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Title 28 EDUCATION

Part LXXIII. Bulletin 109―Family and Consumer Sciences Content Standards Curriculum Framework

Chapter 1. Education...... 2 §101. Mission and Goals of the State Board of Elementary and Secondary Education (SBESE)...... 2 §103. Louisiana Content Standards Foundation Skills...... 2 §105. Information Literacy Model for Lifelong Learning...... 2 Chapter 3. Family and Consumer Sciences in Louisiana...... 3 §301. Introduction...... 3 §303. Mission and Goals...... 3 §305. Description of Framework...... 4 §307. Purpose and Development...... 4 §309. Intended Audiences and Use...... 4 Chapter 5. Framework...... 5 §501. General...... 5 §503. Strand: Clothing and Textiles...... 7 §505. Strand: Housing, Interiors, and Furnishings...... 9 §507. Strand: Human Development and Family Relationships...... 11 §509. Strand: Management of Resources...... 22 §511. Strand: Nutrition and Foods...... 27 §513. Academic Cross-Reference Codes...... 34 §515. Referenced Academic Content Standards...... 34 §517. Implementing the Standards Through FHA/HERO...... 42 Title 28 EDUCATION Part LXXIII. Bulletin 109―Family and Consumer Sciences Content Standards Curriculum Framework

Chapter 1. Education creatively in society and in a variety of workplaces. This process can best be accomplished through use of the §101. Mission and Goals of the State Board of following skills: reading, writing, speaking, listening, Elementary and Secondary Education (SBESE) viewing, and visually representing. A. As part of the scope of education in Louisiana, Family 2. Problem Solving: The identification of an obstacle and Consumer Sciences Education embraces the mission and or challenge and the subsequent application of knowledge goals of education as adopted by the State Board of and thinking processes, which include reasoning, decision Elementary and Secondary Education. making, and inquiry, in order to reach a solution using multiple pathways, even when no routine path is apparent. 1. The Board of Elementary and Secondary Education pledges its commitment to the proposition that every child is 3. Resource Access and Utilization: The process of valued and every child will learn. identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating 2 n order that we may honor this commitment, the information. The identification and employment of board will aggressively pursue new and different ideas, appropriate tools, techniques, and technologies are essential develop a strong systemic process for change, and dedicate to all learning processes. These resource tools include pen, our energies and resources to that mission. pencil, and paper; audio/video materials; word processors; 3. The board recognizes that education is an on-going computers; interactive devices; telecommunication; and process in which learning is the constant and time is the other emerging technologies. variable. It is for this reason that we propose and adopt the 4. Linking and Generating Knowledge: The effective following goals that we believe will help chart the course for use of cognitive processes to generate and link knowledge every child in Louisiana: across the disciplines and in a variety of contexts. In order to a. focus on the early years; engage in the principles of continual improvement, students must be able to transfer and elaborate on these processes. b. prepare students for the workplace; "Transfer" refers to the ability to apply a strategy or content c. increase literacy, reduce dropouts; knowledge effectively in a setting or context other than that in which it was originally learned. "Elaboration" refers to d. support teachers; monitoring, adjusting, and expanding strategies into other e. support children and families; contexts. f. provide performance based accountability. 5. Citizenship: The application of the understanding of the ideals, rights, and responsibilities of active participation B. The mission and goals of education in Louisiana are in a democratic republic that includes working respectfully achieved in part through implementation of the Louisiana and productively together for the benefit of the individual Content Standards Foundation Skills and of the Information and the community; being accountable for one's choices and Literacy Model for Lifelong Learning. actions and understanding their impact on oneself and AUTHORITY NOTE: Promulgated in accordance with others; knowing one's civil, constitutional, and statutory R.S.6(A)(10) and R.S. 17:10. rights; and mentoring others to become productive citizens HISTORICAL NOTE: Promulgated by the Board of and lifelong learners. Elementary and Secondary Education, LR 29:2701 (December 2003). AUTHORITY NOTE: Promulgated in accordance with R.S.6(A)(10) and R.S. 17:10. §103. Louisiana Content Standards Foundation Skills HISTORICAL NOTE: Promulgated by the Board of A. The Louisiana Content Standards Task Force has Elementary and Secondary Education, LR 29:2702 (December developed the following foundation skills which should 2003). apply to all students in all disciplines. §105. Information Literacy Model for Lifelong Learning 1. Communication: A process by which information is exchanged and a concept of "meaning" is created and shared A. Students must become competent and independent between individuals through a common system of symbols, users of information to be productive citizens of the 21st signs, or behavior. Students should be able to communicate century. They must be prepared to live in an information-rich clearly, fluently, strategically, technologically, critically, and and changing global society. With the rapid growth of 1 Louisiana Administrative Code December 2003 Title 28, Part LXXIII technology, the amount of information available is AUTHORITY NOTE: Promulgated in accordance with accelerating so quickly that teachers no longer are able to R.S.6(A)(10) and R.S. 17:10. impart a complete knowledge base in a subject area. In HISTORICAL NOTE: Promulgated by the Board of addition, students entering the workforce must know how to Elementary and Secondary Education, LR 29:2702 (December 2003). access information, solve problems, make decisions, and work as part of a team. Chapter 3. Family and Consumer B. Therefore, information literacy, the ability to Sciences in Louisiana recognize an information need and then locate, evaluate, and §301. Introduction effectively use the needed information, is a basic skill essential to the 21st century workplace and home. A. Family and Consumer Sciences Education is a broad, Information literate students are self-directed learners who, comprehensive curriculum that enables individuals to individually or collaboratively, use information responsibly function effectively as consumers, homemakers, parents, and to create quality products and to be productive citizens. employees or employers and to balance these roles Information literacy skills must not be taught in isolation; successfully. It empowers individuals and families across the they must be integrated across all content areas, utilizing life span to manage the challenges of living and working in a fully the resources of the classroom, the school library media diverse, global society. The unique focus is on families, center, and the community. The Information Literacy Model work, and their interrelationships. Instruction strengthens for Lifelong Learners is a framework that teachers at all basic academic skills in language arts, mathematics, science, levels can apply to help students become independent and social studies and develops critical thinking skills lifelong learners. through practical applications in real-life situations. Students 1. Defining/Focusing: The first task is to recognize gain a wide range of transferable skills that prepare them for that an information need exists. Students make preliminary multiple roles in today's society. The curriculum also allows decisions about the type of information needed based on entrance into the job market with the flexibility to function prior knowledge. in new and emerging occupations. Through mastery of the key concepts (standards) and skills (benchmarks) outlined in 2. Selecting Tools and Resources: After students this framework, students will become accomplished decide what information is needed, they then develop search problem-solvers and informed decision makers. They will strategies for locating and accessing appropriate, relevant also be able to assume their places in the family and in the sources in the school library media center, community economic workforce as effective producers and consumers. libraries and agencies, resource people, and others as Students of this state will also gain the skills needed to appropriate. become lifelong learners. 3. Extracting and Recording: Students examine the AUTHORITY NOTE: Promulgated in accordance with resources for readability, currency, usefulness, and bias. This R.S.6(A)(10) and R.S. 17:10. task involves skimming or listening for key words, HISTORICAL NOTE: Promulgated by the Board of "chunking" reading, finding main ideas, and taking notes. Elementary and Secondary Education, LR 29:2703 (December 2003). 4. Processing Information: After recording §303. Mission and Goals information, students must examine and evaluate the data to use the information retrieved. Students must interact with the A. The mission of Family and Consumer Sciences information by categorizing, analyzing, evaluating, and Education is to prepare students for family, work, and comparing for bias, inadequacies, omissions, errors, and careers by providing opportunities to develop the value judgments. Based on their findings, they either move knowledge, skills, attitudes, and behaviors needed for: on to the next step or do additional research. 1. strengthening the well-being of individuals and 5. Organizing Information: Students effectively sort, families across the life span; manipulate, and organize the information that was retrieved. 2. becoming responsible citizens and leaders in They make decisions on how to use and communicate their family, community, and work settings; findings. 3. promoting optimal nutrition and wellness across the 6. Presenting Findings: Students apply and life span; communicate what they have learned (e.g., research report, project, illustration, dramatization, portfolio, book, book 4. managing resources to meet the needs of report, map, oral/audio/visual presentation, game, individuals and families; bibliography, hyperstack). 5. balancing personal, home, family, and work lives; 7. Evaluating Efforts: Throughout the information 6. using critical and creative thinking skills to address problem-solving process, students evaluate their efforts. This problems in diverse family, community, and work evaluation assists students in determining the effectiveness environments; of the research process. The final product may be evaluated by the teacher and also other qualified or interested resource 7. achieving successful life management, persons. employment, and career development;

Louisiana Administrative Code December 2003 2 EDUCATION

8. functioning effectively as providers and consumers (NASAFACS), in partnership with the Vocational of goods and services; and Consortium offsets (V-TECS) and Southern Association of Colleges and Schools (SACS), provided leadership to the 9. appreciating human worth and accepting national standards project including research, development, responsibility for one's actions and successes in family and validation/verification, implementation strategies, and work life. dissemination phases. AUTHORITY NOTE: Promulgated in accordance with R.S.6(A)(10) and R.S. 17:10. C. The Louisiana FACS Content Standards Committee, HISTORICAL NOTE: Promulgated by the Board of comprised of FACS teachers, teacher-educators, and state Elementary and Secondary Education, LR 29:2703 (December and local supervisors, used the National Family and 2003). Consumer Sciences standards as a basis for Louisiana's §305. Description of Framework standards. First, the national standards and benchmarks were adapted to meet the needs of Louisiana's educational goals. A. In this document, framework refers to the entire field The benchmarks were then cross-referenced to academic of Family and Consumer Sciences. A strand is the name of content standards and to the Louisiana Content Standards one of the five fields of study: Foundation Skills. 1. clothing and textiles; D. The resulting framework uses the national standards 2. housing, interiors, and furnishings; to provide a unifying structure of course content, while maintaining sufficient flexibility to permit adaptability 3. human development and family relationships; within local districts for the development of curriculum. 4. management of resources; AUTHORITY NOTE: Promulgated in accordance with R.S.6(A)(10) and R.S. 17:10. 5. nutrition and foods. HISTORICAL NOTE: Promulgated by the Board of B. The focus of each strand explains the discipline's Elementary and Secondary Education, LR 29:2703 (December importance to the overall education of students. The 2003). standards are descriptions of what a student should know §309. Intended Audiences and Use and be able to do through subject matter, knowledge, and A. This framework is intended to be used by teachers proficiencies gained as a result of studying that strand. Some and curriculum developers to plan curriculum, instruction, strands have as many as 40 standards. Each standard is and assessment for teachers and students. It also serves as a accompanied by benchmarks that identify processes and/or general reference to the basic principles of Family and content that are used as a reference to assess student Consumer Sciences: progress for the related standard. Curriculum was not addressed during the development of this framework. Each 1. for teachers and curriculum developers: a guide for school system should assume responsibility for developing planning curriculum, instruction, and assessment; the local curriculum, using this document and the 2. for parents: a means of assessing the effectiveness benchmarks in particular, as a guide. Content, instruction, of their children's Family and Consumer Sciences education; and assessment methods should be approached by the individual teacher at the school level, based upon the 3. for administrators, supervisors, and school board approved curriculum. The relationship of each of these members: an insight for planning resource allocations, components is illustrated in the generic framework and the material purchases, local curriculum development, and sample framework from Clothing and Textiles. teachers' professional development; AUTHORITY NOTE: Promulgated in accordance with 4. for policy makers and state education staff: a basis R.S.6(A)(10) and R.S. 17:10. for developing laws, policies, and funding priorities to HISTORICAL NOTE: Promulgated by the Board of support local reforms; Elementary and Secondary Education, LR 29:2703 (December 2003). 5. for staff developers: a basis for creating §307. Purpose and Development professional development materials and strategies designed to increase teachers' knowledge of Family and Consumer A. This framework document articulates, organizes, and Sciences content, teaching methodologies, and assessment integrates the content and processes of Family and strategies; Consumer Sciences. Further, it establishes standards for Louisiana Family and Consumer Sciences Education 6. for colleges and universities: a guide for content programs, defines the parameters of the FACS discipline, and design of teacher preparation programs; and and provides a guide for curriculum writers to use in 7. for business and industry leaders and government developing sound programs in Family and Consumer agencies: a basis for developing effective partnerships and Sciences. The standards are designed to develop students' local reforms for funding instructional materials and comprehension, knowledge, and competence. professional development. B. In 1997, the National Association of State AUTHORITY NOTE: Promulgated in accordance with Administrators of Family and Consumer Sciences R.S.6(A)(10) and R.S. 17:10.

3 Louisiana Administrative Code December 2003 Title 28, Part LXXIII

HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2704 (December 2003).

Chapter 5. Framework §501. General A. The Entire Field of Study

Strand One of the five fields of study.

Focus Explains the discipline's importance to tht eoverall education of students.

Standard Standard What the student should know and be able to What the student should know and be able to do as a result of studying this strand. do as a result of studying this strand.

Benchmark Benchmark Process and/or content that is used Process and/or content that is used to develop curriculum and to assess to develop curriculum and to assess student progress fo the related standard. student progress fo the related standard.

Curriculum Designed by the school system.

Content Instruction Assessment Individual school or department Teaching methods chosen by the teacher Evaluation methods chosen by the teacher chooses material from approved curriculum. for the classroom and students. for the classroom and students.

B. Quick Use References for Family and Consumer Sciences

Strand Clothing and Textiles

Focus Develop skills and knowledge in textiles and apparel which promote the enhancement of individuals and their surroundings.

Standard Standard Evaluate fiber and textile materials. Demonstarate apparel and textile design skills.

Benchmark Benchmark Benchmark Benchmark 1. Select appropriate terminology for 2. Examine performance 1. Apply elements and principles of 2. Implement design that takes into consideration ecological, identifying, comparing, and analyzing characteristics of textile fibers. degsign to assist consumers and environmental, sociological, psychological, technical, and the most common generic textile fibers. businesses in making decisions. economic trends and issues.

Curriculum Designed by the school system.

Content Instruction Assessment Individual school or department Teaching methods chosen by the teacher Evaluation methods chosen by the teacher chooses material from approved curriculum. for the classroom and students. for the classroom and students.

