant inPleasant View. moving new plant willemploy 700 men and women. The corporation is several hundred families toPleasant View to work inthe plant. will continue to occur This is a situationwhich has occurred and family and a member in our society. As amemberof this mythical what will happen in of the community ofPleasant View, visualize to the com- Pleasant View when"Ready-Action Incoz,,rated" -oyes have upon munity. Discuss what influencessuch a change would schools in the community, your family, thecommunity's economy, the facilities, and the churches in thecommunity, the recreational the interests of thecommunity.

Analysis analysis in the The hypothetical casestated above can motivate class as the groupdiscusses the answers theyformulated about Pleasant View.

Synthesis students Ince again. The generalization shouldbe presented to the Now, your We have been dealingwith the family in oursociety. family, or the family as wehave defined it inAmerica, is going to take a trip. The purpose of thisprocedure is to help you see how your family mightdiffer if you lived inanother society or going to culture.You may choose theculture into which you are transplant your family. In your familythere is a mother, a family change as father, and two children.How might you as a How would the roles a resultof living in a differentculture? of each family memberchange?

(The teacher might want todivide students into groupsof four. family member that Each group would selecttheir culture and the to work up they wished to portray.Give students a day or so the impact of that society onthe mythical family.Ask the students to present theirconclusions to the restof the class. Students might role-playtheir family within adifferent culture.)

Eveluation

After this look at our societyand the American familywithin this society, with someresearch you should beable to make some statementsconcerning the family andthe American society in the future. Out of your awareness ofthese facts, visualize the American family inthe year 1980. Use the generalization have are accept- in organizing yourthoughts. Any ideas that you of basis. able as long as youformulate these ideas on some sort the (Students are referred to(5, ch. 14).The teacher can help and books. student find moreinformation in various magazines Sometimes a science-fictionbook can be helpful instimulating ideas.) 140

share, responsibility Generalization III: Families and the community for meeting such needsof children andyouth as recreation. education,health,4Safety, religion, and

Read References for Back&round Information:

The effects of the masssociety on,thetraditional institutions largely to shatter of socialization(family and religion) are their control oversocialization. (19, p. 294) increasingly cut In contemporaryAmerican societythe family is conjugal away from otherinstitutions and reduced to the small and nuclear form. (19, p. 294)

of. Churches c n do much to helpfamily membersat each stage development. (16, p.6) ly life. The church can provide aneternal reference forfami (24, p. 7) family life The church can provide aframework of values for 4 (24, p. 7)

The church can provide ameeting place forfamilies that brings (24, p. 7) them'into fellowship forconstructive purposes.

The church can providespecific informationfor family living. (24, p. 7) ministry of The church can provide a meansfor exercising its reconcilation in familytensions. (24, p. 7)

The church can use itsinfluence to see that propersocial conditions and legislation areprovided for wholesomefamily life. (24, p. 7)

Education is a friend ofthe family. (10, p. 361)

More and more highschools, junior highschools, and elementary people schools are organizing coursesand programs to help young get ready for marriage. (10, p. 362) (16, p.8) Family service centers servethe family in the community. that serve Mental and Public HealthClinics are state institutions the family. (10, p. 372) Extension Services Such organizations asthe Red Cross and County serve thefamily. (10, p. 372) organization can The success and assistancethat any community give to the familyis entirely dependent uponthe participation of family members inthe organization. 141

'earning Experiences:

4 Read: (16) (10, ch. 23) (24) (19, ch.12)

Knowledge

Read in the above references therole of the community andthe family in providing for education,religious training, health, safety, and recreation. Be prepared to discuss inclass the roles of the community and thefamily in providing these aspects. Tell how you feel the functions ofthe family and the community complement each otherand differ from one another.

4 Comprehension

Organize a panel discussion.Choose panel members who are representative of the church, theschool, a type of welfare agency, and therecreational director or the cityjuvenile officer. The purpose of this panel is toestablish the attitudes of these agencies orinstitutions toward the family. The panel members should alsobe prepared to definethe responsibilities each feels are theirs as aninstitution and those responsibilities of the family. Panel members should express how the community and thefamily can be partners. Askstudents to submit questionsfor the panel and followthe panel discussion with buzz groups ofstudents for the purposeof clari- fying their reading and paneldiscussion. Some questions which might be discussed in the buzz groups are: "How do family members participate in thecommunity? Can you become involved in too many activities?"

Application

Discuss this case:

Mrs. Richards, the wife of theschool principal, lives in a progressive community. Because she is an intelligent,energetic, and unselfish woman, her talentshave always been in great demand. Suddenly she announces,"For one year I refuse to engage in any communityactivities. I have been so busy in worthwhile activities outside myhome that I have had little time for myself or my family.Furthermore, I am beginning to think that if families wouldspend more time together, we wouldn't need so many organizations. So this next year youwill find me athome."'

1. Is Mrs. Richards justifiedin taking a year off? 2. Will this be good for her? 3. Will it be good for the family?

Analysis

Show film, "Make Way forYouth"

1 "Curriculum Materials for Family and GroupRelations." Colorado State University, Homemaking Division,State Board for VocationalEducation, Denver, Colorado. 1957, p. 103.

41, 142

Explore the recreational facilitiesavailable in your community. What do we have?What'do we need? How do these recreational facilities meet the needs of various agegroups?

Read the short story, "A PoorScholar's Soliloquy" or have it tape recorded and playedfor the class. Answer the questions below in relation to the story:

1. Do you think the community and itsinstitutions were meeting this boy's needs? Why or why not? 2. Do you think the family was meetingthe boy's needs? Why or why not? 3. What steps could the family andthe community take in meeting this boy's needs andthe needs of youth like him?

Synthesis

Role play a situation in which thefamily is faced with a situation wherein family members areeach actively involved in various aspects of community activitiesto the point wheremeals are missed, transportationto functions is aproblem, the children need money for club activities. Discuss how a family can find satisfactorysolutions to these problems.

Evaluation

Consider the community activities you now engagein. Consider the community facilities and aidsavailable to'you in your adult life. Which ones are of realvalue to you both now and in the future: Why did you choose the onesthat you did?What do you feel you as a person and a family member cangive to your community?

The following generalizations are notdeveloped.After each generalization there are references which will help you indeveloping each generalization.

Generalization IV: Learning to participate democratically inreaching family goals helps prepare individualsfor participation in other social groups. (5) (9) (10) (12) (33).

Generalization V: Families are more likely to have the kind ofcommunity they desire when they help determine communityobjectives, policies, and the persons toimplement them. (35) (36) (37) (40) (17) (14) (5).

Generalization VI: Laws pertaining to marriage, divorce,and family welfare reflect the attitudes and values ofsociety toward family life. (2) (4) (6) (7) (14) (19) (20) (23) (27)

, 143

Summary Questions

What are the common ideas in the information we have dealt with these past days?

What are the big ideas about concepts that we have discussed?

How do these ideas relate to each other?

How could we apply this generalization to other situations?

(These questions can be used in relation to each generalization as a summary.)

.010.0n10%. 000.11.01.10.

_ .- . , . ,re 4,-- 0.0