Evaluation and Unit Content of Grades 7-12 and Adult Are Suggested For

...

DOCUMENT RESUME ED 028 277 VT 007 983 Guidelines for Home Economics Education inSecondary Schools New Jersey State Dept. of Education,Trenton. Div. of Vocational Education. Pub Date Aug 68 Note-150p. 10 Seminary Place, New Available from-Vocational-TechnicalCurriculum Laboratory, Rutgers University, Brunswick, New Jersey 08903 ($2.00) EARS Price MF-$0.75 HC Not Availablefrom EDRS. Descriptors-Adult Vocational Education,Behavioral Objectives, ConceptualSchemes, *Curriculum Guides, *Occupational Home Economics, Curriculum Planning, *Home EconomicsEducation, *Homemaking Education, Secondary Grades, *Teaching Guides Materials were developed by homeeconomics perSonnelof the Douglass College and the New Jersey Departmentof Education to aid local supervisors,teachers and administrators in planning high schoollevel home economics curriculumsthat will serve students with var ying needs,abilities and interests. Thecurriculum materials reflect the broadened scope of contemporaryhome economics programswhich include family life and consumer education. PartICurriculum Planning, contains thegoals of home economics education, componentsof a comprehensive program, aschematic outline depicting paths to the futurethrough home economics education,suggestions for evaluation and unit content ofgrades 7-12 and adulteducation, as well as home economics related occupationalclusters. Part II--Guidesfor Developing Teaching Plans, lists the purpose and useof guides and desired behavioraloutcomes. Guides are suggestedfor developing and evaluatinglearning experiences in foodsand nutrition,housing, home furnishings and equipment,textiles and clothing, home managemen t andfamily economics, and the familyand child development formiddle and late adolescent level.There is no bibliography but thereader is referred to "References and Aids in the Teachingof Home Economics andRelated Occupations." available as VT 007 606. (FP) GUIDELINES FOR HOME ECONOMICSEDUCATION IN SECONDARY SCHOOLS

State of New Jersey Department of Education Division of Vocational Education Home Economics Unit #

\ GUIDELINES FOR HOME ECONOMICSEDUCATION IN SECONDARY SCHOOLS 4J

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

. i. ,-,i'.' ....,'.) qtate of New Jersey DepdAment-of Education ) Divisicnrof Vocational Education , Home Economics Unit ---) ^

DIVISION OF VOCATIONAL EDUCATION

ROBERT M. WORTHINGTON, ASSISTANT COMMISSIONER

CURRICULUM LABORATORY RUTGERS - THE STATE UNIVERSITY

10 SEMINARY PLACE

NEW BRUNSWICK, NEW JERSEY MEMORAWDUA

TO: The ERIC Clearinghouse on Vocationaland Technical Education The Ohio State University 980 Kinnear Road Columbus, Ohio 43212 Benjamin Shapiro %Vocational Div-Curriculum Laboratory FROM: (Person) (Agency) School of Education-RUTGERS; 10 Seminary Place, NewBrunswick, NJ 08903 (Address)

DATE: February 21, 1969 V

RE: (Author, Title, Publisher, Date)': - State Dept. of Education, Division of Vocational Education,Home Economics Unit;

GUIDELINES FOR HOME ECONOMICS EDUCATION IN'SECONDARY SCHOOLS; August 1968

Stpplementrry Information on InstructionalMaterial

Provide information below which is notincluded in the pUblication. Mark N/A in each blank for which information is not available ornot applicable.Mark P when information is included in the publicatimn. See reverse side for further instructions.

(1) Source of Available Copies: Agency Vocational Division -Curriculum Laboratory Address 10 SeminaryPlag7n7BrunswiCk, N J 08903 Limitation on Available Copies as availablePrice/Unit 2.00 (quantity prices) same

(2) Means Used to Develop Material:. nome economics Dept, Douglass College7 Home Ec. Dept-State Ed Development Group Level of Group stat9 Method of Design, Testing, and Trial Teacher wozyshops

(3) Utilization of Material: Appropriate School Setting Home economics dept. - High School Type of Program hign school class Occupational Focus General home .economics Geographic AdaptabIli: o limits Uses of Material Course and lesson planning Users of Material Teachers

(4) Requirements for Using Material: Teacher Competency Certification Student Selection Criteria ,Maill=r Txme Allotment

Supplemental Media Necessary (Check Which) Desirable

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Source agency address s

TABLE OF CONTENTS

Page Foreword Acknowledgements iii

PART I- CURRICULUMPLANNING

Goals of Home Economics Education 2

Building a Comprehensive Home EconomicsProgram 4

(Paths To The Future Through Home EconomicsEducation 7

Evaluating a Home Economics Program 8

Guidelines for Home Economics Curriculum Planning 7 - 12 Grades 9

Planning for Needs of Adults 13

PART II - GUIDES FOR DEVELOPING TEACHINGPLANS

The Purpose of the Guides 20

Suggestions on How to Use the Guides 21

Desired Behavioral Outcomes 22

Guide for Developing Learning Experiencesin Foods and Nutrition for Middle and Late AdolescentLevel 23