AUTHORITY NOTE: Promulgated in accordance with textile products. R.S.6(A)(10) and R.S. 17:10. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2705 (December 2. Demonstrate apparel and textile design skills. 2003). FHA/HERO Related §503. Strand: Clothing and Textiles Benchmarks Academic Cross-References Louisiana A. Focus. Develop skills and knowledge in textiles and 1. Apply elements and ELA Social 1,2,3,4,5 apparel which promote the enhancement of individuals and principles of design to 1-1,3,4 Studies their surroundings. assist consumers and 3-1,2,3 G-1B-1 businesses in making 4-1,2 G-1C- B. Standards decisions. 5-4,6 2,3,5,6 2. Implement design that 7-2,4 G-1D-3,4 1. Evaluate fiber and textile materials. takes into consideration Math E-1A-6,8 ecological, M-1,2,3,4 E-1B-2 *FHA/HERO Related environmental, G-1,2,3,6 H-1B-6 sociological, P-1 Benchmarks Academic Cross-References Louisiana psychological, technical, Science 1. Select appropriate ELA Social 1,2,3,4,5 and economic trends and SE-A-1,3,11 terminology for 1-1,3,4,5 Studies issues. SE-C-1,2,3,4 identifying, comparing, 3-1,2,3 G-1B-1,2,4 3. Demonstrate the ability SE-D- and analyzing the most 4-1,2 G-1C-1,2,5,6 to create or use a pattern 1,2,3,4,5,6 common generic textile 5-1,2,3,5,6 G-1D-3,4 from a sketch or fibers. 7-1,2,4 C-1C-2,3 photograph. 2. Examine performance Math C-1D-3,4 4. Demonstrate the ability characteristics of textile P-1,3,5 E-1A-2,6 to use technology for fibers. Science H-1A-5 fashion design. 3. Examine textile SI-A-2,5,7 H-1B-6,9 5. Demonstrate hand legislation, standards, PS-D-1,7 H-1C-11 and/or technological and labeling in the SE-A-11 designs and textile global economy. SE-B-4,5 procedures. 4. Assess effects of SE-C-2,4 6. Determine elements textile characteristics on SE-D-1,2,4,5,6 and principles of design design, construction, for use in the textile care, use, and industry. maintenance of 7. Apply basic and products. complex color schemes 5. Select appropriate and color theory to procedures for care of develop and enhance

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana visual effects. merchandising. 8. Examine the ways in 5. Critique varied which the elements and methods for promoting principles of design can apparel and textile affect visual appearance. products. 9. Utilize elements and principles of design in designing, constructing 6. Evaluate the components of customer service. and/or altering textile products. *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana 3. Demonstrate basic construction techniques used to 1. Assess factors that ELA Social 1,2,3,4,5 produce, alter, or repair textile products. contribute to quality 1-3,4 Studies customer relations. 2-2 G-1A-2 2. Assess the impact of 4-1,2,4,5,6 G-1B-1,4 *FHA/HERO Related cultural diversity as a factor 5-1,2,3,6 G-1C-4 in customer relations. 7-1,2,4 C-1B-1.2 Benchmarks Academic Cross-References Louisiana 3. Determine the skills Math C-1C-2 1. Use a variety of ELA Social 1,2,3,4,5 necessary for quality N-1,2,5,7 H-1A-6 equipment, tools, and 1-5 Studies customer service. M-1,2,3,4 H-1B-6 supplies for apparel and 3-2 G-1B-1,2,4 4. Determine solutions to H-1C-15 textile construction. 4-1,2,3,4 G-1C-2,3,4,6 address customer concerns. 2. Demonstrate the ability Math G-1D- to use sewing equipment. N-1,2,3,4,5 1,2,3,4,5 3. Demonstrate basic M-1,2,3,4 C-1C-3 skills for producing and G-1 H-1A-1,2 7. Demonstrate effective communication skills. altering textile products. D-3 H-1B-6,9 4. Use appropriate H-1C-11 *FHA/HERO Related industry materials for Benchmarks Academic Cross-References Louisiana cleaning, pressing, and 1. Demonstrate clear and ELA Social 1,2,3,4,5 finishing textile products. logical written, verbal, and 1-1,3,4 Studies non-verbal communication. 2-1,2,6 G-1B- 2. Demonstrate positive 3-1,2,3 1,2,3,4 4. Analyze concepts of textile design in the interpersonal skills to 4-1,2,3,4,5,6 G-1C-6 manufacturing of apparel and textile products. resolve conflict, negotiate, 5-1,2,3,6 C-1D- work as a team, and 7-1,2,4 1,2,3,4 *FHA/HERO Related provide leadership. Math E-1B-2 3. Use accepted textile and N-1,3,4,5 H-1A-6 Benchmarks Academic Cross-References Louisiana apparel industry A-1,3,4 1. Examine the ELA Social 1,2,3,4,5 terminology and technical M-1,2,3,4 manufacturing processes 1-1,4 Studies information. G-1,2,3 that produce fibers and 4-2,4,5 G-1A-1 4. Practice client and D-1,5,7,8,9 knit, woven, and non- 5-1,2,3,6 G-1B-2 interpersonal relation skills. P-1,2 woven textiles. Math G-1C-1,2,6 5. Demonstrate respect for Science 2. Explore current G-1 G-1D- individual differences with SI-A-3,6 technology to facilitate P-1 1,2,3,4,5 sensitivity to anti-bias, PS-A-1 textile design and Science C-1C-3 gender equity, age, and manufacturing. SE-A-11 E-1A-1,2 cultural diversity. SE-C-2 E-1B-1,2 6. Demonstrate E-1C-2 commitment, enthusiasm, H-1A-1,2 and initiative to business H-1B-6,9 goals and improvements. H-1C-11,15 7. Exercise professional ethics in all matters related to the workplace. 5. Evaluate elements of textile and apparel merchandising.

Benchmarks Academic Cross-References Louisiana 1. Review marketing ELA Social 1,2,3,4,5 strategies for apparel and 1-1,3,4,5 Studies textile products. 4-4,5 G-1B-1,2,4 2. Assess the cost of 5-1,2,3,6 G-1C-1 constructing, 7-1,2,4 G-1D-1,2,3 manufacturing, altering, Math C-1C-2,3 or repairing textile D-1,7,8,9 C-1D-1,3 products. P-1,2 E-1A-1,2 3. Examine ethical Science E-1B-1,2,4 consideration for SE-C-2 E-1C-4 merchandising apparel H-1A-1,2,6 and textile products. H-1B-6,9 4. Examine external H-1C-11,15 factors that influence

8. Demonstrate employability skills and general Benchmarks Academic Cross-References Louisiana operational procedures required for business profitability training requirements for N-1,3,5,7 different levels of A-1,2,3,4 and career success. employment. D-1,6,7,8,9 *FHA/HERO Related 4. Research entrepreneurial opportunities related to these Benchmarks Academic Cross-References Louisiana careers. 1. Demonstrate effective ELA Social Studies 1,2,3,4,5 5. Assess how interests, verbal, non-verbal, and 1-1,3,4,5 G-1B-1,2,3,4 education, personal technological 2-2,4,6 G-1C-2,3,4 priorities, and family communication skills. 3-1,2,3 G-1D-1,2,3,4,5 responsibilities affect career 2. Demonstrate 4-1,2,3,4,6 C-1A-4,5,6 choices in these areas. interpersonal skills related 5-1,2,3,5,6 C-1B-4 to conflict resolution, 7-1,2,4 C-1D-1 negotiation, and leadership Math E-1A-3,7 C. Available Courses skills. N- E-1B-1,2,3 3. Demonstrate effective 1,2,3,4,5,6 E-1C-2,4 1. Family and Consumer Sciences I methods to locate, obtain, A-1,2,3,4 H-1A-1,6 maintain, and terminate D-3,8 H-1B- 2. Family and Consumer Sciences II employment. Science 6,7,9,11,15 4. Examine legislation, SI-1-3 3. Clothing and Textiles government regulations, and public policy affecting 4. Advanced Clothing and Textiles the apparel and textile 5. Clothing and Textile Services I design, manufacturing, and merchandising industry. 6. Clothing and Textile Services II 5. Examine personal and employer responsibilities 7. Adult Responsibilities and liabilities regarding industry-related safety, 8. Family Life Education security, and environmental factors. AUTHORITY NOTE: Promulgated in accordance with 6. Examine security and R.S.6(A)(10) and R.S. 17:10. inventory control HISTORICAL NOTE: Promulgated by the Board of strategies, laws, and Elementary and Secondary Education, LR 29:2706 (December worksite policies, and 2003). analyze how they affect loss prevention and store §505. Strand: Housing, Interiors, and Furnishings profit. 7. Demonstrate procedures A. Focus. Develop skills and knowledge that relate to for reporting and handling housing, interior design, furnishings, and careers while accidents, safety, and promoting aesthetic, safe, and practical family living and security incidents. 8. Apply procedures for work environments. maintaining inventory control and loss B. Standards prevention, including cash and credit transactions. 1. Evaluate housing decisions in relation to available 9. Examine operational resources and options. costs such as mark up, mark down, cash flow, and *FHA/HERO Related other factors affecting Benchmarks Academic Cross-References Louisiana profit. 10. Demonstrate 1. Analyze housing as it ELA Social Studies 1,2,3,4,5 knowledge of the arts, the relates to physical, 1-3,4,5 G-1A-1 use of various resources, safety, psychological, 2-6 G-1B-3,4 and cultural impact upon and sociological needs 3-1,2,3 G-1C-2,3,4,5,6 design industries. throughout the life span. 4-1 G-1D-1,2,3,5 2. Assess housing 5-1,2,3,5,6 C-1A-1,2 options in communities. 7-1,2,4 C-1B-3,4 3. Predict future housing Math C-1D-1,3 9. Evaluate career paths in the textile and apparel trends. D-1,4,5,6,7 E-1A-1,2,4,6 design, manufacturing, and merchandising industries. Science E-1B-1,3,6 SI-A-1,2,4,6 H-1A-2,4,5,6 *FHA/HERO Related SI-B-1,2 H-1C-7,11,15 ESS-A-1,2 Benchmarks Academic Cross-References Louisiana SE-A-3 1. Research the roles and ELA Social Studies 1,2,3,4,5 SE-B-5 functions of individuals 1-1,3,4,5 G-1B-1,4 SE-C-1,2,3,4,5 engaged in careers in the 2-2,6 G-1C-2,3,4,6 SE-D-1 textiles and apparel industry. 3-1,2,3 G-1D-5 2. Assess employment 4-1,4,6 C-1D-1 opportunities and 5-2,3,6 E-1A-3 preparation requirements. 7-1,2,4 E-1C-3,15 3. Review education and Math

2. Apply principles and elements of design to create 4. Analyze the influences on architectural and environments that are aesthetic and functional. furniture design and development. *FHA/HERO Related Benchmarks Academic Cross-References Louisiana 1. Describe features ELA Social Studies 1,2,3,4,5 Benchmarks Academic Cross-References Louisiana of furnishings that 1-1,3,4,5 G-1B-1,2,4 are characteristic of 2-2,4,6 G-1D-1,2,5 1. Specify the ELA Social Studies 1,2,3,4,5 various historical 3-1,2,3 E-1A-1,2,8 principles and 1-1,3,4 G-1A-1 periods. 4-1,3,4 E-1B-3,5 elements of design. 2-6 G-1B-1 2. Analyze how 5-1,2,3,5,6 E-1C-2 2. Analyze the 3-1,2,3 G-1C-3 prosperity, mass 7-1,2,4 H-1A-1,2,4,5,6 psychological impact 4-1 production, and Math H-1B- of the principles and 5-2,3,6 technology are G-1,2,3,4,5,6 4,6,7,9,15,16, elements of design on 7-1,2,4 related to the D- H-1C-10,11 the individual. Math various time 1,2,3,4,6,7,8,9 3. Analyze the effects A-1,2 periods. Science that the principles and M-1,2,3,4 3. Trace the SE-A-4 elements of design G-1,2,3,6 development of SE-B- have on aesthetics and Science architectural styles 1,2,3,4,5,6 function. SI-B-4 throughout history. 4. Apply color schemes 4. Relate historical and color theory to architectural details develop and enhance to current housing visual effects. and interior design trends. 3. Demonstrate drafting, blueprint reading, and space planning skills using available technical resources. 5. Evaluate the use of housing and interior furnishings *FHA/HERO Related and products that relate to specific design needs.

Benchmarks Academic Cross-References Louisiana *FHA/HERO Related 1. Interpret ELA Social Studies 1,2,3,4,5 Benchmarks Academic Cross-References Louisiana information 1-1,3,4 C-1A-1,3,5 1. Evaluate product ELA Social Studies 1,2,3,4,5 provided on 2-2 C-1D-1,2,3 information 1-1,3,4,5 G-1B-1 blueprints. 3-1,2,3 E-1A-6 including, but not 2-2,6 C-1C-2,3 2. Evaluate floor 4-1,2 H-1A-6 limited to, floor 3-1,2,3 D-1D-1,2 plans for efficiency 5-1,2,3,4,6 H-1B- coverings, wall 4-1,,2,3,4,5,6 E-1A-1,2,5,6 and safety in areas 7-1,2,4 6,9,15,16,17 coverings, textiles, 5-1,2,3,5,6 E-1B-1,2,3,5,6 including, but not Math H-1C-11,15 window treatments, 7-1,2,4 E-1C-2 limited to, zones, N-1,2,3,4,5,6,7 furniture, lighting Math H-1A-2 traffic patterns, A-1,2,3,4 fixtures, kitchen and N-1,2,3,4,5,7 H-1B- storage, electrical, M-1,2,3,4,5 bath features, A-1,4 1,6,7,9,16,17 and mechanical G-1,2,3,4,5,6 accessories, and M-1,2,3,4 H-1C-9,10,11,15 systems. D-1,2,3,4,6,7,8,9 building materials. G-1,2,4 3. Draw an interior P-1,2,3,4,5 2. Defend the D- space to scale, using Science selection of 1,2,3,4,6,7,8,9 correct architectural SI-A-3,5 manufacturers, P-1,4,5 symbols and products, and Science drafting skills. materials considering SI-A-1,3,5 4. Evaluate furniture care, maintenance, SE-B-1,2,4,5 placement with safety, and SE-D-1,2 reference to environmental issues. principles of design, 3. Demonstrate traffic flow, activity, measuring, and existing estimation, ordering, architectural purchasing, and features. pricing skills. 5. Utilize applicable 4. Propose various building codes and interior furnishings, universal access appliances, and guidelines and equipment that regulations in space provide cost and planning. quality choices for 6. Create floor plans clients. using technological resources.

6. Evaluate client's needs, goals, and resources to 9. Demonstrate employability skills and general create a design plan. procedures for business profitability and career success. *FHA/HERO Related *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Evaluate human needs, ELA Social Studies 1,2,3,4,5 1. Demonstrate effective ELA Social 1,2,3,4,5 safety, space, and 1-1,3,4,5 G-1A-1 verbal, non-verbal, and 1-1,3,4,5 Studies technology as they relate 2-2,6 G-1B-1,3 technological 2-2,4,6 G-1B-1,2,3,4 to housing and interior 3-1,2,3 G-1D-1,4 communication skills. 3-1,2,3 G-1C- design goals. 4-1,4,6 C-1D-1 2. Demonstrate 4-1,2,3,4,6 2,3,4,5,6 2. Identify and assess a 5-2,3,6 E-1B-1,2 interpersonal skills related 5-1,2,3,5,6 G-1D- variety of available 7-1,2,4 H-1A-2,6 to conflict resolution, 7-1,2,4 1,2,3,4,5 resources needed to Math H-1B- negotiation, and leadership Math C-1A-4,5,6 achieve housing and P-1 4,6,7,9,15,17 skills. N- C-1B-4 interior goals. Science H-1C-10,11,15 3. Demonstrate effective 1,2,3,4,5,6 C-1D-1 3. Critique a design plan SE-C-2 methods to locate, obtain, A-1,2,3,4 E-1A-3,7 that addresses client's maintain, and terminate D-3,8 E-1B-1,2,3 needs, goals, and employment. Science E-1C-2,4 resources. 4. Examine legislation, SI-A-3 H-1A-1,6 government regulations, and H-1B-6,7 public policy affecting the 7. Demonstrate design ideas through visual interiors and furnishings presentation. industry. 5. Examine personal and *FHA/HERO Related employer responsibilities and liabilities regarding Benchmarks Academic Cross-References Louisiana industry-related safety, 1. Use appropriate media ELA Social 1,2,3,4,5 security, and environmental to prepare visual 3-1,3 Studies factors. presentation of design 5-1,2,3,4,6 H-1C-15 6. Examine security and ideas. Math inventory control strategies, D-1,2,3,4,6,7,8,9 laws, and worksite policies P-1,4,5 and analyze how they affect Science loss prevention and store SI-A-3 profit. 7. Demonstrate procedures for reporting and handling 8. Demonstrate effective communication skills. accidents, safety, and security incidents. *FHA/HERO Related 8. Apply procedures for maintaining inventory Benchmarks Academic Cross-References Louisiana control and loss prevention, 1. Demonstrate clear and ELA Social 1,2,3,4,5 including cash and credit logical written, verbal, and 1-1,3,4 Studies transactions. non-verbal communication. 2-1,2,6 C-1D- 9. Examine operational 2. Demonstrate positive 3-1,2,3 1,2,3,4 costs such as mark up, mark interpersonal skills to 4-1,2,3,4,5,6 E-1B-2 down, cash flow, and other resolve conflict, negotiate, 5-1,2,3,6 H-1A-6 factors affecting profits. work as a team, and provide 7-1,2,4 10. Demonstrate knowledge leadership. Math of the Arts, the use of 3. Use accepted interiors and N-1,3,4,5 various resources, and furnishings industry A-1,3,4 cultural impact upon design terminology and technical M-1,2,3,4 industries. information. G-1,2,3 4. Practice client and D-1,5,7,8,9 interpersonal relations skills. P-1,2 5. Demonstrate respect for Science individual differences with SI-A-3,6 sensitivity to anti-bias, PS-A-1 gender equity, age, and cultural diversity. 6. Demonstrate commitment, enthusiasm, and initiative to business goals and improvements. 7. Exercise professional ethics in all matters related to the workplace.