Guide for Developing Learning Experiences inHousing, Home Furnishings, and Equipment for Middle and LateAdolescent Level 58

Guide for Developing Learning Experiencesin Textiles and Clothing for Middle and Late AdolescentLevel 83

Guide for Developing Learning Experiencesin Home Management and Family Economics for Middle and LateAdolescent Level. .104

Guide for Developing Learning Experiencesin The Family and Child Development for Middle and LateAdolescent Level .119

Definitions of Terms 143 FOREWORD

in the This bulletin, "Guidelines forHome Economics Education Secondary Schools", has beendeveloped to serve as acreative administrators in the resource for localsupervisors, teachers, and A I. Ai planning of Home Economicscurricula that will servestudents with varying needs, abilities, andinterests.

Emphasis has been placedfundamentally upon preparationfor personal, family, and communityliving. It will be noted,however, toward the orien- that some of the learningexperiences are directed tation of students foroccupations requiring skillsand knowledges in the various aspects ofHome Economics. Because of the increasing homemaker and need to prepare youth andadults for a dual role of successful worker, educationfor employment hasbecome a recognized This occu- and significant segment ofthe Home Economics spectrum. pational aspect of the HomeEconomics curriculum willbe covered in greater depth in a followingbulletin which is now inpreparation.

No bibliography is includedin this guide. An up-to-date bibr.igraphy has already beenprepared by the HomeEconomics Depart- ment of Douglass College,in cooperation with theState Department Teaching of Education. It is entitled"References and Aids in the from of Home Economics and RelatedOccupations", and is available the Curriculum Laboratory ofRutgers University. that it It is the hope of thoseresponsible for this bulletin may stimulate newand more creative approaches onthe part of those engaged in the field of HomeEconomics education in NewJersey.

Robert M. Worthington Assistant Commissioner ofEducation

Myrna P. L. Crabtree, Director Home Economics Education Division of VocationalEducation

State Department of Education Trenton, New Jersey August 6, 1968 ACKNOWLEDGEMENTS

This publication is the outcome of a Home EconomicsEducation Curriculum Workshop held at Rutgers University underthe leadership of Mrs. Marie Meyer, Associate Professor, Departmentof Vocational- Technical Education, Graduate School of Education, incooperation with the Division of Vocational Education, New JerseyState Depart- ment of Education.

The efforts of many people have contributed to thefruition of this publication. All of them cannot be acknowledged here,but some deserve special recognition. Among these are: Mrs. Florence Heal, Supervisor of Home Economics, State Education Department;Dr. Carl Schaefer, Chairman, Department of Vocational-TechnicalEducation, Graduate School of Education, Rutgers University;Mrs. Alice Hanawalt, Graduate Assistant at Douglass College;andstaff members of the Division of Curriculum and Instruction, StateEducation Department.

Mrs. Marguerite R. Cryer, Chairman of HomeEconomics, Columbia High School, Maplewood, N. J. played a majorrole in the completion of this publication by performing the difficulttask of compiling and editing the final manuscript and incorporatingthe many contributed ideas of field testors and evaluators intothe final product. Special thanks also go to Mr. Benjamin Shapiro,Director of the Division of Vocitional Education, CurriculumLaboratory,and his staff for the preparation of copy in the printingand reproduction of the document.

Finally, the State Education Department expressesits appreciation for the assistance given by all those HomeEconomics teachers, local supervisors, and teacher-educators who contributed tothe field-testing of materials leading to the formation ofthe ultimate product.

This bulletin, then, is truly the creation of manyhands. If it contributes to the development of more innovativeapproaches and creative programs of Home Economics Education inNew Jersey, its architects will have been richly rewarded for theirefforts. CURRICULUM PLANNING GOALS

HOME ECONOMICS EDUCATION

Home Economics Education today has two major goals: Firstly, the preparation for maximum quality of home and familylife for each individual; and Secondly, the preparation forprofessional and non-professional employment in bome economics andrelated occupations.

At the _inning of the twentieth century, emphasisin home economics was limited to a small numberof skills. Gradually there came a real- ization that the patterns of family life werechanging. More families were becoming consumingrather than producing units, and thepsycho- logical function of the family was assumingimportance. There was a recognized need for a broader andbetter-balanced curriculum. The passage of the Smith-HughesAct in 1917 made it financiallypossible, and a broad vocational home economics programbegan to develop which included all aspects of home and familyliving.

The scope of the curriculum now includes thefollowing areas:

Child Care and Development Textiles, Clothing, and Personal Appearance Foods and Nutrition Family Health and Home Care of the Sick andHome Safaty Housing, Home Furnishing and HouseholdEquipment Personal, Family, and Community Relationships Personal and Family Economics Consumer Education and Home Management

Colleges prepare students for Home Economicsprofessional positions in Education, Business, Mass Communications,Extension Work, Social Agencies, etc.