10. Evaluate career paths within the interiors and B. Standards furnishings industries. 1. Analyze human growth and development across the *FHA/HERO Related life span. Benchmarks Academic Cross-References Louisiana *FHA/HERO Related 1. Research the roles and ELA Social Studies 1,2,3,4,5 functions of individuals 1-3,4,5 G-1B-1,4 Benchmarks Academic Cross-References Louisiana engaged in interiors and 2-6 G-1C-2,3,4,6 1. Explain principles of ELA 1,3,4 furnishings careers. 3-1,2,3 G-1D-1,5 human growth and 1-1,3,4,5 2. Assess employment 4-1 C-1D-1 development. 4-1,2,4,6 opportunities and 5-1,2,3,6 E-1A-3 2. Examine major 5-1,2,3,6 preparation requirements. 7-1,2,4 E-1C-3 historical and current 7-1,2,4 3. Review education and Math H-1C-15 human development Math training requirements for N-1,3,5,7 theories to interpret P-1 different levels of A-1,2,3,4 human development. Science employment. D-1,6,7,8,9 3. Examine the basic LS-A3 4. Research entrepreneurial human needs and LS-B1,B3,B4 opportunities related to these patterns that influence careers. individual development. 5. Assess how interests, 4. Explain factors that education, personal shape human priorities, and family development from responsibilities affect career preconception through choices in these areas. the life cycle. 5. Consider the influences of C. Available Courses personality, temperament, and 1. Family and Consumer Sciences I experience on learning and development. 2. Family and Consumer Sciences II 6. Investigate the interrelationship of 3. Housing physical, emotional, social, and intellectual 4. Housing and Design Services development across the life span. 5. Adult Responsibilities

AUTHORITY NOTE: Promulgated in accordance with 2. Analyze personal and social forces that impact R.S.6(A)(10) and R.S. 17:10. HISTORICAL NOTE: Promulgated by the Board of human growth and development across the life span. Elementary and Secondary Education, LR 29:2708 (December *FHA/HERO Related 2003). §507. Strand: Human Development and Family Benchmarks Academic Cross-References Louisiana 1. Investigate the impact ELA Social 1,2,3,4,5 Relationships of heredity and family 1-1,3,4,5 Studies on human growth and 2-6 G-1B-4 A. Focus development. 3-1,2,3 G-1C-6 2. Determine the impact 4-1,2,3,4 H-1C-15 1. Integrate multiple life roles to enable individuals to of social, economic, and 5-1,2,3,6 connect family, community, and career responsibilities. technological forces on 7-1,2,4 human growth and Math 2. Promote optimal growth and development of self, development. D-1 family members, and others across the life span. 3. Explain the effects of Science gender, ethnicity, and LS-B1,B3 3. Analyze how the well-being of individuals and culture on individual society is dependent upon the family. development. 4. Assess the effects of 4. Demonstrate respectful and caring relationships in environment and the family, community and workplace. community on human growth and 5. Analyze parenting roles and responsibilities and development. 5. Explain the effects of their impact on strengthening the well-being of individuals life events and and families. conditions on individuals' physical and 6. Develop practices that promote optimal growth and emotional development. development of children.

3. Analyze all aspects of a child's growth and 6. Evaluate attributes of respectful and healthy development. relationships. *FHA/HERO Related *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Analyze principles of ELA 1,2,3,4,5 1. Determine the ELA 1,2,4 human growth and 1-1,3,4,5 processes for building 1-1,3,4,5 development. 4-1,2,4,6 and maintaining 2-1,2,4,6 2. Evaluate major 5-1,2,3,6 respectful and healthy 7-1,2,4 historical and current 7-1,2,4 relationships. Math child development Math 2. Review functions and D-1 theories and their effects D-1 expectations of various on educational practices. Science types of relationships. 3. Examine and assess LS-A3 3. Determine factors all aspects of a child's LS-B1,3,4 contributing to healthy growth and development and unhealthy in the following areas: relationships. physical, cognitive, 4. Assess processes for language acquisition, handling unhealthy social, and emotional. relationships. 4. Determine strategies 5. Appraise the impact that promote a child's of life events and growth and conditions on development. relationships. 5. Analyze cultural and 6. Assess the effect that environmental various stages of the life influences when span have on assessing children's relationships. development.

7. Analyze personal needs and characteristics which 4. Evaluate the preparation necessary for a healthy influence relationships. emotional and physical beginning for parents and children. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Examine personal, ELA Social 1,2,3,4,5 1. Assess biological ELA 1,2,3,4,5 physical, social, 1-1,3,4 Studies processes related to 1-1,3,4,5 emotional, cognitive, 4-4,6 C-1D-2 prenatal development, 7-1,2,4 and creative 7-1,2,4 birth, and factors that Math characteristics which Math affect the health of N-1,5 influence relationships. D-1 mother and child. Science 2. Explain how self- 2. Review the emotional LS-A3 esteem and self-image factors of prenatal LS -B1,3,4 affect relationships with development and birth others. involving the health of 3. Compare physical, the parents and child. emotional, and intellectual responses to stable and unstable 5. Evaluate strategies that promote healthy relationships. development across the life span. 4. Examine personal ethical standards and *FHA/HERO Related codes of conduct. 5. Examine the effects Benchmarks Academic Cross-References Louisiana of personal needs on 1. Select nurturing ELA 1,2,3,4 relationships. practices that support 1-1,3,4,5 development across the 4-1,2,4,6 life span. 7-1,2,4 2. Assess available Math support systems that P-1 meet human needs. 3. Determine communication principles and patterns that affect human growth and development.

8. Demonstrate the capacity to empathize with others Benchmarks Academic Cross-References Louisiana based on multiple perspectives, needs, and characteristics differences among people affect conflict that may affect personal and family relationships. prevention and *FHA/HERO Related management. 5. Determine the roles Benchmarks Academic Cross-References Louisiana of decision making and 1. Demonstrate the ELA Social 1,2,3,4,5 problem solving in impact of empathy on 1-1 Studies reducing and managing relationships. 4-1,4,6 G-1B-4 conflict. 2. Demonstrate 7-1,2,4 6. Demonstrate awareness of cultural Math nonviolent strategies to diversity and its impact D-1 address conflict. on relationships. 7. Locate community 3. Examine the resources that support consequences of making conflict prevention and generalizations about management. cultural groups by using 8. Determine physical, categories or labels. emotional, and intellectual responses to threats. 9. Demonstrate communication skills that contribute to positive relationships. 11. Demonstrate leadership skills and abilities *FHA/HERO Related reflecting the democratic process in the family, community, and workplace. Benchmarks Academic Cross-References Louisiana 1. Examine ELA 1,2,3,4,5 *FHA/HERO Related communication styles 1-1,3,4 and their effects on 2-1,2,6 Benchmarks Academic Cross-References Louisiana relationships. 3-1,2,3 1. Present the attributes ELA 1,2,3,4,5 2. Examine factors that 4-1,2,3,4,5,6 of a family, team, or 1-4 affect messages 5-1,2,3,6 work group utilizing the 2-6 communicated to others. 7-1,2,4 democratic process. 3-1,2,3 3. Examine types of 2. Examine the impact 4-1,2,3,4,6 verbal and non-verbal of leadership skills, 7-1,2,4 communication. abilities, and styles on 4. Demonstrate active collaborative group and reflective listening. actions. 5. Demonstrate attitudes 3. Demonstrate and behaviors that foster leadership skills that effective support group members communication. and achieve group goals. 6. Examine 4. Establish guidelines communication barriers. for leadership in the 7. Demonstrate family, community, and constructive feedback workplace. techniques. 5. Examine leadership in 8. Apply ethical relation to the ability to principles in create and adjust to communication. change. 9. Examine how differences and similarities among 12. Demonstrate ethical standards to guide behaviors in people affect the family, community, and workplace. communication. *FHA/HERO Related 10. Apply strategies to prevent and manage conflict. Benchmarks Academic Cross-References Louisiana 1. Examine ethical ELA 1,2,3,4,5 *FHA/HERO Related standards for making 1-1 judgments related to 7-1,2,4 Benchmarks Academic Cross-References Louisiana personal and family 1. Determine causes of ELA Social 1,2,3,4,5 relationships. conflict. 1-1,3,4 Studies 2. Apply ethical 2. Determine effective 2-1,2,6 G-1C-4 standards when making conflict prevention and 3-1,2,3 judgments and taking management. 4-1,2,3,4,5,6 action. 3. Determine the origin 5-1,2,3,6 3. Apply guidelines for and development of 7-1,2,4 assessing the ethical attitudes and behaviors nature of issues and toward conflict. situations. 4. Determine how 4. Demonstrate ethical similarities and behaviors in the family,

Louisiana Administrative Code December 2003 12 EDUCATION community, and workplace. 15. Examine the significance of the family. 13. Apply strategies to manage stressful situations. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana 1. Analyze the ELA Social 1,2,3,4 Benchmarks Academic Cross-References Louisiana development of families 1-1,3,4,5 Studies 1. Examine ethical ELA 1,3,4,5 in this culture and 2-6 G-1B-1 standards for making 1-1 others. 3-1,2,3 judgments related to 4-2 2. Analyze the impacts 4-1,2,4,6 personal and family 7-1,2,4 of social, economic, and 5-1,2,3,6 relationships. Science technological forces on 7-1,2,4 2. Apply ethical LS-G1,G3,G4 the family. Math standards when making 3. Describe the roles of D-1 judgments and taking family in teaching action. culture to family 3. Apply guidelines for members. assessing the ethical 4. Describe the roles of nature of issues and family in instilling situations. societal skills of 4. Demonstrate ethical communication, behaviors in the family, education, and role community, and expectations. workplace. 16. Analyze family development and change across 14. Demonstrate leadership and team skills in the time and cultures. family, community, and workplace. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Describe family ELA Social Studies 1,2,3,4,5 1. Demonstrate ways to ELA Social Studies 1,2,3,4,5 formation. 1-1,3,4,5 C-1D-1,3,4 show respect for ideas 1-1 G-1B-3,4 2. Describe major 2-1,2,3,4,6 and contributions of all 4-1,6 family responsibilities 3-1.2.3 group members. 7-1,2,4 including care giving, 4-1,2,4,6 2. Demonstrate ways to child rearing, social, 7-1,2,4 organize and delegate legal, education, Math responsibilities. economic, leisure, D-1 3. Demonstrate ways to security, and spirituality. Science motivate and encourage 3. Compare ways in LS-A3, B1,3,4 group members. which family members 4. Demonstrate ways to are dependent, cooperate, compromise, interdependent, and and collaborate. independent. 5. Demonstrate ways to 4. Examine commitment develop team and and interdependence community spirit. among family members. 6. Create an 5. Analyze the family as environment that a system and its effects encourages expressing on individual family ideas and perspectives. members within the 7. Examine the strengths family unit. and limitations of team 6. Examine how members. knowledge of family 8. Create strategies for systems contributes to integrating new family well-being. members into a team. 7. Examine the potential 9. Apply transferable impact of a change in leadership skills that family membership. may be applied in family, community and workplace environments. 10. Demonstrate transferable planning skills for designing group visions, missions, and policies related to critical issues of the family, community, and workplace.

17. Analyze the characteristics of strong and healthy 19. Analyze roles and responsibilities of parenthood. families. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Explain the roles of ELA Social Studies 1,2,3,4,5 1. Demonstrate how the ELA 1,2,3,4,5 parenting. 1-1,3,4,5 G-1B-3,4 use of problem-solving 1-1,3,5 2. Explain how opinions 4-1,2,4,6 C-1D-1 skills in making choices 4-1,2,4,6 and attitudes about 7-1,2,4 empowers family 7-1,2,4 childhood affect beliefs Math members. and actions in parenting. N-1,2 2. Demonstrate 3. Compare expectations M-1,2,4 leadership by supporting and responsibilities of D-1,7,9 individual family parenthood. members to clarify and 4. Examine pursue their own consequences of visions, empowering parenting practices to them to use problem- the individual, family, solving skills in and society. decision making. 5. Examine cultural 3. Examine the roles of differences in roles and family communication responsibilities of to enhance family parenthood. stability. 4. Analyze skills and resources families use in 20. Analyze societal conditions that impact parenting. meeting family functions. *FHA/HERO Related 5. Recognize difficulties in predicting long-term Benchmarks Academic Cross-References Louisiana consequences of family 1. Analyze the impact of ELA Social Studies 1,2,3,4,5 actions. personal, family, and 1-1,3,4,5 C-1A-5 social development on 5-1,2,3,6 C-1B-1,2,3 parenthood. 7-1,2,4 18. Analyze the relationship of careers to individual 2. Examine society's Math influence on the D-1 and family needs and desires. behaviors and emotional patterns of caregivers *FHA/HERO Related and family members. 3. Explore the impact of Benchmarks Academic Cross-References Louisiana changing economic 1. Investigate career ELA Social Studies 1,2,3,4,5 conditions on parenting paths to determine the 1-1,3,4,5 G-1C-2,3,6 practices. skills, roles, and 2-6 G-1D-4 responsibilities 3-1,2,3 associated with each. 5-1,2,3,4,5,6 2. Examine the potential 7-1,2 21. Analyze parenting skills and practices needed to of career path decisions Math support physical, economical, social, intellectual, and related to finances, time, D-6,7 emotional well-being throughout the life span. geographic locations, future career viability, *FHA/HERO Related and other considerations. Benchmarks Academic Cross-References Louisiana 3. Examine how individual career goals 1. Examine the ELA 1,2,4,5 can enhance the family's interrelationships of 1-1 capacity to meet goals parents and other family 4-1,2,4,6 for all family members. members and analyze 7-1,2,4 4. Examine the issues their effect on others. related to balancing 2. Determine the role of family and work roles. nurturance in supporting the development of family members. 3. Examine communication strategies which promote positive self- esteem in family members.

22. Analyze public policies, agencies, and services that 24. Apply developmentally appropriate practices to the impact parenting. care of children. *FHA/HERO Related *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Investigate ELA Social Studies 1,2,3,4,5 community resources 1-1,3,4,5 C-1D-3,4 1. Identify ELA Social Studies 1,2,3,4,5 and services available 5-1,2,3,6 developmental 1-1,3,4,5 G-1B-4 for protection, health, milestones of a child's 5-1,2,3,6 education, and wellness growth and 7-1,2,4 needs of family development. members. 2. Apply a variety of 2. Investigate assessment methods to community agencies and observe and interpret services that provide children's behavior. opportunities to learn 3. Identify the special parenting skills. needs of exceptional children. 4. Recognize individual learning styles and 23. Demonstrate a safe and healthy learning cultural backgrounds. environment. 5. Arrange learning centers that provide for *FHA/HERO Related a child's exploration and discovery. Benchmarks Academic Cross-References Louisiana 6. Consider the effects 1. Manage physical ELA Social Studies 1,2,3,4,5 of cultural practices on space to meet 1-1,3,4,5 C-1B-6 children's behavior. established state 5-1,2,3,6 C-1D-3 regulations for a safe 7-1,2,4 environment. Math 2. Manage potential N-1 25. Demonstrate integrated curriculum and instruction environmental hazards. M-1,3 that focus on children's developmental needs and interests. 3. Demonstrate security Science and emergency SE-C1,2 *FHA/HERO Related procedures. SE-A-11 4. Carry out safe and Benchmarks Academic Cross-References Louisiana healthy practices that 1. Explore a variety of ELA Social Studies 1,2,3,4,5 comply with state curricula and 1-1,3,4,5 G-1B-4 regulations to include, instructional models. 4-1,2,4,6 G-1C-4 but not be limited to, 2. Implement learning 5-1,2,3,6 first aid and CPR, activities in all 7-1,2,4 universal precautions, curricular areas that food handling, meet the developmental tuberculosis prevention, needs of children. sanitation, and child's 3. Demonstrate a variety health status. of teaching methods to 5. Implement strategies meet individual needs to teach children healthy of children. habits. 4. Set up activities, 6. Prepare nutritious routines, and transitions. meals and snacks. 5. Implement an 7. Identify symptoms of integrated curriculum child abuse and neglect that incorporates a and use appropriate child's language, procedures to report learning styles, home suspected abuse or experiences, and neglect to the designated cultural values. authorities. 8. Implement basic health practices and prevention procedures regarding childhood illnesses and communicable diseases.

26. Demonstrate positive classroom management and 28. Demonstrate the interrelationship of family, child guidance methods. community, and career roles and responsibilities for individuals. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana 1. Establish ELA 1,2,3,4,5 Benchmarks Academic Cross-References Louisiana developmentally 4-1,2,4,6 1. Examine the ELA Social Studies 1,2,3,4,5 appropriate guidelines 7-1,2,4 relationship of social, 1-1,3,4,5 C-1B-3, 4 for behavior. economic, and 2-6 C-1C-3 2. Implement a variety technological changes 3-1,2,3 C-1D-1, 3, 4 of techniques for to work and family 5-1,2,3,4,5,6 E-1A-1, 2, 3, 5, 6, positive guidance and dynamics. 7-1,2 7 proactive classroom 2. Examine life roles Math E-1B-1, 2,3, 5, 6 management. and responsibilities in N-1,2,3 E-1C-2, 3, 4 3. Model problem- relation to self, family, D-7 H-1A-6 solving skills with and the community. H-1C-15 children. 3. Design strategies to 4. Model interpersonal manage time, finances, skills that promote conflict, opportunity, positive and productive and stress as they affect relationships. the individual and 5. Facilitate family at home, at constructive, supportive work, and in the interaction and community. communication skills 4. Examine family with children, families, support systems and and colleagues. community resources. 5. Examine sources of formal and informal 27. Demonstrate positive collaborative relationships support available to with families and the community. families and individuals in the community. *FHA/HERO Related Benchmarks Academic Cross-References Louisiana 29. Analyze the relationship among families, 1. Implement strategies ELA Social Studies 1,2,3,4,5 communities, and employment. for involving families to 2-1,2,3,4,6 G-1B-4 promote a child's growth 3-1,2,3 G-1C-4 *FHA/HERO Related and development. 4-1,2,4,6 2. Communicate 5-1,2,3,6 Benchmarks Academic Cross-References Louisiana information to parents 7-1,2,4 1. Distinguish between ELA Social Studies 1,2,3,4,5 regarding dependency and 1-1,3,4,5 C-1D-3 developmental issues empowerment and 2-6 and concerns related to explain how each 3-1,2,3 children. affects individual and 4-1,2,4 3. Demonstrate family well-being. 5-1,2,3,6 sensitivity to differences 2. Compare the 7-1,2,4 in family structure, concepts of service social, and cultural and self-interest and backgrounds. the impact of each on 4. Identify resources that individuals, family, link families to and community. community services 3. Identify how public based on identified policies, institutions, priorities and concerns. and agencies can strengthen or undermine the family. 4. Develop a plan to promote conditions that enhance family life.

30. Demonstrate the impact of individual and family 32. Synthesize community networking opportunities in participation on community activities. family and community services. *FHA/HERO Related *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Examine ELA Social Studies 1,2,3,4,5 1. Identify local, state, ELA Social Studies 1,2,3,4,5 community needs 1-1,3,4,5 C-1 and national agencies 1-1,3,4,5 C-1D-3,4 related to all aspects of 2-6 D-1,2,3,4 and informal support 2-6 individual and family 3-1.2.3 resources providing 3-1,2,3 activities. 5-1,2,3,4,5,6 human services to 4-1,2,4,6 2. Design a plan for 7-1,2 individuals and 5-1,2,3,6 individuals and families. 7-1,2,4 families to select, 2. Research human participate, and service agencies and develop skills in relevant resource community activities. information. 3. Execute skills 3. Analyze the needed to provide missions and practices services that benefit of human service the community. agencies. 4. Examine the effects 4. Network and form of service to the partnerships with local community on human service individuals and agencies. families. 5. Conduct needs assessments of local human service 31. Analyze issues related to the workplace and agencies. community and explain how these issues may be addressed 6. Plan, conduct, and assess ongoing by individuals, families, and collectively, by communities. activities or projects, such as service *FHA/HERO Related learning, to address the needs of human Benchmarks Academic Cross-References Louisiana service agencies and 1. Examine trends in ELA Social Studies 1,2,3,4,5 schools. the workplace, 1-1,3,4,5 G-1B-1,4 communities, and 2-6 G-1C-4,6 culture that impact 3-1,2,3 H-1C-15 individuals and 4-1,2,3,4 33. Analyze professional, ethical, legal, and safety families. 5-1,2,3,6 issues in community services. 2. Interpret policies 7-1,2,4 and issues in the Math *FHA/HERO Related workplace and D-1 community that impact Benchmarks Academic Cross-References Louisiana individuals and 1. Identify the ELA C-1D-1,3,4 1,2,3,4,5 families. development of human 1-1,3,4,5 3. Examine strategies service providers. 5-1,2,3,6 that can address the 2. Investigate 7-1,2,4 needs of individuals professional, ethical, and families in the legal, and safety issues workplace and that confront human community. service employees. 3. Evaluate licensing laws and regulations that affect service providers and their participants. 4. Analyze harmful, fraudulent, and deceptive human service practices. 5. Identify the rights and responsibilities of human service participants and their families. 6. Demonstrate professional, ethical, legal, and safety practices in human services. 7. Demonstrate effective individual,

17 Louisiana Administrative Code December 2003 Title 28, Part LXXIII family, and self- Benchmarks Academic Cross-References Louisiana advocacy strategies to of disadvantaging D-1 overcome diverse conditions. challenges facing 3. Identify ways in human service which the family is participants. affected financially, socially, and emotionally by 34. Evaluate conditions affecting individuals and individuals with a families with a variety of disadvantaging conditions. variety of disadvantaging *FHA/HERO Related conditions. 4. Identify coping or Benchmarks Academic Cross-References Louisiana adjustment strategies 1. Describe the stages ELA 1,2,4,5 and stress management of life span 1-1,3,4,5 practices for the development. 4-1,2,4,6 participant, caregivers, 2. Determine health, 7-1,2,4 and family members. wellness, and safety 5. Recognize the issues of individuals importance of friends, and families with a family, and community variety of relationships to disadvantaging individuals with a conditions. variety of 3. Determine disadvantaging management and conditions. living environment 6. Provide support issues of individuals which validates the and families with a participants' variety of capabilities and rights disadvantaging to privacy, dignity, and conditions. autonomy. 4. Determine personal, 7. Observe social, emotional, professionals meeting economical, the physical, personal vocational, management, and educational, and community living recreational issues for needs of participants. individuals and 8. Assist and support families with a variety professionals to enable of disadvantaging participants to develop conditions. strategies to make 5. Differentiate informed choices, between situations that access resources and require personal support, follow prevention or through on intervention from responsibilities, and those situations that take appropriate risks. require professional 9. Model verbal and assistance. non-verbal 6. Identify strategies communication skills that require crisis related to advising and intervention. counseling by human 7. Justify the service professionals. appropriate support 10. Appraise helping needed to address processes and skills selected human service provided by issues. professionals in human services.

35. Demonstrate practices, helping processes, and skills that provide human services to individuals and families with a variety of disadvantaging conditions. *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana 1. Describe ELA Social Studies 1,2,3,4,5 characteristics and 1-1,3,4,5 C-1D-3 issues related to 4-1,2,4,6 special populations. 5-1,2,3,6 2. Identify needs and 7-1,2,4 accommodations for Math people with a variety N-1,2

36. Demonstrate positive interactions and 38. Demonstrate transferable employability skills in communication within the work environment. relation to individual, family, community, and career roles. *FHA/HERO Related *FHA/HERO Related

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Demonstrate ELA Social Studies 1,2,3,4,5 1. Demonstrate job- ELA Social Studies 1,2,3,4,5 communication and 4-1,2,4,6 G-1B-4 seeking skills. 1-1,3,4,5 C-1D-1,2,3,4 interaction skills that 7-1,2,4 G-1C-4 2. Apply 2-2,4,6 E-1B-3,6 foster team building. communication skills 3-1,2,3 E-1C-4 2. Demonstrate respect in family, community 4-1,2,3,4,6 H-1C-15 of individual and career settings. 5-1,2,3,5,6 differences with 3. Demonstrate work 7-1,2,4 sensitivity to anti-bias, ethics and Math gender equity, age, and professionalism. D-1 cultural diversity. 4. Maintain safe and 3. Prepare for and healthy family, participate in program- community, and sponsored events. workplace 4. Demonstrate environments. commitment, 5. Demonstrate team enthusiasm, and skills needed in the initiative to business family, community, goals and and workplace. improvements. 6. Demonstrate technological literacy, as applied in family, 37. Demonstrate effective communication skills that community and enhance collaborative working relationships. workplace environments. *FHA/HERO Related 7. Apply the economics of work to Benchmarks Academic Cross-References Louisiana individual, family, and 1. Demonstrate clear ELA Social Studies 1,2,3,4,5 community needs. and logical written, 1-1,3,4 C-1D-1,2,3,4 8. Relate essential verbal, and non-verbal 2-1,2,6 H-1A-6 living skills to communication. 3-1,2,3 E-1B-2 employability skills 2. Demonstrate 4-1,2,3,4,5,6 for individuals. positive interpersonal 5-1,2,3,6 9. Practice appropriate skills to resolve 7-1,2,4 personal hygiene and conflict, negotiate, Math dress requirements work as a team, and D-1 needed in various provide leadership. N-5 workplaces. 3. Use accepted career/service terminology and 39. Demonstrate professional practices and standards technical information. when working with children and families. 4. Practice appropriate personal hygiene and *FHA/HERO Related dress requirements for early childhood, Benchmarks Academic Cross-References Louisiana education, and human 1. Participate in ELA Social Studies 1,2,3,4,5 service careers. continuing training 1-1 C-1D-3,4 5. Practice client and and educational 7-1,2,4 interpersonal relations opportunities. skills. 2. Apply professional 6. Demonstrate respect ethical standards for individual accepted by the differences with recognized sensitivity to anti-bias, professional gender equity, age, and organizations. cultural diversity. 3. Implement federal, 7. Demonstrate state, and local commitment, standards, policies, enthusiasm, and regulations, and laws initiative to business which impact children, goals and families, and improvements. programs. 4. Demonstrate employability skills. 5. Demonstrate confidentiality. 6. Maintain all records required by program

19 Louisiana Administrative Code December 2003 Title 28, Part LXXIII and licensing businesses. standards.

C. Available Courses 40. Evaluate career paths within early childhood, family, community, and education services. 1. Family and Consumer Sciences I *FHA/HERO Related 2. Family and Consumer Sciences II

Benchmarks Academic Cross-References Louisiana 3. Adult Responsibilities 1. Assess the ELA Social Studies 1,2,3,4,5 importance of early 1-3,4,5 G-1B-1,4 4. Child Development childhood, family, 2-6 G-1C-2,3,4,6 5. Family Life Education community, and 3-1,2,3 G-D-5 educational services in 4-1 C-1D-1 6. Parenthood Education the United States and 5-1,2,3,6 E-1A-3 the world. 7-1,2,4 E-1C-3 7. Advanced Child Development 2. Research the roles Math and functions of D-1,7 8. Child Care I individuals engaged in early childhood, 9. Child Care II family, community, and educational 10. Home/Institutional Support Services services careers. 3. Assess employment AUTHORITY NOTE: Promulgated in accordance with opportunities and R.S.6(A)(10) and R.S. 17:10. preparation HISTORICAL NOTE: Promulgated by the Board of requirements. Elementary and Secondary Education, LR 29:2710 (December 4. Review education 2003). and training requirements for §509. Strand: Management of Resources different levels of employment. A. Focus 5. Assess the impact of early childhood, 1. Analyze the roles managing human, economic, and family, community, environmental resources may have on enabling individuals, and educational families, and communities to achieve self-sufficiency. service occupations on the local, state, 2. Integrate practices in family and community national, and global services to address the unique needs of individuals and economies. 6. Research families. entrepreneurial opportunities related to 3. Develop skills and strategies that focus on careers these careers. in consumer sciences. 7. Assess how interests, education, B. Standards personal priorities, and family responsibilities 1. Demonstrate management principles to meet affect career choices in individual and family needs and wants in relation to food, these areas. clothing, shelter, health care, and transportation. *FHA/HERO Related 41. Evaluate management skills for establishing a Benchmarks Academic Cross-References Louisiana quality business related to children. 1. Examine how ELA Social Studies 1,2,3,4,5 *FHA/HERO Related individuals and families 1-1,3,4,5 C-1A-5,6,7 make choices to satisfy 2-6 C-1B-2,3,4,5,6 Benchmarks Academic Cross-References Louisiana needs and wants. 3-1,2,3 C-1D-1,3,4 1. Assess various types ELA Social Studies 1,2,3,4,5 2. Utilize a time 4-1,2,4,6 E-1A- of businesses. 1-1,3,4,5 G-1A-1,4 management plan to 5-1,2,3,6 1,2,3,6,7,8 2. Determine the need 5-1,2,3,6 C-1A-1,4 meet individual and 7-1,2,4 E-1B-1,2,3 for quality services. 7-1,2,4 E-1A-1,2,3,8 family goals. Math E-1C-2,3,4 3. Investigate the legal Math E-1B-1,2,3 3. Design a plan of work N-1,2,5 H-1A-6 requirements and tax N-1,2 to organize tasks and M-1,4 H-1C-15 laws for a business. D-1,7,8,9 responsibilities. 4. Investigate 4. Apply consumer skills insurance issues needed to purchase safe related to businesses. and nutritious food for 5. Critique financial individuals and the plans for businesses. family. 6. Examine marketing 5. Apply consumer skills and management plans needed to purchase, that may be applied to create, and maintain clothing.

6. Implement decisions Benchmarks Academic Cross-References Louisiana related to housing and economic system and A-1 E-1C-2,4 furnishings based on the examine how M-4 H-1A-6 needs of individuals and individuals are a part of D-1,6,7 H-1C-15 family members. the system. Science 7. Examine information 3. Consider personal SE-B1,2,4 for procuring and responsibility for use of maintaining health care resources. to meet the needs of 4. Examine laws and individuals and family regulations that pertain members. to consumers and 8. Apply consumer providers of services. information for 5. Examine how career acquiring and decisions affect the maintaining economic status of transportation to meet individuals and the the needs of individuals family, and in turn, the and family members. economic system. 6. Determine practices that allow families to 2. Demonstrate how a personal life plan reflects maintain economic self- family, community, learning, leisure, and career goals. sufficiency. 7. Compare the *FHA/HERO Related availability, costs, and benefits of accessing Benchmarks Academic Cross-References Louisiana public, nonpublic, and 1. Examine careers in ELA Social Studies 1,2,3,4,5 for profit services to relation to individual 1-1,3,4,5 G-1B-1,4 assist the family. and family needs, 2-1,2,3,6 G-1C-2,4,6 8. Investigate how lifestyle, values, and 3-1,2,3 G-1D-2,4 individuals exchange financial resources. 4-1,2,4 C-1A-6 work or resources for 2. Plan goals for life- 5-2 C-1B-2,3,6 income to buy goods long learning and leisure 7-1,2,4 C-1D-1,2,3,4 and services and pay opportunities for all Math E-1A-3 taxes. family members. D-7 H-1C-15 3. Design strategies to promote growth of 4. Analyze financial planning to meet the needs of individuals within the individuals and families across the life span. family and within selected career paths. *FHA/HERO Related 4. Compose goals to support community and Benchmarks Academic Cross-References Louisiana civic responsibilities as 1. Investigate ELA Social Studies 1,2,3,4,5 individuals and family information related to 1-1,3,4,5 C-1D-1 members. financial management. 2-6 E-1A- 5. Integrate individual, 2. Examine the purposes 3-1,2,3 1,2,4,5,6,7 family, community and of personal and legal 4-2,5,6 E-1B- work activities to meet documents related to 5-1,2,3,4,5,6 1,2,3,4,5,6 multiple goals at one home and family 7-1,2,4 E-1C-2,3,4 time. management. Math H-1C-15 6. Analyze skills and 3. Apply financial N-1,2,3,4,5 knowledge needed to management practices M-2,4 develop alternative related to budgeting, D-1,6,7 strategies for life- plan banking, credit, savings, visions as unexpected and investments. changes occur related to 4. Examine the need for individual, family, personal and family community, and work financial planning at situations. various stages of the life span. 5. Explore individual and 3. Analyze the interrelationship between the economic family needs for system and consumer decisions and actions. insurance for life, health, apartment/home, and *FHA/HERO Related auto.