The Vocational Education Act of 1963 stimulatedefforts in the preparation of high school and post highschool students for home economics related occupations, both semi-skilledand skilled. Following are areas which represent clustersof job possibilities for preparation at the secondary and post-secondaryschool levels:

Child Care Services Clothing Services

2 Institutional and Home Services Food Services Housing and Home Furnishing Services Specialized Family Services

Home Economics Education has recentlyadded the dimension of education for wage earning to secondaryschool programs in order to better meet the needs of the large proportionof young people who are entering the labor forcedirectly after high school. Programs are being developed to meetthe dual needs of young women, preparation for successful homemaking and preparation forsatisfaction and achievement in the world of work. It has been projectedthat 40% of the labor force will be women in1970. Facts tell us that women leave the labor force to::aise families and return atvarious stages of the family cycle for both economic andpsychological reasons.

Responsibility of home economics educationfor meaningful preparation of young women for the world of work,aswell as for home and community living, is increasingly taking ongreater importance.

3 BUILDING A COMPREHENSIVE

HOME ECONOMICS PROGRAM

What does a comprehensive home economics program in the high school include? Fundamental to the curriculum is the preparation for personal and family living. Beyond that, the program should be directed toward serving the needs of all students, whether their goal is further education or employment directly after high school.

Components of a comprehensive home economics program:

Basic Home Economics - a sequence of a minimum of two years which shall emphasize each semester instruction in two or more of the following areas of homemakinglipted,so that a minimum of four areas are taught per year and all areas are included in the two years.

Basic courses prepare students for total home and family and may serve as pre-occupational preparation.

- Personal and FamilyRelationships

- Foods and Nutrition

- Personal and Family Economics

- Human and ChildDevelopment

- Textiles and Clothing

- Housing, Home Furnishings,and Equipment

- Home Management and ConsumerEducation

- Family Health and Safety

Special Focus Courses - one semester or one year each for students who cannot take the above sequence or who have a special interest in one area of home economics, such as:

- Family Clothing andTextiles: alterations, selection, care, construction, wardrobe planningand accessory selection

4 - Family MealManagement: organization of time and money; comparative shopping

- Housing, HomeFurnishing, Equipment, Interior Design and Textiles

- PersonalRelationships: living in a family and society; individual roles within the family

- Home Management: decision making; values and goals; learning to organize and control various areas of family living

- Preparation forMarriage and the Beginning Family

- The Young Childin the Family

- Consumer Education

Preparation for Home Economics Related Occupations - courses or cooperative work experiences preparingfor such occupations as these:

Foods - catering food service and preparation for institutions, business and industry hospital kitchen work demonsttation cooking

Textiles and Clothing - alterations and repairs, distributive jobs in fabrics, draperies, ready-to-wear creative sewing dressmaking

Family and Child - serving as aide in day-care center, department store, camp helping a mother assisting in a nursery school caring for the aged, assisting in a nursing home

Housing, Home Furnishings assisting or helping a decorator and Equipment - distributive fields of home furnishing and/or equipment assisting a homemaker in her home

0. On the following page is a diagram illustrating acomprehensive home economics program as suggested here. PATHS to homemaking and/or employment are developed through the home economics program for (1) the student terminating his formal education with high school graduation, (2) the student attending a two-year college, and(3) the student attending a four-year college. Suggestions are made for continuing home economics education at the adult level.

6 g PATHS TO THE EARLY ADOLESCENCEthrough EXPLORINGFUTURE variety THROUGH HOME ECONOMICS areas EDUCATION IMMEDIATE EMPLOYMENT STUDENT HOMEMAKINGdesiring and SEMI-PROFESSIONAL STUDENTHOMEMAKINGCAREER and desiring FESSIONALSTUDENT CAREERHOMEMAKING desiring and MIDDLE AND through selecte LATE ADOLESCENCE DISCOVERING a t h I ir OccupationalIntroductions Opportunities to Careers and Home Economics Sequence Basic inSurvey our Societyof the Family Courses to forPrepare Occupations CoursesSpecial Focus -Special SeriesFocus 1 Education ProgramWork Experience Cooperative One or Two Semester Courses and Home Economics Related Homemaking HIGH SCHOOL GRADUATION Two-YearSpecialized College Training or 1111111111111M111111---11M11111111101MID Four-Year College OccupationsIn-Service / Adult Semi-Professional Home EconomicsProfessional 1 Training I Education Home Economics ProgramCareer Homemaking / Graduate Study HomemakingEducation Adult EVALUATING A HOME ECONOMICS PROGRAM

WHERE DOES ONE START?

In order to clarify what a school's present programincludes, it may be helpful to make a SCOPE AND SEQUENCEchart using a form such as the one below. The curriculum content at each grade leveland in each area of home economics should be filled in.

The teacher may then benefit from studying the contentsuggested for a comprehensive home economics curriculum on thepreceding pages. An evaluation can be made of what is already being done,andconsidera- tion can be given to ways in which the local program maybe extended or enriched.

After establishing this kind of groundwork, the Guidesfor Develop- ing Teaching Plans contained in Part II will have greatervalidity.