Benchmarks Academic Cross-References Louisiana 1. Examine how ELA Social Studies 1,2,3,4,5 individuals and societies 1-1,3,4,5 C-1A-3,5,7 make choices to satisfy 4-4,5,6 C-1B-3 needs and wants with 5-1,2,3,5,6 C-1D-1,2,3,4 limited resources. 7-1,2,4 E-1A- 2. Examine the Math 1,2,3,4,5,6,7 components of the N-1,5 E-1B-1,2,3,4,5,6

5. Demonstrate how to develop a long-term financial 7. Analyze resource consumption in the home and management plan. workplace for conservation and waste management practices. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana 1. Investigate ELA Social Studies 1,2,3,4,5 Benchmarks Academic Cross-References Louisiana information related to 1-1,3,4,5 C-1A-5,7 1. Contrast sources and ELA C-1B-6 1,2,3,4,5 financial management. 2-1,2,3,4,6 C-1D-1 types of energy. 1-1,3,4,5 C-1D-1,3 2. Examine the purposes 3-1,2,3 E-1A-1,2,3,5,6,7 2. Analyze sources and 2-6 E-1A-7,8 of personal and legal 4-1,2,3,4,5,6 E-1B-1,2,3,4,5,6 types of residential and 3-1,2,3 E-1B-2 documents related to 5-1,2,3,4,5,6 E-1C-2,3,4 commercial energy, 4-1,2,3,4,5,6 H-1A-6 home and family 7-1,2,4 H-1C-15 waste disposal, and 5-1,2,3,6 H-1C-15 management. Math pollution issues. 7-1,2,4 3. Apply financial N-1,2 3. Assess consumer Math management practices M-1,4 programs and services N-1,2,6 related to budgeting, D-1,7,8 provided by M-1 banking, credit, savings, government, public D-5 and investments. utilities, resource Science 4. Examine the need for recovery businesses, and ESS-A1 personal and family environmental SE-A-1 financial planning at organizations. SE-B-1,2,4,5,6 various stages of the life 4. Recommend SE-C-1,2,3,4,5 span. strategies and consumer SE-D-1,2,3,4,5,6 5. Explore individual practices that help and family needs for consumers and insurance for life, businesses conserve health, apartment/home, energy and reduce and auto. waste. 5. Evaluate waste management issues. 6. Demonstrate how individual and family behaviors 6. Describe roles of maintain and protect the environment. government, industry, and family in energy *FHA/HERO Related consumption and conservation as they Benchmarks Academic Cross-References Louisiana relate to the home and 1. Evaluate how ELA Social 1,2,3,4,5 workplace. environmental trends and 1-1,3,4,5 Studies issues affect families and 2-6 G-1D-2,4,5 future generations. 4-2,4,5,6 C-1A-5 8. Analyze the impact of technology on resource 2. Implement behaviors 5-1,2,3,5,6 C-1B-6 management for individuals and families. that conserve, reuse, and 7-1,2,4 C-1D-3 recycle resources to Math E-1A-8 Benchmarks Academic Cross-References Louisiana maintain the D-1,6,7 E-1B-4,5,6 1. Explore types of ELA Social Studies 1,2,3,4,5 environment. Science H-1A-6 technology currently 1-1,3,4,5 C-1B-6 3. Demonstrate SE-A-11 H-1C-15 impacting consumer 4-4,5,6 C-1D-1,3,4 individual and family SE-B-1,2,3,4,5,6 decision making. 5-1,2,3,4,6 H-1C-15 responsibility in relation SE-C-1,2,3,5 2. Examine how media 7-1,2,4 to the environment. SE-D-1,2,3,4,5,6 and technological Math 4. Implement advancement impact N-1 government regulations consumer decisions. D-7 for conserving natural 3. Examine the impact Science resources. of technology on SE-C-3 financial planning. SI-A-3 4. Identify technology to assist individuals and families with activities at home, in the community, and in the workplace.

9. Analyze technologies and their effects on managing 11. Adapt features of products or services to meet individual, family, community, and career roles and customer needs and resources. responsibilities. *FHA/HERO Related *FHA/HERO Related Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana 1. Utilize appropriate ELA Social 1,2,3,4,5 1. Examine the forms and ELA Social 1,2,3,4,5 sales techniques to 1-1,3,4,5 Studies functions of technologies 1-1,3,4,5 Studies compare, demonstrate, 4-1,3,4,6 C-1D-1 and their relationship to 4-5 C-1A-5 assist, and advise 5-1,2,3,5,6 individual, family, 5-1,2,3,5,6 C-1B- consumers in the 7-1,2,4 community and work 7-1,2,4 1,2,3,4,6 selection of goods and Math roles and responsibilities. Math C-1D-1,2,3,4 services that meet N-1,2 2. Investigate the validity N-1 E-1A-2 consumer needs. M-1,3 of claims related to the D-7 E-1B-1,2,3 2. Compare features, D-1,7 impact of technology, E-1C-3 prices, and product based on personal, H-1C-15 information to prioritize ethical, and technical and use consumer goals evaluation criteria. to maximize satisfaction 3. Consider the cost of in product use. technologies in relation to various roles in terms of labor-saving, safety, 12. Analyze policies that support consumer rights and health, and well-being foster consumer responsibilities. criteria. *FHA/HERO Related 10. Demonstrate a plan for product development, Benchmarks Academic Cross-References Louisiana testing procedures, and demonstration techniques. 1. Examine state and ELA Social Studies 1,2,3,4,5 federal policies and 1-1,3,4,5 C-1A-5,7 *FHA/HERO Related laws related to 2-6 C-1B-1,2,3,4,6 consumer protection 3-1,2,3 C-1C-2 Benchmarks Academic Cross-References Louisiana regarding goods and 4-2,4,5,6 C-1D-1,3,4 1. Conduct market ELA Social 1,2,3,4,5 services purchased. 5-1,2,3,5,6 E-1A-1,2,4,5,6,7,8 research to determine 1-1,3,4,5 Studies 2. Investigate how 7-1,2,4 E-1B-1,2,3,4,5,6 consumer trends and 3-2 E-1B-3 policies become laws in Math E-1C-2,3,4 product development 4-1,2,3,4,5,6 E-1C-2 relation to consumer D-2,7 H-1A-6 needs. 5-1,2,3,4,5,6 H-1C-15 responsibilities. H-1C-15 2. Design or analyze a 7-1,2,4 3. Explore how to seek consumer product. Math information related to 3. Compare features, N-1,2 consumer rights issues. prices, product M-1 information, styles, and D-1,7 performance of Science 13. Analyze the impact of consumer rights and consumer goods and SI-A-1,2,3,6,7 responsibilities on business/industry, consumers, and analyze the trade-offs SI-B-4,5 consumer-interest advocates within business/industry, among the components. 4. Perform a test on a government, and grassroots organizations. product, utilizing valid and reliable testing *FHA/HERO Related procedures. Benchmarks Academic Cross-References Louisiana 5. Apply statistical 1. Describe national, ELA Social 1,2,3,4,5 analysis processes to state, and local laws and 1-1,3,4,5 Studies interpret, summarize, resources related to 2-1,2,3,4,6 C-1A-1,3,5,7 and report data from consumer protection and 3-1,2,3 C-1D-1,3 tests. explain the means by 4-1,2,3,4,5,6 E-1B-3,5 6. Analyze the labeling, which policy makers 5-1,2,3,5,6 E-1C-4 packaging, and support motivate change in 7-1,2,4 H-1A-6 materials of consumer products, services, and Math H-1C-15 goods. business practices. N-1,2 7. Demonstrate a 2. Explain strategies for M-1,4 product or educate an consumers to exercise audience. their rights and responsibilities. 3. Analyze the costs/benefits of consumer protection laws on goods and services. 4. Analyze the impact of consumer fraud on business and the consumer and recommend strategies to reduce the risk of fraud.

Benchmarks Academic Cross-References Louisiana 16. Demonstrate professional behaviors, skills, and 5. Explain the consumer knowledge in community services. perspective on issues through a variety of *FHA/HERO Related media. Benchmarks Academic Cross-References Louisiana 1. Follow rules, ELA Social 1,2,3,4,5 14. Analyze company policies, procedures, and product regulations, and work-site 1-1,3,4,5 Studies knowledge to develop solutions to customer problems. policies that affect 4-1,2,4,6 C-1D-1,3,4 employer, employee, 5-1,2,3 H-1C-15 Benchmarks Academic Cross-References Louisiana participant, and family 7-1,2,4 1. Analyze customer ELA Social 1,2,3,4,5 rights and responsibilities. needs and wants. Studies 2. Demonstrate 1-1,3,4 professional, 2. Identify strategies and C-1B-6 collaborative alternatives available to 4-2,4,6 relationships with C-1D-1,2,3,4 resolve customer 5-2,3,6 colleagues, support teams, problems considering participants, and families. company policies and 7-1,2,4 3. Demonstrate procedures. cooperative working Math relationships across age, 3. Apply product D-1 gender, and diverse knowledge to suggest use, groups. care, or services to meet 4. Demonstrate ability to customer satisfaction. work independently, share 4. Examine consumer responsibilities, accept groups and company supervision, and assume departments affected by leadership roles. customer relations 5. Apply critical and decisions. creative thinking, reasoning, and problem- solving skills in community services. 15. Demonstrate, by using terms and phrases common 6. Collect, compile, to consumer affairs, those appropriate educational or evaluate, and maintain accurate and confidential promotional materials that inform, persuade, and/or educate documentation to be consumers about consumer issues. submitted in a timely manner to appropriate *FHA/HERO Related sources. 7. Analyze the strengths, Benchmarks Academic Cross-References Louisiana needs, preferences, and 1. Conduct investigative ELA Social Studies 1,2,3,4,5 interests of participants research concerning 1-1,3,4,5 C-1A-1,5 through observation of consumer issues 2-1,2,3,4,5,6 C-1B-6 formal and informal (including the Internet). 3-1,2,3 C-1D-1,2,3,4 assessment practices. 2. Prepare and present 4-1,2,3,4,5,6 E-1A-8 8. Identify important educational, advertising, 5-1,2,3,4,5,6 E-1B- sources of support and or public relations 7-1,2,4 1,2,3,4,5,6 resources for participants. materials (such as videos, Math E-1C-2,3 9. Investigate appropriate press kits, public service N-2,5 H-1A-6 technology in community announcements, fact D-1,6,7 H-1C-15 services. sheets, etc.) for consumer use. 3. Evaluate the effect of educational or 17. Demonstrate effective communication skills. promotional materials on *FHA/HERO Related consumer behavior. 4. Evaluate sources of Benchmarks Academic Cross-References Louisiana information that aid the 1. Demonstrate clear and ELA Social Studies 1,2,3,4,5 consumer in selection or logical written, verbal, 1-1,3,4 G-1B-1,2,3,4 use of products and and non-verbal 2-1,2,6 G-1D-1,2,3,4 services. communication. 3-1,2,3 H-1A-6 5. Utilize appropriate 2. Demonstrate positive 4-1,2,3,4,5,6 E-1B-2 communications interpersonal skills to 5-1,2,3,6 technology in delivering resolve conflict, 7-1,2,4 and receiving educational negotiate, work as a team, Math and promotional and provide leadership. N-5 messages. 3. Use accepted consumer affairs terminology and technical information. 4. Practice client and interpersonal relations skills. 5. Demonstrate respect

Louisiana Administrative Code December 2003 24 EDUCATION for individual differences §511. Strand: Nutrition and Foods with sensitivity to anti- bias, gender equity, age, A. Focus and cultural diversity. 6. Demonstrate 1. Evaluate nutritional and wellness practices to commitment, enthusiasm, promote individual and family well-being across the life and initiative to business goals and span. improvements. 2. Develop career competencies in all aspects of food 7. Exercise professional ethics in all matters production and service, food science, dietetics, and nutrition related to the workplace. that promote health and wellness of individuals and families. B. Standards 18. Evaluate career paths within consumer affairs 1. Analyze the internal and external factors that occupations. influence nutritional practices and wellness across the life *FHA/HERO Related span.

Benchmarks Academic Cross-References Louisiana *FHA/HERO Related 1. Assess the importance ELA Social Studies 1,2,3,4,5 of consumer affairs 1-3,4,5 G-1B-1,4 Benchmarks Academic Cross-References Louisiana occupations in the United 2-6 G-1C-2,3,4,6 1. Examine the ELA Social Studies 1,2,3,4,5 States and the world. 3-1,2,3 G-1D-5 psychological, 1-1,3,4,5 G-1B-1,2,4 2. Research the roles and 4-1 C-1D-1 cultural, and social 4-4,5,6 G-1C-2,4,6 functions of individuals 5-1,2,3,6 E-1A-3 influences related 5-1,2,3,6 G-1D-3,4 engaged in careers in 7-1,2,4 E-1C-3 to food choices. 7-1,2,4 C-1A-1,7 consumer affairs Math H-1C-15 2. Explore the Math C-1B-3 occupations. N-1,2 societal, N-5 C-1C-3 3. Assess employment A-3 governmental, A-1,3 E-1A-1,2,4,6 opportunities and M-1 socio-economic, M-2,3,4 E-1B-1,2,3,4,5,6 preparation requirements. D-1,7 and technological D-1,5 E-1C-3 4. Review education and influences related Science H-1A-6 training requirements for to food choices and LS-G3,5 H-1B- different levels of practices. ESS-A2 6,7,9,16,17 employment. 3. Examine the SE-A3,11 H-1C- 5. Assess the impact of impact of food SE-B-1,5 1,4,5,6,7,8,9, consumer affairs choices on the SE-C-2 10,11,15 occupations on the local, global community. SE-D-1,4 state, national, and global economies. 6. Research 2. Evaluate the nutritional content of food in relation entrepreneurial to health and wellness needs of individuals and families. opportunities related to these careers. *FHA/HERO Related 7. Assess how interests, education, personal Benchmarks Academic Cross-References Louisiana priorities, and family 1. Analyze the ELA Social Studies 1,2,3,4,5 responsibilities affect effect of nutrients 1-1,3,4,5 G-1C-2,3 career choices in these on health, 4-4,5 G-1D-3,4 areas. appearance, job 5-1,2,3,6 C-1B-3,4 performance, and 7-1,2,4 C-1C-2 personal/family Math C-1D-3 C. Available Courses life. N-2 E-1A-1,2 2. Examine the A-1,3 E-1B-1,2 1. Family and Consumer Sciences I relationship of M-1 H-1C-15 nutrition and D-1,5 2. Family and Consumer Sciences II wellness to P-2 individual and Science 3. Adult Responsibilities family health, LS-G1 including the 4. Family Economics extended family from the very 5. Family and Consumer Sciences Cooperative young to the Education elderly. 3. Judge the impact 6. Family Life Education of food addictions and eating disorders AUTHORITY NOTE: Promulgated in accordance with on wellness. R.S.6(A)(10) and R.S. 17:10. 4. Evaluate sources HISTORICAL NOTE: Promulgated by the Board of of food and Elementary and Secondary Education, LR 29:2719 (December nutrition 2003). information that contribute to wellness.