Foods Textiles Family Housing, Home Home Grade and and and Furnishing and Management Nutrition Clothing Child Equipment Family Economics

Adult

8 GUIDELINES

FOR

HOME ECONOMICS CURRICULUM PLANNING

7 12 GRADES

HOME ECONOMICS CURRICULUM

The scope of the home economics curriculum includes two aspects: (a) education for useful employment or homemaking; and(b) education for gainful employment or occupational education.

Home economics courses are planned for boys and girls ofvaried interests, needs and abilities. Courses are offered to students who will establish homes of their own after high schooland may also be employed. Other courses are provided for those who will go onfor further education, who may wish to take one or two elective courses for personal or social development. Additional courses are available for students who wish to enter home economics relatedoccupations directly. after high school or will continue training in a two orfour year post high school program in home economicstechnologies or professional careers.

Suggested Units of Study

Through

7th and 8th Grade

Units of study should take into consideration the predominantdevelop- mental characteristics, needs and concerns of earlyadolescents. All units need not be studied at each grade level. Select series of units with appropriate learnings for specific levels.

Suggested Units

- Improving personal appearance - Exploring future careersand occupations - Getting alongwith family and friends - Helping with familymeals - Enjoying and caring for youngchildren - Planning and caring forclothes - Caring for andmaking a room attractive - Using money wisely

01. 9TH THROUGH 12TH GRADE

Some Types of Courses and Sequences

I. Education for Homemaking

A. Basic Two-Year Home Economics Sequence

Each semester of the two-year program shall emphasize instruction in two or more of the following areas of homemaking listed,so that a minimum of four areas are taught per year and all areas are included in the two years.

Home management Consumer education Foods and nutrition Clothing and textiles Child growth and development Personal and family relations Personal and family economics Housing, home furnishings and equipment Family health and safety

The basic two-year sequence can be helpful to students who will later enroll in home economics occupations.

Grade Levels:

Home Economics 1 9th or 10th Home Economics 2 10th or 11th

Time: Single period every day all year or minimum of 200 minutes per week.

Credits: Five credits. Out-of-class assignments are required and should be related to home and community application of skills and information.

B. Special Focus Courses

Courses focusing on special interestsor concerns of students in any one of the following areas may be offered:

Home management and consumer education Foods and nutrition

^"ek Clothing and textiles Child growth and development Personal and family relations Personal and family economics Housing, home furnishings and equipment Family health and safety

Grade Levels:

Any grade level, providing developmentand abilitiesof students are compatible.

Time: Three to five periods per week.

Credits: One and one-half to five credits.

C. Special Senior Courses

Courses designed to prepare the youngadult for home and family living with no prerequisites . A variety of areas are included.

Grade Level: 12th

Time: Five periods per week.

Credits: Two and one-half to five credits.

II. Occupational Education

A. Home Economics Related Occupations

Occupational courses are directed toward preparationfor gainful employment and must be based on theevidence that sufficient job opportunities will beavailable. Courses are planned in the following areas:

Child care services Clothing and textile services Institutional, hospitality industry and homeservices Food services Housing and home furnishing services Special family services

11 Grade Levels: llth and 12th

Time: Five double periods per week or a minimum of 400 minutes.

Credits: Six to seven and one-half credits.

B. Cooperative Work Experience in Home Economics Related Occupations

When juniors are offered an occupational course it is recommended that the second year in an occupational sequence be a cooperative work experience program. This involves one period a day for a related class in the specific occupation and half day on the job in selected work stations.

Grade Level: 12th

Time: One class period plus one-half day on the job.

Credits: Ten to fifteen credits.

12 PLANNING FOR NEEDS OF ADULTS

American society today is increasingly awareof the continuing need for learning after the terminationof formal education, if a person's life is to be full and his experienceschallenging and satisfying. As new problems or opportunities arefaced, new educational needs are presented.

Communities are answering these needsin a number of ways. Courses related to home economics arebeing offered to both men and women for the improvement ofskills and the expansion of interests and knowledge associatedwith homemaking. Employed people are being givenopportunities for upgrading theirposition by furthet education related to their work.

A Few Suggested Topics forAdult Classes

Suggestions for courses in adult educationin Home Economics are given below. The list is by no means exhaustive,but it is representative of th,1 kinds of units inwhich homemakers (men and women) have participated. Unit courses are listed in the areain which major emphasis was placed;however, courses frequently have dual emphases which may not be apparentfrom the title. For example, a unit course or series of lessons onChildren's Clothing may direct attention tochild development or economics aswell as to clothing construction.

- Credit andinstallment buying, getting the bestbuy in money rates - Stretchingthe family dollar - Financialplanning for the family - Tips andmethods of buying that can save money - Shoppingfor food: hints on price, quality, packaging, and comsumer protection - Housing: rental, co-ops, home mortgages, repairs,home improvement frauds - Familyinsurance protection: "breadwinner policies", life, health, accident, liability,industrial, term, etc. - Investmentsfor the individual and family - Gettingthe best values in auto insurance;cutting car maintenance costs

13 Housing and Home Furnishings

- The creative home decorator - Modernizing your home and its furnishings - Furniture repair, refinishing, and upholstering - Improving the kitchen - Selecting, making and using accessories for thehome - Storage space strategies - Arranging furnishings for family living - Decorating the home with color - Exploring and preparing for occupations related to housing and home furnishings

Clothing and Textiles

- Clothes to fit your figure and pocketbook - Pattern designing and cutting - Shortcuts in making clothes - Fitting, remodeling and alteration of clothing - Making children's clothes - Clothing construction (units in beginninL).intermediate, advanced sewing and tailoring) - Use and care of new fabrics - Exploring and preparing for occupations inclothing and textile services

Foods and Nutrition

- Meals for the working homemaker - Ideas for meal preparation and servicefor the active family - Variety in low cost meals - Foods for two -- and company - Meals for modern families - Meals for weight control - Meals for family health - Food for special occasions - Team work in the kitchen - International cookery - Selection and use of"convenience" foods - Getting yourmoneY's worth at the market - Exploring and preparing for food serviceoccupations - New tricks with common foods

Child Development and Family Relationships

- Parents and the teen-ager - Enjoying your child of 8 to12 - Your pre-school child - Prenatal and infant care

e06- - Creative leisuretime activities for the family - The empty nest - newadjustments - Family members grow uptogether - Keys to familycommunications - Preparing foroccupations in child care and family services - Combininghomemaking and wage earning - A realistic look

Personal and Home Management

Snortcuts in meals - Shortcuts in sewingfor the family and home - Management in thehome - Kitchen equipmentand its efficient use - Effectiveutilization of time - Making house care easy -the use of modern techniques and materials - Homemaking timeand money savers - Labor savingdevices - Modern technologyand the homemaker - Preparing foroccupations related to institutional and home management

Health, Safety, and Care of the Sick

- Family bedside caremade easy - Understanding andcaring for the aged - Home care ofthe sick - Mental healthin the family - Safety in the home - Parent-childcommunications in health concerns - Keeping thefamily healthy - Cues for the careof the convalescent child - Selecting andutilizing health services for the family

HOME ECONOMICS RELATED OCCUPATIONAL CLUSTERS

Home Economics education has recently added thedimension of wage earning to its curricular scope. The Vocational Act of 1963 provided financial stimulus to this type ofeducation de- signld to prepare girls and women for home economicsrelated occupations. Generally, these occupations group themselves around certain broad "clusters" or distinctive typesof work.

15 Listed below are some of the more common clusters of home economics related jobs, with a breakdown of some occupations to be found in these clusters.

Suggested Area of Home Typical Occu ations to be Found Economics Clusters in This Cluster

1. Child Care Services Child Care aides-private nursery school, day-care center, playground or recreation center.

Assistant in children's home or hospital, nursery in department store or industrial plant.

2. Clothing Services Demonstrators or assistants; clothing maintenance specialists in homes, department stores; dry cleaning and laundry aides; clothing alterers and assistant seamstresses.

3. Institutional and Home Laundry service workers in Services hospitals, hotels, motels, nursing homes.

Housekeeping aides in hospitals, nursing homes, motels, hotels, and homes.

4. Food Services Supervised food service workers in schools, hospitals, 4nstitu- dons.

Assistants to food demonstrators in department stores and utility companies.

Waitresses.

Family dinner service specialists.

5. Housing and Home Fur- Assistants in Florist shops, gift nishing Services shops, drapery and slipcover busi- nesses, and to interior decorators.

16 Suggested Area of Home Typical Occupations to beFound Economics Clusters in This Cluster

5. coned. Workers in department stores (home furnishings, housewares, china, and glassware).

6. Specialized Family Companion to an elderly person Services Shopping service operator

Homemaker's assistant

Aides in social serviceagencies

17 0' -

DEVELOPING TEACHING PLANS Advisory Committees

It is recommended that membership on the central adult education advisory committee include leadership representatives from various aspects of the field of Home Economics. Since programs may involve education for home and family life as well as related occupational preparation,representatives from agencies, institutions, business, industry and organizations who can make a contribution to both phases of the Home Economics curriculum should be included.

Anti-Poverty Efforts

As programs in Home Economics for adults and out-of-school youth are planned it is recommended that courses bedeveloped to support and assist in the implementation of basic education offerings. Courses in areas such as child care, family health, consumereducation and financial planning, housing and home decoration can beeffectively used to strengthen anti-poverty efforts.

Guidelines for Home Economics Related Occupational Courses

Certain considerations in the administration of these occupationally related courses may be helpful for those who plan to initiatethem in the field. Some of the more important guidelinesare thefollowing:

1. Curriculum is based on the job analysis of a specific occupation.

2. Emphasis is placed on the development of attitudes, behavior, and personal appearance necessary to secure and hold ajob.

3. Qualities and attitudes are the basis for selectingenrollees in a specific joboriented program.

A. Programs are established only when evidence shows sufficient job opportunities are available for placement of trainees.