Benchmarks Academic Cross-References Louisiana 4. Demonstrate planning, selecting, storing, preparing, 5. Interpret and serving of foods to meet needs of individuals and information regarding nutrition families across the life span. to promote health *FHA/HERO Related and wellness. Benchmarks Academic Cross-References Louisiana 1. Apply various ELA Social Studies 1,2,3,4,5 3. Evaluate and apply nutrition information. dietary guidelines in 1-1,3,4,5 G-1B-1,4 developing food 4-2,4,6 G-1C-1,2,3,6 *FHA/HERO Related plans to meet 5-2,3,6 G-1D-1,2,3,4 nutrition and 7-1,2,4 C-1B-3 Benchmarks Academic Cross-References Louisiana wellness needs. Math C-1C-2,3 1. Assess and use ELA Social Studies 1,2,3,4,5 2. Select nutritious N-1,2,3,4 C-1D-3 basic nutrition 1-1,3,4,5 G-1B-4 foods for a variety of A-3 E-1A-1,2,5 principles, food 2-6 G-1C-3,4,6 situations. M-1,2 E-1B-1,2,5 plans, preparation 3-1,2,3 G-1D-1,4 3. Select appropriate D-1,2,7,8 E-1C-3 techniques, and 4-1,2,3,4,6 C-1C-1 food preparation Science H-1A-6 specialized dietary 5-1,2,3,6 C-1D-3 methods, based on SI-A-2,3,4 H-1B-6,18 plans. (1) (2) 7-1,2,4 E-1A-1,2,4,5 available resources, LS -G-2,4 H-1C- 2. Determine nutrient Math E-1B-1,2,4,5,6 to meet nutritional PS-D-6 5,6,7,8,9,11 requirements across N-1,2,4 and health needs. PS-G-1 H-1C-15 the life span M-1,4 4. Construct addressing the D-1,2,6,7 alternative ways to diversity of people, Science meet health and culture, and LS-G5 special nutritional religions. (1) (2) (4) needs considering 3. Appraise and available resources. interpret nutritional 5. Select, store, data from food. (1) prepare, and serve 4. Assess principles nutritious and to maximize nutrient aesthetically pleasing retention in prepared foods that meet foods. (2) (4) (5) health and wellness 5. Assess the needs of family influence of members. socioeconomic and 6. Implement a life psychological factors plan that promotes on food and nutrition wellness. behavior. (2) 7. Demonstrate 6. Choose menus proper table setting, based on nutrient service, and table needs. manners. 7. Monitor recipe/formula proportions and modifications for 5. Analyze food-borne illness as a health issue for food production. (2) individuals and families. 8. Critique the selection of foods to Benchmarks Academic Cross-References Louisiana promote a healthy 1. Investigate the ELA Social Studies 1,3,4,5 lifestyle. causes and 1-1,3,4,5 H-1C-15 9. Categorize foods prevention for food 2-6 into exchange groups borne disease and 4-2,4,6 and plan appropriate illness. 5-1,2,3,6 menus based on the 2. Examine the role 7-1,2,4 nutritional needs. (4) of families in Math 10. Instruct teaching personal N-1,2,5 individuals on hygiene and A-1 nutrition for health sanitation practices M-1,3 maintenance and to family members. D-1,2,7 disease prevention. 3. Determine which Science individuals are most LS-G-2,3,4,5 at-risk for developing food-borne illness. 4. Determine the symptoms of food- borne illness and describe the health implications. 5. Consider when and where to report food borne illness.

6. Evaluate the factors affecting food safety from Benchmarks Academic Cross-References Louisiana production through marketing. 6. Demonstrate proper receiving and Benchmarks Academic Cross-References Louisiana storage of both raw 1. Appraise safety ELA Social Studies 1,2,3,4,5 and prepared foods. and sanitation 1-1,3,4,5 G-1C-1,2,6 (4) practices throughout 4-2 G-1D-3,4 7. Demonstrate food the food chain that 5-1,2,3,6 C-1A-6 handling and contribute to food 7-1,2,4 C-1B-3 preparation contamination with Math C-1C-2 techniques that organisms that can N-1,2 C-1D-3 prevent cross lead to illness. A-1,3 E-1A-1,2,4,5,6 contamination 2. Determine M-1 E-1B- between raw and contamination risks D-1,2,3 1,2,3,4,5,6 ready-to-eat foods of perishable and P-2 H-1A-6 and between animal non-perishable foods. Science H-1B-15,18 or fish sources and 3. Assess changes in PS-D1 H-1C-11,15 other food products. national and LS-G2,4,5 (5) international food 8. Examine current production and types and proper uses distribution systems of cleaning materials and explain how and sanitizers. (4) these changes impact 9. Apply OSHA's food supplies Right to Know Law available in retail and Material Safety establishments. Data Sheets and 4. Assess conditions explain their that create a safe requirements in working environment handling hazardous for food production. materials. (4) 5. Research the 10. Apply waste national, state, and disposal and local inspection recycling methods. systems that are in (4) place to protect the 11. Demonstrate health of individuals ability to maintain and the public. necessary records to document time and temperature control, 7. Demonstrate food safety and sanitation procedures. employee health, maintenance of Benchmarks Academic Cross-References Louisiana equipment, and other 1. Examine ELA Social Studies 1,2,3,4,5 elements of food pathogens found in 1-1,3,4,5 C-1A-1,5,6 preparation, storage, food and determine 2-1,2,6 C-1B-4,6 and presentation. (5) how time, 3-1,2,3 C-1C-1,2 temperature, pH, and 4-1,2,3,4 C-1D-3 moisture affect their 5-6 E-1B-2,5,6 8. Analyze information on product labels that have growth, causing 7-1,2,4 H-1C-15 food safety implications for individuals and families. illness. (5) Math 2. Practice food N-1,2,3 Benchmarks Academic Cross-References Louisiana service management A-1 1. Examine the ELA Social Studies 1,2,3,4,5 safety/sanitation M-1 labeling requirements 1-1,3,4,5 C-1A-6 procedures. (3) D-1,7 mandated by federal, 5-2,6 C-1B-3 3. Design a system Science state, or local 7-1,2,4 C-1D-1,3 for documenting, LS-G2,4,5 authorities for Math E-1B-5,6 investigating, and SE-B2 product packaging. N-1,2 E-1C-4 reporting incidents of 2. Examine the M-1,2,3 H-1A-6 a food borne illness. manufacturer's D-1,6,7 H-1C-15 (3,5) product descriptors Science 4. Apply safe and use-by/sell-by LS-G2,4,5 shopping, storing, dates. preparing, and serving principles during food handling to reduce the risk of food borne illness. (4) 5. Practice good personal hygiene/health procedures and report symptoms of illness. (4) (5)

9. Evaluate the impact of science and technology on 11. Demonstrate knowledge of risk-management food composition and safety, nutrition, and wellness of procedures as applied to food safety, food testing, and individuals and families. sanitation. Benchmarks Academic Cross-References Louisiana *FHA/HERO Related * 1. Assess current ELA 1,2,3,4,5 technology to locate 1-1,3,4,5 Benchmarks Academic Cross-References Louisiana food and nutrition 4-5 1. Demonstrate ELA Social Studies 1,2,3,4,5 information. 5-1,2,3,5,6 knowledge of factors 1-1,3,4,5 H-1C-15 2. Determine how 7-1,2,4 that contribute to 2-1,2,6 scientific and Math food borne illness. 3-1,2,3 technical N-1,2 (5) 4-1,2,3,4 advancements have M-1,2,4 2. Demonstrate 5-6 impacted the nutrient D-1,6,7 knowledge of food 7-1,2,4 content, availability, Science service management Math and safety of foods. SI-A3 safety/sanitation N-1,2,3 3. Assess the impact PS-C4 programs. (3) A-1 of scientific and PS-D1,2 3. Use knowledge of M-1 technical the system for D-1,7 advancements in documenting and Science food processing, investigating reports LS-G2 product of a food borne SE-B1,2,4 development, and illness. (3) SE-D1,2 storage on the 4. Utilize the Hazard nutrition and Analysis Critical wellness of Control Point individuals and (HACCP) during all families. food handling 4. Review current processes as a technology in the method for selection, minimizing the risk preparation, and of food borne illness. home storage of (4) food. 5. Practice good 5. Critique nutrition personal assessment data hygiene/health using current procedures when technology. handling food. 6. Assess the effects 6. Develop of food science and procedures for technology in receiving and storage meeting nutritional of raw and prepared needs. foods. (4) 7. Describe current types of cleaning 10. Contribute to the public dialogue about food safety materials and sanitizers and their and sanitation. proper use. (4) Benchmarks Academic Cross-References Louisiana 8. Apply OSHA's Right to Know Law 1. Interpret for others ELA Social Studies 1,2,3,4,5 and Material Safety food safety and 1-1,3,4,5 C-1A-1,5,6 Data Sheets (MSDS) sanitation needs as 2-1,2,3 C-1B-6 and explain their related to the 3-1,2,3 C-1D-1,3 requirements in wellness of 4-1,2,3,4,6 handling hazardous individuals and 5-6 materials. (4) families. 7-1,2,4 9. Carry out waste 2. Examine the need Math disposal and for food safety and N-2 recycling methods. sanitation processes M-1 (4) and procedures that D-1,7 result in the wellness Science of individuals and LS-G2,4,5 families. 3. Illustrate how individuals can impact food safety and sanitation related to food eaten outside the home.

12. Utilize current technology in food product 14. Demonstrate planning menu items based on development. standardized recipes to meet customer needs. *FHA/HERO Related Benchmarks Academic Cross-References Louisiana

Benchmarks Academic Cross-References Louisiana 1. Use computer- ELA 1,2,3,4 1. Utilize various ELA 1,2,3,4,5 based menu systems. 1-1,3,4,5 factors that affect 1-1 (3) 2-2,3,4,6 food preferences in 4-2 2. Apply menu 3-1,2,3 the marketing of 5-6 planning principles 4-2 food. 7-1,2,4 to develop and 5-1,2,3,4,6 2. Utilize data in Math modify menus. (3) 7-1,2,4 statistical analysis. N-1,2,5,6 (4) Math 3. Prepare food for A-1 3. Examine food and N-1,5 presentation and M-1,4 equipment needed D-1 evaluation. D-1,7 for menus. Science 4. Maintain test Science 4. Design a menu SI-A3 kitchen/laboratory SI-A3,4,7 layout. (3) and related 5. Prepare equipment and requisitions for supplies. production 5. Implement requirements. (4) procedures that affect 6. Evaluate quality product performance of menu performance. items. (3) 6. Conduct sensory evaluations of food products. 15. Demonstrate preparing all categories of menu items 7. Utilize technology utilizing commercial materials to produce a variety of food for testing safety of products. food products. *FHA/HERO Related 13. Demonstrate selecting, using, and maintaining food Benchmarks Academic Cross-References Louisiana production equipment. 1. Apply principles ELA Social Studies 1,2,3,4,5 of food preparation 1-1,3,4,5 G-1B-1,2,3,4 Benchmarks Academic Cross-References Louisiana to a variety of food 4-2,4,6 H-1C-15 1. Operate tools and ELA Social Studies 1,2,3,4,5 products. (4) 5-6 equipment following 1-1,5 C-1A-1,5 2. Demonstrate skills 7-1,2,4 safety procedures 4-1,2,3,4,6 C-1B-6 in knife, tool, and Math and OSHA 5-2,6 C-1D-3 equipment handling. N-1,2,3,4 requirements. (1) (3) 7-1,2,4 (4) M-1,2,4 (4) Math 3. Demonstrate a D-1,7 2. Maintain tools and N-6 variety of cooking equipment following Science methods including safety procedures SI-A7 roasting, baking, and OSHA LS-G2 broiling, smoking, requirements. (1, 3, grilling, sautéing, 4) frying, deep frying, 3. Verify the braising, stewing, selection and use of poaching, steaming, equipment. stir-frying, 4. Demonstrate convection, procedures for microwaving, and cleaning and emerging sanitizing equipment. technological (3) methods. (4) 5. Examine 4. Utilize weights efficiency of and measures to equipment purchases demonstrate proper based on long-term scaling and business needs and measurement specific regulations techniques. and codes related to 5. Apply use of foods. (3) (5) herbs, spices, oils, 6. Demonstrate and vinegars. (4) procedures for 6. Prepare various storage of equipment meats, seafood, and and tools. poultry. (4) 7. Prepare various stocks, soups, and sauces. (4) 8. Prepare various fruits, vegetables,

Benchmarks Academic Cross-References Louisiana 17. Demonstrate implementation of food service and starches. (4) management functions. 9. Prepare various salads, dressings, and Benchmarks Academic Cross-References Louisiana marinades. (4) 1. Apply principles ELA Social Studies 1,2,3,4,5 10. Prepare of purchasing and 1-1,3,4,5 C-1A-1,4,5 sandwiches, canapés, receiving in food 2-1,2,6 C-1B-6 appetizers, and service operations. 3-1,2,3 C-1C-2,3 beverages. (4) (4) 4-1,2,3,4,6 C-1D-3 11. Prepare breakfast 2. Apply the 5-1,2,3,4,5,6 E-1A-1,2,4,5,6 meats, eggs, cereals, procedures involved 7-1,2,4 E-1B-2,5,6 and batter products. in staff planning, Math H-1C-15 (4) recruiting, N-1,5 12. Apply the interviewing, and A-2 fundamentals of selection of D-1 baking science to the employees. preparation of a 3. Design staff variety of products. schedules. (4) 4. Conduct staff 13. Apply the orientation, regular fundamentals of time training and and temperature to education, and on- cooking, cooling, and the-job reheating of a variety training/retraining. of foods. (4) 5. Examine human 14. Demonstrate food resource policies presentation including rules, techniques. (4) regulations, and laws 15. Calculate the cost involving hiring, of using convenience compensation, and food items. (4) overtime. 6. Examine the areas of legal liability 16. Demonstrate food science, dietetics, and nutrition within the food management functions. service industry. 7. Practice inventory Benchmarks Academic Cross-References Louisiana procedures including 1. Build menus ELA Social Studies 1,2,3,4,5 first in/first out incorporating 1-1 C-1A-1,5 concept, date customer/client's 2-6 C-1B-6 markings, and nutritional needs. (1) 3-1,2,3 C-1D-3 specific record 2. Monitor food 4-2,4,6 keeping. (5) preparation, 5-2,3,4,6 8. Apply accounting production, and 7-1,2,4 principles in testing systems. (1, Math planning and 2) N-1,2,3,4,5,6 forecasting profit and 3. Verify standards A-1 loss. for food quality. (1) M-1,2,4 9. Implement a 4. Create D-1,7 marketing plan. standardized recipes. Science 10. Design (1) SI-A2,3,4 internal/external 5. Project amounts of LS-G2 disaster plans. food needed. (1) 6. Examine new products. (1) 18. Demonstrate quality customer service used in food 7. Implement production industries. procedures that provide cost- Benchmarks Academic Cross-References Louisiana effective products. 1. Examine the role ELA Social Studies 1,2,3,4,5 (1) of service as a 1-1 C-1A-1,5 8. Establish par strategic component 2-2,3,4,6 C-1B-5,6 levels for the of performance. 3-1,2,3 C-1D-1,3,4 purchase of supplies 2. Demonstrate 4-1,2,3,4,6 E-1A-3 based on an quality services 5-6 organization's needs. which exceed the 7-1,2,4 9. Utilize Food Code expectations of Points of time, customers. (2) (4) temperature, date 3. Examine the markings, cross relationship between contamination, hand employees and washing, and customer personal hygiene as satisfaction. criteria for safe food 4. Apply strategies preparation. (5) for resolving