5. Vocational counseling and occupational information is necessary to help the teacher anddirector of adult education determine needs, employment opportunities, and placement of students in the most satisfactory program.

6. The establishment of a local Home Economics Advisory Committee helps determine work available and to advise and evaluatethe specific emphases of the training program.

19 THE PURPOSE OF THE GU I DES

The GUIDES FOR DEVELOPING LEARNINGEXPERIENCES have been conceived with two purposes in mind:

1. to suggest to the teacher a newapproach to home economics education: the development of generalizations, and

2. to provide the teacherwith concrete illustrations of tested learning experiencesand evaluation techniques that may beused in the development ofgeneraliza- tions.

The material has been organized sothat the generalizations that are sought and the behavioralobjectives are stated in preface to examples of learningexperiences. Parallel with these learning experiences are exemplaryevaluation techniques and tools.

It should be understood that thematerial herein presented is intended to be a series ofsuggestions to help stimulate breadth in curriculum planning. It does not purport toinclude all possible learning experiencesfor a home economics curriculum, but rather should be considared a resourceguide which can be helpful in planning local programs.

It is hoped that the approach thatis presented and the variety of suggestions that aregiven will ignite sparksof imaginative thinking. This publication will serveits intended purpose if teachers areinspired to adapt ideas and to create their own new ways of opening doors toknowledge and experience in home economics education.

20 SUGGESTIONS ON HOW TO USE THE GUIDE

1. Turn to the section of the GUIDE involving the area of home

economics for which you wish to plan a unit of study.

2. Considering the needs of the students involved, read over the

generalizations that are suggested and select one of these

principles that you would like to lead your particular students

to understand.

3. Check as to whether or not the related behavioral objectives,

as stated,arein line with your goal forthis specific situation.

4. Adapt the ideas presented in the GUIDE to your class and unit.

5. Use other generalizations in the same manner.

6. From this background watch your own generalizations and learn-

ing experiences develop and evolve.

21 DES I RED BEHAV !ORALOUTCOMES

MIDDLE AND LATE ADOLESCENTLEVEL

Reveals the personal understandingsand characteristics ofthe good citizen. values Has some understanding and acceptanceof various cultural and influences on family andpersonal life. goals and Has intelligent appreciationand support of democratic principles and of Americanculture, social and politicaltraditions.

Has appreciation of the family as asocial institution.

for Has an understanding of therequirements and opportunities various wage-earning experiencesand vocational choices.

Has skills and competences necessaryfor wage-earning in aspecific aspect of home economics.

Demonstrates evidence of interestin the preparation for achosen vocation.

Has understanding and controlof emotional and physicalself. in the use of Shows evidence of increasedsensitivity and competence logical thinking and problem-solvingprocesses.

Demonstrates understanding andcompetences needed tofacilitate desirable relationships within the familyand other small groupsituations.

Demonstrates ability to applyethical values, as gainedfrom viewing world and in the light events and conditions inthis country and in the of their historical andcultural pasts, to his owndecisions and behavior.

Recognizes the importance ofbeing an intelligent andskillful consumer.

Shows ability in family mealmanagement by theapplication of knowledge and skills relative to foodpreparation. using techniques Shows an understanding ofchildren's needs, and skill in for guiding their development.

22 _

GUIDE FOR DEVELOPING LEARNINGEXPERIENCES 1 in FOODS AND NUTRITION for MIDDLE AND LA"it ADOLESCENT LEVEL

C ONCEPT: The Nature and Significanceof Foods

SUBCONCEPTS: -Fundamentals of Food Preparationand Service

- Functionsof Foods in our Society

- Nutritionand Health

i - Compositionof Foods as Related to Processing, Storage, Preparation and MealPlanning

- ProblemsInvolved in Food Marketing

- Careersand Occupations Related toFoods and Nutrition

23 BROAD GENERAL I ZATI ON:Success in food preparation and service is dependent upon familiarity and understanding of culinary terms and techniques, effective use and care of equipment, practice of safety measures, and knowledge and application of appropriate methods of table service.

Behavioral Objectives: - Understanding of principlesand techniques related to preparing and serving foods so that meals will be palatable and appealing.

- Appreciation of safe and sanitary practices to use when handling food.

Supporting Generalization: Awareness of safety measures, sanitary methods and grooming practices are prerequisites for working in the kitchen.

LEARNING EXPERIENCES EVALUATION

Show and discuss the filmstrip Safety Use a score card to judge neat- in the Kitchen (Carnation Company). ness, safety consciousness and practice of sanitary measures to evalu- Prepare a list of safety hazards ate the application of the generali- found in a kitchen, and discuss pro- zation. cedures which may be used to prevent or handle accidents resulting from Continue to use these score cards them,such as: falls, burns, spilled throughout the course. grease, and cuts.

Ask key questions: - What measures should be taken to prevent - How do you handle the situation when someone has - What kind of fire extinguishers are available?How do you use them?

24 LEARNING EXPERIENCES EVALUATION safety and Demonstrate food preparationduring As lists of demonstrated discussed, which safety and sanitation prac- sanitation practices are practices tices are carefullycarried out. have students describe and unsafe. Pupils spot these practicesand make that might be unsanitary a list forfuture discussions.

and knowing how Supporting Generalization: Having the correct equipment and obtain better to use it properly may savetime, prevent accidents, results.

kitchen equip- Demonstrate the use of varioustypes Prepare a dispJay of Have pupils do of equipment by oneof the following ment and utensils. methods: a trip to alocal appliance the following: Indicate food preparationfo- store; a resource personfrom the - which equipment isintended. utility company; studentdemonstra- safety precautions. tions or teacherdemonstrations. A - Note Describe or demonstrate avariety discussion should follow. - of ways each appliance orutensil may be used. Ask key questions: Demonstrate method ofcleaning - What arethe safety featuresof - each appliance? the appliance. - Whichappliances serve a dual purpose?

Students demonstrate, making something with various typesof equipment. (Example: a meringuewith an old hand egg beater, agood hand egg beater, awhip, a portable electric beater.) How did the equipment affect the volume?Time required?

of cooking terms and Supporting Generalization: Knowledge and application techniques used in recipesaffect cooking success.

25 LEARNING EXPERIENCES EVALUATION

Have student groups demonstrate the Judge the products made, using a preparation of a simple recipe score card, fo l. appearance, (muffins, biscuits, cake mix, etc.) flavor, texture, etc. Determine using: the reasons for differences - correctmethods noted in relation to techniques - incorrectmethods used.

As a laboratory experience, have Have a "Term andTechnique" Bee groups conduct a contestto see as a method ofreview. Discuss which group can prepare a simple and demonstrate any terms or menu using the leastnumber of techniques that are not clear or special pieces of equipment. knOwn to the students.

Brainstorm: How many wayo could a spoon be used? (A variety of utensils can be used.)

and table Supporting Generalization: Although patterns of meal service setting vary with family t....c.ds andvalues and the situation orCile occasion for which the meal isplanned, application ofsocially acceptable table settings and eatinghabits within the culturecontributes toward personal security in socialsituations and perpetuates the social and cultural traditions ofthe family.

Have pupils complete a set of questions, such as the following,being sure that papers are tobe unsigned. - Whatdoes mealtime mean to you? - Indicatewhich of the following items you consider essential for everyday family meals, and give a reason for yourselection.- Suggested items: table, chair, dishes, tablecloth, placemats, eating utensils, serving utensils, serving dishes, center- piece, etc. - Whatmakes a meal a "company" meal?

26 LEARNING EXPERIENCES EVALUATION

- Inwhat ways are family traditions sometimes expressedby means of meal serviceand table settings? board display Collect and compile resultF,. In Develop a bulletin represent the class discussion indicate representa- using pictures which "mealtime". tive ideas of class members. class opinions of

life cycle andoccupational Supporting Generalization: Stages of the family table settingpractices. involvement of family membersaffect meal service and

and table Divide the class into groupswith Report on meal service associated with each assigned to show adifferent setting practices culture or sub-cultural type of table settingand servize a specific society. for a meal,according to afamily group within our situation and occasiondeveloped in Compare table settingand meal group discussion. Examples: service practices in(a) colonial (b) at two or more - Marylives in a small apartment. days and today; socio-economic levels in oursociety; She is planning a slumberparty meals; and. for 3 friends. Indicate a table (c) indoor and outdoor setting and a type ofmeal service (d) formal and informalmeal's. which Mary might use to serve brunch to her friends. - John andSue, a young married couple, both working,arrive home between five andfive-thirty eve_y weekday. John likes to watch and hear the sixo'clock news and sportsreview. Suggest types of meal serviceand table settings that might applyin their situation. - Threemembers of the Brownfamily work different workinghours. Father works six tofour-thirty, including commuting. Son, Bob, works eleven to nineand Sue, a high school student, leaveshome at 7:45 and returnsat four-thirty. Suggest meal serviceand table setting practices forthem.

27 IIMM -1.11 MINO4100111, .1114 glill m

BROAD GENERALIZATION: Foods may be used to aid health, promote status, perpetuate continuity of cultural food patterns, enhance socia- bility, and satisfy psychological needs.

/ .11ImerMOW omml.

Behavioral Objectives: - Developing an appreciationof how food habits differ in various cultural, social, and economic groups.

- Creating an understanding ofthe contribution of socially acceptable table manners to personal security in social situations.

- Understanding the interrelationshipswhich exist between food and mental and physical health.

Supporting Generalization: Food selection and preparation and manner of service reflects food customs of many cultures.

LEARNING EXPERIENCES EVALUATION

Brainstorm: - Name the foods you like. (Use as a warm-up drill) - How many different cultures can you name?

Collate the results of question 2 and use for a brief discussion of different cultures and customs as reflected in foods eaten, methods of preparation and table service.