Benchmarks Academic Cross-References Louisiana Benchmarks Academic Cross-References Louisiana complaints. preparation SE-B4,5 5. Demonstrate requirements. sensitivity to 3. Review education diversity and and training individuals with requirements for special needs. different levels of employment. 4. Assess the impact 19. Demonstrate effective communication skills. of the food production, food *FHA/HERO Related service, food science, dietetics, and Benchmarks Academic Cross-References Louisiana nutrition industries 1. Demonstrate ELA Social Studies 1,2,3,4,5 on the local, state, written, verbal, and 1-1,3,4 C-1D-1,2,3,4 national, and global non-verbal 2-1,2,6 E-1B-2 economies. communication. 3-1,2,3 H-1A-1,6 5. Research 2. Demonstrate 4-1,2,3,4,5,6 G-1B-1,2,3,4 entrepreneurial positive interpersonal 5-1,2,3,6 G-1C-6 opportunities related skills to resolve 7-1,2,4 to these careers. conflict, negotiate, Math 6. Assess how work as a team, and N-5 interests, education, provide leadership. Science personal priorities, 3. Use accepted food SI-A3 and family science, food service, responsibilities affect dietetics, and career choices in nutrition industry these areas. terminology and References: Some materials were reviewed by professionals or technical abstracted from sets of standards from the following organizations. information. These numbers follow the benchmarks to which they apply. 4. Practice grooming (1) Dietary Managers Association and dress (2) American Dietetics Association requirements in the (3) National Restaurant Association food industry. (4) American Culinary Federation 5. Practice client and (5) United States Food and Drug Administration, Center for interpersonal Food Safety and Applied Nutrition relations skills. 6. Demonstrate C. Available Courses respect for individual differences with 1. Family and Consumer Sciences I sensitivity to anti- bias, gender equity, 2. Family and Consumer Sciences II age, and cultural diversity. 3. Food Science 7. Demonstrate commitment, 4. Nutrition and Food enthusiasm, and initiative to business 5. Advanced Nutrition and Food goals and improvements. 6. Food Services I 8. Exercise professional ethics in 7. Food Services II all matters related to AUTHORITY NOTE: Promulgated in accordance with the workplace. R.S.6(A)(10) and R.S. 17:10. 20. Evaluate career paths within the food production, HISTORICAL NOTE: Promulgated by the Board of food science, dietetics, and nutrition industries. Elementary and Secondary Education, LR 29:2724 (December *FHA/HERO Related 2003). §513. Academic Cross-Reference Codes Benchmarks Academic Cross-References Louisiana 1. Research the roles ELA Social Studies 1,2,3,4,5 A.1. Cross-references to academic content standards and functions of 1-3,4,5 E-1A-1,2,3,6 reinforce the integration of academic and Family and individuals engaged 2-6 E-1B-1,2,3,4,5,6 in food service 3-1,2,3 E-1C-3 Consumer Sciences skills. English Language Arts, management, food 4-1 H-1C-15 Mathematics, Science, and Social Studies academic production, food 5-1,2,3,6 standards are cross-referenced in the second and third science, dietetics, 7-1,2,4 column beside each Family and Consumer Sciences public health, and Math nutrition education N-1,2 standard. The academic standards are listed in full in the careers. A-3 Appendices. The framework also references the five 2. Assess M-1 Louisiana Foundation Skills developed by the Louisiana employment D-1,7 Content Standards Task Force; these skills, which apply to opportunities and Science all students in all disciplines, are:

a. communication; Standard One: Students read, comprehend, and respond to a variety of materials for a variety of purposes. b. problem solving; 1―Using knowledge of word meaning and extending c. resource access and utilization; basic and technical vocabulary, employing a variety of strategies. d. linking and generating knowledge; and 2―Analyzing the effects of complex literary devices e. citizenship. and complex elements on a selection. 2. Codes used in the framework to identify the 3―Reading, responding to, and critiquing written, academic standards are given below, as well as a sample spoken, and visual texts. page from the framework. 4―Interpreting texts to generate connections to real- B. ELA (English Language Arts). Standard number is life situations. given; then benchmark number 5―Applying reading strategies to achieve a variety of C. Mathematics. Strand letter is given; then benchmark objectives. number Standard Two: Students write competently for a variety of purposes and audiences. N Number and Number Relations Strand A Algebra Strand 1―Writing a composition of complexity that clearly M Measurement Strand G Geometry Strand implies a central idea with supporting details in a D Data, Discrete Math, and Probability Strand logical, sequential order. P Patterns, Relations, and Functions Strand D. Science. Strand letter is given; then benchmark letter and 2―Focusing on information, concepts, and ideas that number show an awareness of an intended audience and/or SI Science As Inquiry Strand purpose. PSPhysical Science Strand LS Life Science Strand 3―Applying the steps of the writing process, SE Science and the Environment Strand emphasizing revising and editing in final drafts. E. Social Studies. Strand letter is given; then benchmark 4―Using narration, description, exposition, and letter and number persuasion to develop various modes of writing. G Geography Strand 5―Recognizing and applying literary devices and C Civics Strand various stylistic elements. E Economics Strand H History Strand 6―Responding to text and life experiences as a basis for writing. F. Example: Standard Three: Students communicate using Standard Seven: Demonstrate design ideas through visual conventional grammar, usage, sentence structure, presentation. punctuation, capitalization, spelling, and handwriting. 1―Writing legibly. *FHA/HERO Related 2―Demonstrating a command of the grammatical and Benchmarks Academic Cross-References Louisiana mechanical conventions of standard English. 1. Use appropriate ELA Social 1,2,3,4,5 media to prepare visual 3-1,3 Studies 3―Spelling and pronouncing correctly using resources presentation of design 5-1,2,3,4,6 H-1C-15 Standard Four: Students demonstrate competence in ideas. Math speaking and listening as tools for learning and D-1,2,3,4,6,7,8,9 P-1,4,5 communicating. Science 1―Speaking intelligibly. SI-A-3 2―Giving and following directions/procedures.

AUTHORITY NOTE: Promulgated in accordance with 3―Demonstrating a command of the features of R.S.6(A)(10) and R.S. 17:10. speaking when giving prepared and extemporaneous HISTORICAL NOTE: Promulgated by the Board of presentations. Elementary and Secondary Education, LR 29:2729 (December 4―Speaking and listening for a variety of audiences 2003). and purposes. §515. Referenced Academic Content Standards 5―Listening and responding to a wide variety of A. The following is a list of the content standards and media. benchmarks that have been referenced in this document. All 6―Participating in a variety of roles in group referenced content area standards and benchmarks are for discussions. students in grades 9-12. Standard Five: Students locate, select, and make use of B. English Language Arts (ELA) information from a variety of texts, media, references, and technological sources.

1―Recognizing and using organizational features of N.4―Determining whether an exact or approximate printed text, other media, and electronic information. answer is necessary. 2―Locating and evaluating information sources. N.5―Selecting and using appropriate computational methods for given situations. 3―Accessing information and conducting research using outlining, note taking, summarizing, N.6――Applying ratios and proportional thinking in a interviewing, and surveying to produce documented variety of situations. texts and graphics. N.7―Justifying reasonableness of solutions and 4―Using available technology to produce, revise, and verifying results. publish a variety of works. Algebra Strand (A): In problem-solving investigations, 5―Citing references using various formats. use appropriate manipulatives, models, graphs, tables, and technology to develop the understanding of 6―Interpreting charts/graphs, tables/schedules, concepts and to explore the applications of algebra. diagrams/maps, and organizational charts/flowcharts. A.1―Demonstrating the ability to translate real world Standard Six: Students read, analyze, and respond to situations into algebraic expressions, equations, and literature as a record of life experiences. inequalities. 1―Identifying, analyzing, and responding to United A.2―Recognizing the relationship between operations States and world literature that represents the involving real numbers and operations involving experiences and traditions of diverse ethnic groups. algebraic expression. 2―Analyzing distinctive elements of ancient, A.3―Using tables and graphs as tools to interpret American, British, and world literature. algebraic expressions, equations and inequalities. 3―Identifying, analyzing, and responding to a variety A.4―Solving algebraic equations and inequalities of classic and contemporary literature from many using appropriate techniques. genres. Measurement Strand (NI): In problem-solving 4―Analyzing various genres as records of life investigations, use appropriate manipulatives and experiences. available technology to develop the understanding of Standard Seven: Students apply reasoning skills to their the concepts, processes, and real-life applications of reading, writing, speaking, listening, viewing, and measurement. visually representing. M.1―Selecting and using appropriate units, 1―Using comprehension strategies in all contexts. techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and 2―Problem solving by analyzing, prioritizing, error (or tolerance) of measurements. categorizing, and evaluating; incorporating life experiences; and using available information. M.2―Demonstrating an intuitive sense of measurement. 3―Analyzing the effects of an author's life, culture, and philosophical assumptions and an author's purpose M.3―Estimating, computing, and applying physical and point of view. measurement using suitable units. 4―Distinguishing fact from opinion, skimming and M.4―Demonstrating the concept of measurement as it scanning for facts, determining cause and effect, applies to real-world experiences. generating inquiry, and making connections with real- Geometry Strand (G): In problem-solving life situations. investigations, use appropriate models, drawings, C. Mathematics manipulatives, and technology to understand concepts and explore real-world applications of one-, two-, and Number and Number Relations Strand (N): In problem- three-dimensional geometry, and justify solutions. solving investigations, use estimation, mental arithmetic, number lines, graphs, appropriate models, G.1―Identifying, describing and comparing to explore manipulatives, calculators, and computers to help and make conjectures about geometric concepts and develop an intuitive understanding of the real number figures. system and communicate the relationships within that G.2―Representing and solving problems using system. geometric models and the properties of those models. N.1―Demonstrating an understanding of number G.3―Solving problems using coordinate methods, as systems. well as synthetic and transformational methods. N.2―Demonstrating that a number can be expressed in G.4―Using inductive reasoning to predict, discover, many forms, and selecting an appropriate form for a and apply geometric properties and relationships. given situation. G.5―Classifying figures in terms of congruence, N.3―Using number sense to estimate and determine similarity, and applying these relationships. reasonableness of solutions. G.6―Demonstrating deductive reasoning and justification.

Data, Discrete Math, and Probability (D): In problem- 3―Using technology to improve investigations and solving investigations, use appropriate collecting and communications. organizational techniques, manipulatives, and technology in order to discover trends, to formulate 4―Formulating and revising scientific explanations conjectures regarding cause-and-effect relationships, and models using logic and evidence. and to develop critical-thinking skills that enable the 5―Recognizing and analyzing alternative explanations student to make informed decisions. and models. D.1―Designing and conducting statistical experiments 6―Communicating and defending a scientific that involve collecting and representing data in various argument. forms. 7―Utilizing science safety procedures during scientific D.2―Recognizing data that relates two variables as investigations. linear, exponential, or otherwise in nature. Benchmark B: Understanding Scientific Inquiry D.3―Using simulations to estimate probability. 1―Understanding that scientists usually base their D.4―Demonstrating an understanding of the investigations on existing questions or calculation of finite probabilities using permutations, causal/functional questions. combinations, sample spaces, and geometric figures. 2―Understanding that scientists conduct investigations D.5―Recognizing events as dependent or independent for a variety of reasons, such as exploration of new in nature and demonstrating techniques for computing areas, discovery of new aspects of the natural world, multiple event probabilities. confirmation of prior investigations, prediction of D.6―Demonstrating the concept of distributions and current theories, and comparison of models and recognizing normal and non-normal distributions. theories. D.7―Making inferences from data that are organized 3―Understanding that scientists rely on technology to in charts, tables, and graphs. enhance the gathering and manipulation of data. D.8―Demonstrating logical thinking procedures such 4―Understanding that scientists must adhere to criteria as flow charts and truth tables. such as: A proposed explanation must have a logical structure, abide by the rules of evidence, be open to D.9―Using discrete math to model real-life situations. questions and modifications, be based on historical and current scientific knowledge, and be adequately Patterns, Relations, and Functions (P): In problem- reported to enhance further investigations. solving investigations, use appropriate number sense, manipulatives, drawings, tables, graphs, symbolic 5―Understanding that results of scientific inquiry, new formulas, and technology to organize information, knowledge, and methods emerge from different types recognize patterns which may develop, and use those of investigations and public communication among patterns to make predictions. scientists. P.1―Modeling the concepts of variables, functions, Physical Science Strand (PS): Students develop an and relations as they occur in the real world and using understanding of the characteristics and the basic notations and terminology. interrelationships of matter and energy in the physical world P.2―Translating between tabular, symbolic, and graphical representations of functions. Benchmark A: Measurement and Symbolic Representation P.3―Recognizing behavior of elementary functions and using graphing technologies to represent them. 1―Manipulating and analyzing quantitative data using the SI system. P.4―Analyzing the changes in the graphs of functions caused by changing the coefficients and constants of 2―Understanding the language of chemistry (formulas, arbitrary functions using technology whenever equations, symbols) and its relationship to molecules, appropriate. atoms, ions, and subatomic particles. P.5―Analyzing real-world relationships that can be Benchmark B: Atomic Structure modeled locally or globally by elementary functions. 1―Describing the structure of the atom and identifying D. Science and characterizing the particles that compose it (including the structure and properties of isotopes). Science As Inquiry Strand (SI): Students do science by engaging in partial and full inquiries that are within 2―Describing the nature and importance of radioactive their developmental capabilities. isotopes and nuclear reactions (fission, fusion, radioactive decay). Benchmark A: The Abilities Necessary to do Scientific Inquiry 3―Understanding that an atom's electron configuration, particularly that of the outermost 1―Identifying questions and concepts that guide electrons, determines the chemical properties of that scientific investigations. atom. 2―Designing and conducting scientific investigations. Benchmark C: The Structure and Properties of Matter

1―Distinguishing among elements, compounds, and/or Benchmark G: Interactions of Energy and Matter mixtures. 1―Giving examples of the transport of energy through 2―Discovering the patterns of physical and chemical wave action. properties found on the periodic table of the elements. 2―Analyzing the relationship and interaction of 3―Understanding that physical properties of magnetic and electrical fields and the forces they substances reflect the nature of interactions among its produce. particles. 3―Characterizing and differentiating electromagnetic 4―Separating mixtures based upon the physical and mechanical waves and their effects on objects as properties of their components. well as humans. 5―Understanding that chemical bonds are formed 4―Explaining the possible hazards of exposure to between atoms when the outermost electrons are various forms and amounts of energy. transferred or shared to produce ionic and covalent compounds. Benchmark H: Science and Technology 6―Recognizing that carbon atoms can bond to one 1―Developing an awareness and appreciation for the another in chains, rings, and branching networks to continuing progress in technology as it affects the form a variety of structures. quality of individual lives as well as of society in order to become better informed citizens and consumers. 7―Using the kinetic theory to describe the behavior of atoms and molecules during phase changes and to 2―Becoming computer literate and proficient as it describe the behavior of matter in its different phases. applies to the computer's capability to acquire data (with sensors), interpret data (by graphing), and as a Benchmark D: Chemical Reactions research tool (library and Internet). 1―Observing and describing changes in matter and Life Science Strand (LS): Students become aware of citing evidence of chemical change. the characteristics and life cycles of organisms and understand their relationships to each other and to their 2―Comparing, contrasting, and measuring the pH of environment. acids and bases using a variety of indicators. Benchmark A: The Cell 3―Writing balanced equations to represent a variety of chemical reactions (acid/base, oxidation/reduction, 1―Observing cells, identifying organelles, relating etc.). structure to function, and differentiating among cell types. 4―Analyzing the factors that affect the rate and equilibrium of a chemical reaction. 2―Demonstrating a knowledge of cellular transport. 5―Applying the law of conservation of matter to 3―Investigating cell differentiation and describing chemical reactions. stages of embryological development in representative organisms. 6―Comparing and contrasting the energy changes that accompany changes in matter. Benchmark B: The Molecular Basis of Heredity 7―Identifying important chemical reactions that occur 1―Explaining the relationship among chromosomes, in living systems, the home, industry, and the DNA, genes, RNA, and proteins. environment. 2―Comparing and contrasting mitosis and meiosis. Benchmark E: Forces and Motion 3―Describing the transmission of traits from parent to 1―Recognizing the characteristics and relative offspring and the influence of environmental factors on strengths of the forces of nature (gravitational, gene expression. electrical, magnetic, nuclear). 4―Exploring advances in biotechnology and 2―Understanding the relationship of displacement, identifying possible positive and negative effects. time, rate of motion, and rate of change of motion; representing rate and changes of motion Benchmark C: Biological Evolution mathematically and graphically. 1―Exploring experimental evidence that supports the 3―Understanding effects of forces on changes in theory of the origin of life. motion as explained by Newtonian mechanics. 2―Recognizing the evidence for evolution. 4―Illustrating how frame of reference affects our 3―Discussing the patterns, mechanisms, and rate of ability to judge motion . evolution. Benchmark F: Energy 4―Classifying organisms. 1―Describing and representing relationships among 5―Distinguishing among the kingdoms. energy, work, power, and efficiency. 6―Comparing and contrasting life cycles of 2―Applying the universal law of conservation of organisms. matter, energy, and momentum, and recognizing their implications. 7―Comparing viruses to cells.

Benchmark D: Interdependence of Organisms 6―Describing the energy transfer from the sun to the Earth and its atmosphere as it relates to the 1―Illustrating the biogeochemical cycles and development of weather and climate patterns. explaining their importance. 7―Modeling the transfer of the Earth's internal heat by 2―Describing trophic levels and energy flows. way of convection currents in the mantle which powers 3―Investigating population dynamics. the movement of the lithospheric plates. 4―Exploring how humans have impacted ecosystems Benchmark B: Geochemical Cycles and the need for societies to plan for the future. 1―Illustrating how stable chemical atoms or elements Benchmark E: Matter, Energy, and Organization of Living are recycled through the solid earth, oceans, Systems atmosphere, and organisms. 1―Comparing and contrasting photosynthesis and 2―Demonstrating Earth's internal and external energy cellular respiration, emphasizing their relationships. sources as forces in moving chemical atoms or elements. 2―Recognizing the importance of the ATP cycle in energy usage within the cell. Benchmark C: The Origin and Evolution of the Earth System 3―Differentiating among levels of biological organization. 1―Explaining the formation of the solar system from a nebular cloud of dust and gas. Benchmark F: Systems and the Behavior of Organisms 2―Estimating the age of the Earth by using dating 1―Identifying the structure and functions of organ techniques. systems. 3―Communicating the geologic development of 2―Identifying mechanisms involved in homeostasis. Louisiana. 3―Recognizing that behavior is the response of an 4―Examining fossil evidence as it relates to the organism to internal changes and/or external stimuli. evolution of life and the resulting changes in the 4―Recognizing that behavior patterns have adaptive amount of oxygen in the atmosphere. value. 5―Explaining that natural processes and changes in Benchmark G: Personal and Community Health the Earth system may take place in a matter of seconds or develop over billions of years. 1―Relating fitness and health to longevity. Benchmark D: The Origin and Evolution of the Universe 2―Contrasting how organisms cause disease. 1―Identifying scientific evidence that supports the 3―Explaining the role of the immune system in latest theory of the age and origin of the universe. fighting disease. 2―Describing the organization of the known universe. 4―Exploring current research on the major diseases with regard to cause, symptoms, treatment, prevention, 3―Comparing and contrasting the sun with other stars. and cure. 4―Identifying the elements found in the sun and other 5―Researching technology used in prevention, stars by investigating the spectra. diagnosis, and treatment of diseases/disorders. 5―Describing the role of hydrogen in the formation of Earth and Space Science (ESS) all the natural elements. Benchmark A: Energy in the Earth System 6―Demonstrating the laws of motion for orbiting bodies. 1―Investigating the methods of energy transfer and identifying the sun as the major source of energy for 7―Describe the impact of technology on the study of most of the Earth's systems. the Earth, the solar system, and the universe. 2―Modeling the seasonal changes in the relative Science and the Environment Strand (SE): In learning position and appearance of the sun and inferring the environmental science, students develop an consequences with respect to the Earth's temperature. appreciation of the natural environment, learn the value of environmental quality, and acquire a sense of 3―Explaining fission and fusion in relation to the stewardship through involvement in community action. Earth's internal and external heat sources. As consumers and citizens, they are able to recognize how personal, professional, and political actions affect 4―Explaining how decay of radioactive isotopes and the natural world. the gravitational energy from the Earth's original formation generates the Earth's internal heat. Benchmark A: Ecological Systems and Interactions 5―Demonstrating how the sun's radiant energy causes 1―Demonstrating an understanding of the functions of convection currents within the atmosphere and the Earth's major ecological systems. oceans. 2―Demonstrating an understanding of the functions and values of Earth's major ecological systems.

3―Describing how habitat, carrying capacity, and social, economic, technological, and political limiting factors influence plant and animal populations considerations. (including humans). 4―Demonstrating that environmental decisions include 4―Understanding that change is a fundamental analyses that incorporate ecological, health, social, and characteristic of every ecosystem and that ecosystems economic factors. have varying capacities for change and recovery. 5―Analyzing how public support affects the creation 5―Describing the dynamic interactions between and enforcement of environmental laws and divisions of the biosphere. regulations. 6―Describing and explaining the Earth's biochemical Benchmark D: Personal Choices and Responsible Actions and geochemical cycles and their relationship to ecosystem stability. 1―Demonstrating an understanding of the effects of personal choices and actions on the natural 7―Comparing and contrasting the dynamic interaction environment. with the biosphere. 2―Describing how a healthy environment depends 8―Analyzing evidence that plant and animal species upon responsible human actions. have evolved physical, biochemical, and/or behavioral adaptations to their environments. 3―Analyzing how people are capable of reducing and reversing their negative impact on the environment 9―Demonstrating an understanding of influencing through thinking, planning, educating, collaborating, factors of biodiversity. and taking action. 10–Explaining that all species represent a vital link in a 4―Demonstrating that the most important factor in complex web of interaction. prevention and control of pollution is education and the resulting change in values, attitudes, and behavior 11–Understanding how pollutants can affect living patterns. systems. 5―Explaining how responsible environmental decision Benchmark B: Resources and Resource Management making involves scientific and sociological research, 1―Comparing and contrasting the various types of consideration of value systems, investigation and renewable and nonrenewable resources and explaining evaluation of alternative, and long-term global the relationships between these resources and perspectives. populations. 6―Demonstrating a knowledge that environmental 2―Explaining how natural resources affect humans issues should be an international concern. and how humans affect natural resources. 7―Recognizing that philosophies, objectives, and 3―Recognizing that people of the world consume practices of various types of resource management are disproportionate amounts of the Earth's resources, a sometimes incompatible, often necessitating factor of both population size and inequitable compromises and tradeoffs. geographic or economic distribution of resources. 8―Recognizing that the development of accountability 4―Demonstrating an understanding that resource toward the environment is essential for the continued management issues and environmental problems may health of the planet. arise when resource use is motivated by short-term 9―Developing an awareness of personal responsibility goals instead of long-term consequences. as stewards of the local and global environment. 5―Comparing the benefits and the costs of various E. Social Studies resource management methods. Geography Strand: Physical and Cultural Systems (G): 6―Analyzing how management of resources requires Students develop a spatial understanding of the Earth's that they be viewed from a global, as well as a local, surface and the processes that shape it, the connections perspective. between people and places, and the relationship 7―Recognizing that sustainable development is a between man and his environment. process of change in which resource use, investment Benchmark A: The World in Spatial Terms direction, technological development, and institutional change meet society's future as well as present needs. 1―Using geographic representations, tools, and technologies to explain, analyze and solve geographic Benchmark C: Environmental Awareness and Protection problems. 1―Evaluating the dynamic interaction of land, water, 2―Organizing geographic information and answering and air and its relationship to living things in complex questions by formulating mental maps of maintaining a healthy environment. places and regions. 2―Evaluating the relationships between quality of life Benchmark B: Places and Regions and environmental quality. 1―Determining how social, cultural, and economic 3―Investigating and communicating how processes shape the features of places. environmental policy is formed by the interaction of

2―Analyzing the ways in which physical and human 4―Explaining the organization and functions of local, characteristics of places and regions have affected state, and national governments and evaluating their historic events. relationships. 3―Analyzing the different ways in which physical and 5―Evaluating the role and importance of law in the human regions are structured and interconnected. American political system. 4―Explaining and evaluating the importance of places 6―Examining the major responsibilities of the national and regions to cultural identity. government for domestic and foreign policy and explaining how government is financed through Benchmark C: Physical and Human Systems taxation. 1―Analyzing the ways in which Earth's dynamic and 7―Explain how government is financed through interactive physical process affect different regions of taxation. the world. Benchmark B: Foundations of the American Political 2―Determining the economic, political, and social System factors that contribute to human migration and settlement and evaluating their impact on physical and 1―Analyzing ideas and origins of American human systems. constitutional government and evaluating how this has helped to shape American society. 3―Analyzing trend in world population numbers, patterns, and predicting their consequences. 2―Explaining constitutional and democratic beliefs in American society and applying them to the analysis of 4―Analyzing the characteristics, distribution, and issues of conflicting beliefs and principles. interrelationships of the world's cultures. 3―Analyzing the nature of American political and 5―Describing and evaluating spatial distribution of social conflict. economic systems and how they affect regions. 4―Evaluating issues related to the differences between 6―Analyzing how cooperation, conflict, and self- American ideals and the realities of American social interests impact social, political, and economic entities and political life. on Earth. 5―Evaluating the roles of political parties, campaigns, Benchmark D: Environment and Society and elections in American politics. 1―Evaluating the ways in which technology has 6―Analyzing the historical and contemporary roles of expanded the human capability to modify the physical associations and groups in local, state, and national environment. politics. 2―Examining the challenges placed on human systems Benchmark C: International Relationships by the physical environment and formulating strategies to deal with these challenges. 1―Analyzing how the world is organized politically and evaluating how the interaction of political entities, 3―Analyzing the relationship between natural such as nation-states and international organizations, resources and the exploration, colonization, and affects the United States. settlement of different regions of the world. 2―Analyzing the major foreign policy positions of the 4―Evaluating policies and programs related to the use United States and evaluating their consequences. of natural resources. 3―Evaluating the impact of American ideas and 5―Developing plans to solve local and regional actions on the world and analyzing the effects of geographic problems related to contemporary issues. significant international developments on the United Civics Strand: Citizenship and Government (C): States. Students develop an understanding of the structure and Benchmark D: Roles of the Citizen purposes of government, the foundations of the American democratic system, and the role of the 1―Evaluating and defending positions on issues United States in the world while learning about the regarding the personal, political, and economic rights rights and responsibilities of citizenship. of citizens. Benchmark A: Structure and Purposes of Government 2―Evaluating and defending positions regarding the personal and civic responsibilities of citizens in 1―Analyzing the necessity and purposes of politics American constitutional democracy. and government. 3―Explaining and evaluating the various forms of 2―Comparing and evaluating the essential political participation that citizens can use to monitor characteristics of various systems of government and and shape the formation and implementation of public identifying historical and contemporary examples of policy. each. 4―Analyzing and evaluating the importance of 3―Explaining and evaluating issues related to the political leadership, public service, and a distribution of powers and responsibilities within the knowledgeable citizenry to American constitutional federal system. democracy.

Economics Strand: Interdependence and Decision Benchmark A: Historical Thinking Skills Making (E): Students develop an understanding of fundamental economic concepts as they apply to the 1―Applying key concepts, such as chronology and interdependence and decision making of individuals, conflict, to explain and analyze patterns of historical households, businesses, and governments in the United change and continuity. States and the world. 2―Explaining and analyzing events, ideas, and issues Benchmark A: Fundamental Economic Concepts within a historical context. 1―Analyzing the impact of the scarcity of productive 3―Interpreting and evaluating the historical evidence resources and examining the choices and opportunity presented in primary and secondary source.s costs that result. 4―Utilizing knowledge of facts and concepts drawn 2―Analyzing the roles that production, distribution, from history and methods of historical inquiry to and consumption play in economic decisions. analyze historical and contemporary issues. 3―Applying the skills and knowledge necessary in 5―Conducting research in efforts to analyze historical making decisions about career options. questions and issues. 4―Comparing and evaluating basic economic systems. 6―Analyzing cause/effect relationships. 5―Explaining the basic features of market structures Benchmark B: United States History and exchanges. 1―Analyzing the significant changes that resulted 6―Analyzing the roles of economic institutions, such from interactions among the peoples of Europe, Africa, as corporations and labor unions, that compose and the Americas. economic systems. 2―Summarizing the process by which the United 7―Analyzing the roles of money and banking in an States was colonized and later became an independent economic system. nation. 8―Applying economic concepts to understand and 3―Analyzing the development of the American evaluate historical and contemporary issues. constitutional system. Benchmark B: Individuals, Households, Businesses, and 4―Tracing territorial expansion and reform Governments movements in the United States. 1―Identifying factors that cause changes in supply and 5―Analyzing the origins, major events, and effects of demand. the Civil War and Reconstruction. 2―Analyzing how supply and demand, price, 6―Analyzing the development of industrialization and incentives, and profit influence production and examining its impact on American society. distribution in a competitive market system. 7―Describing the immigration and internal migration 3―Analyzing the impact of governmental taxation, patterns that have occurred in the history of the United spending, and regulation on different groups in a States and examining the cultural and social changes market economy. that have resulted. 4―Analyzing the causes and consequences of 8―Evaluating the significance of the Progressive worldwide economic interdependence. Movement. 5―Evaluating the effects of domestic policies on 9―Analyzing the rise of the labor and agrarian international trade. movements. 6―Analyzing Louisiana's role in the world economy. 10–Explaining the changing role of the United States in world affairs through World War I. Benchmark C: The Economy as a Whole 11–Analyzing the causes, developments, and effects of 1―Explaining the meanings of economic indicators the Great Depression and the New Deal. such as Gross Domestic Product, per capita GDP, real GDP, CPI, and unemployment rate. 12–Analyzing the origins, events, and results of World War II. 2―Explaining how interest rates, investments, and inflation/deflation impact the economy. 13–Examining and summarizing key developments in foreign and domestic policies during the Cold War era. 3―Analyzing unemployment and income distribution in a market economy. 14–Analyzing the economic, political, social, and cultural transformation of the United States since 4―Explaining the basic concepts of United States World War II. fiscal policy and monetary policy and describing their effects on the economy. 15–Explaining the major changes that have resulted as the United States has moved from an industrial to an History Strand: Time, Continuity, and Change (H): information society. Students develop a sense of historical time and historical perspective as they study the history of their 16–Analyzing developments and issues in community, state, nation, and world. contemporary American society.

17–Discussing and demonstrating an understanding of A. Future Homemakers of America (FHA/HERO) is the recent developments in foreign and domestic policies. national student organization that serves and supports family 18–Discussing and demonstrating an understanding of and consumer sciences education. At the heart of recent developments in foreign and domestic policies. FHA/HERO is involvement in projects and activities that students plan, carry out and evaluate themselves. These Benchmark C: World History projects create ideal opportunities for students to both 1―Analyzing the development of early human develop and apply family and consumer sciences skills while communities and civilizations. demonstrating mastery of the standards. FHA/HERO 2―Making generalizations about the cultural legacies projects' "end products," portfolios, project reports, skills of both the ancient river and the classical civilizations. demonstrations and more, offer relevant, authentic means to assess student learning. Through their FHA/HERO 3―Analyzing the origins, central ideas, and worldwide involvement, students sort out thoughts, analyze situations, impact of major religious and philosophical traditions. set goals, interact with others, apply classroom knowledge 4―Summarizing the developments and contributions and become leaders in today's and tomorrow's families, of civilizations that flourished in Europe, Asia, Africa, careers and communities. FHA/HERO members encounter and the Americas. situations through which they: 5―Analyzing the consequences of the economic and 1. apply skills in family and consumer sciences, cultural interchange that increasingly developed among the peoples of Europe, Asia, and Africa. academics and communication; 6―Analyzing the impact of transoceanic linking of all 2. accept responsibility; major regions of the world. 3. experience leadership; 7―Analyzing the political, cultural, and economic 4. learn to plan, implement and evaluate individual developments and trends that resulted in the transformation of major world regions. and group action; 8―Explaining how the emergence of territorial 5. build relationships; empires in Europe, Asia, and Africa unified large areas 6. develop appreciation for diversity; politically, economically, and culturally. 9―Tracing the expansion of European power and 7. analyze and solve problems; economic influence in the world and examining the 8. adapt to change; impact of this expansion on societies in Asia and the Americas. 9. explore careers; 10–Analyzing the impact that political revolutions and 10. establish positive career-related attitudes and habits. new ideologies had on societies around the world. B. FHA/HERO is an integral part of the family and 11–Evaluating the economic, political, and social consumer sciences education program. In the local school, consequences of the agricultural and industrial chapter projects and activities stem from and enhance family revolutions on world societies. and consumer sciences programs of study. FHA/HERO 12–Analyzing the patterns of worldwide change that chapters give students expanded opportunities for emerged during the era of Western military and knowledge application, leadership training, community economic domination. involvement and personal growth. Many of these 13–Analyzing the causes and international experiences occur during class time, while others may occur consequences of World War I, World War II, and other out of class. 20th century conflicts. C. FHA/HERO National Programs. Future Homemakers 14–Analyzing the international power shifts and the of America offers a variety of national programs to guide breakup of colonial empires that occurred in the years and motivate students as they develop projects related to the following World War II. family and consumer sciences national standards. 15–Explaining the worldwide significance of major D. FHA/HERO Program Support Resources. Future political, economic, social, cultural, and technological developments and trends. Homemakers of America offers materials to support all of its national programs, as well as handbooks, guides, activity AUTHORITY NOTE: Promulgated in accordance with sheets, audiovisuals, brochures, The Adviser newsletter, Teen R.S.6(A)(10) and R.S. 17:10. Times magazine, and more. A complete list of resources HISTORICAL NOTE: Promulgated by the Board of created to support students and teachers in their FHA/HERO Elementary and Secondary Education, LR 29:2730 (December 2003). involvement is available in the annual FHA/HERO Publications Catalog. A free catalog is available on request §517. Implementing the Standards through from the Future Homemakers of America's national office. FHA/HERO E. Contact Information. For more information about how NOTE: Throughout this document, the integration of FHA/HERO is denoted below the standard to which it is related. an FHA/HERO chapter can help implement and assess the

Louisiana Administrative Code December 2003 40 EDUCATION family and consumer sciences standards, contact the National FHA/HERO FHA/HERO State Adviser or the Future Homemakers of 1910 Association Drive America's national office at: Reston, VA 20191-1584 Phone: (703) 476-4900 Fax: (703) 860-2713 E-mail: [email protected] Homepage: www.fhahero.org Fax-on-Demand: 1-800-NFO-TOGO AUTHORITY NOTE: Promulgated in accordance with R.S.6(A)(10) and R.S. 17:10. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 29:2736 (December 2003).

41 Louisiana Administrative Code December 2003