Divide class into groups with each group selecting a culture to study in depth. Distribute study questions. Have groups give demonstrations of

28 LEARNING EXPERIENCES EVALUATION preparing and serving typical dishes of a particular culture,and conduct tasting parties.

Use sources of information such as: community residents, teachers, books, magazines, pamphlets, TV and enter- tainment media, museums, travel agencies, filmstrips, and movies.

Consider questions: - What cookingfacilities were or are available? - What were or arethe cooling techniques used? - Who did ordoes most of the food preparation? - Were or arespecial utensils needed? - Did or doesthe geographical location affect the choice of food? - Find out as much as you canabout Teacher and class evaluate each pre- one typical dish of theculture sentation for completeness of infor- chosen. How has it changed over mation given, originality, evidence the years? How many variations of research, and general overall can you find for thisdish? impression. - For what eventsdo they custom- arily serve special foods? Of what significance is each food served? (Example: unleavened bread at Passover). - How have thesecultural patterns affected our meals today?

Supporting Generalization: Consideration for other people's enjoymentof food is related to understandingand use of socially acceptabletable manners within the cultureof our times and at varioussocio-economic levels.

Brainstorm: Analyze these repulsive ordistaste- What does table etiquette mean to ful practices, and listsocially you and/or whatspecific kinds of acceptable eating habits ortable eating habits are particularly re- manners that haveevolved as a pulsive or distasteful to you? result.

29 LEARNING EXPERIENCES EVALUATION

Divide class into groups. Distri- bute reference material and judge accuracy and appropriatenessof the suggestions drawn from the brainstorming. From this, formulate a suggested "Guide for Table Eti- quette".

Have pupils go into the school Explain why these practices are cafeteria (unobserved) and note objectionable and distasteful and examples of poor manners. how they affect others. Consider the impression that is given by the pupils who are demonstrating Plan a "Good Table Manners Week" in unacceptable table manners. the school. Enlist the aid of the administration, faculty, student coucil, lunch room manager, and After the "Good Manners Week", students in an effort to improve this technique again could be the table manners in school. Place used to see if there has been posters in the cafeteria promoting any improvement. (This might be socially acceptable table manners. repeated often during the year Have an assembly program or home for a long-range follow-up.) room program devoted toimproving manners.

Compare acceptable table manners of other cultures and chronological times, such as: eating with fingers, the "belch or burp", piling food on fork, making noises with mouth while eating,"saucering coffee", etc., with class's "Guide for Table Eti- quette". If possible, trace the use of knives, forks, spoons, plates, bowls, etc., in present-day customs.

Supporting Generalization: Food may be used as a socializer, anaide in communicating, and as a symbol ofhospitality.

Assign each student the task of thinking about a party she has attended and answer questions: - What typeof party was it? (picnic, dinner, etc.) - Were theinvitations oral or written? - How manypeople were there?

30 LEARNING EXPERIENCES EVALUATION

Use these questions and answers in a discussion about entertaining.

Have class develop guidelines for party planning, such as: - List available resources(time energy, money, physical facilities). - Consider time of year, occasion, and likes and dislikes of friends

Supporting Generalization: Social gatherings require planning, organization and management as well as atmosphere and manipulation of groups and individuals for congeniality and social interaction.

Divide class into groups to plan IAfter the party, the group should e- different kinds of a particular type valuate the event. Key questions: party. (Example: Outdoor parties Did the plans for the party seem might include a chuck wagon barbecue, adequate? Were the plans followed a swimming party, a patio party, or through?Was the food appropriate? a clambake.) Choose one type for a Did the people seem to enjoy the class party. Have committees assign- food? How could the party have been ed to carry out each particular,duty. more successful? (This may be a good time to foster good community relations by inviting The teacher may evaluate each girl parents, local businessmen, etc.) during the party by: student's ability to accept responsibility; Analyze why certain hosts, hostesses leadership; initiative; appearance; and/or social events have become safety and sanitary practices; and famous historically. How have they ability to socialize. contributed to their own or husband's success or social, business or political needs? Example: Pearl Mesta, Madame Alfand (wife of the former French Ambassador), Andrew Jackson's inaugural "open house'', the Kennedy ladies' "tea partied', the Hyde Park hot dog party for Queen Elizabeth and King George.

31 Supporting Generalization: Emotional stresses that in origin areunrelated to foodmay be expressed inirrational behavior toward food - forexample, criticism, rejection, or overeating.

LEARNING EXPERIENCES EVALUATION

Have students role play situations Observe the reactions of eachplayer depicting emotional scenes at the and of the students in discussion to family dinner table. Sample situa- see thestudent's concept of her tions include: position; what each student accepts, - Father scolding sonwho has just rejects, or avoids; how eachstudent broken window while mother is maintains her position in such ways trying to make him eat. as submission,ridicule, respect, - A mother who isover-conscientious and audience reaction to therole about her daughter's weight. playing. - Small childrenwhose father has had a separate meal cooked for Discuss each role play situation. him because he dislikes what they Sample questions: are eating. WI has determined if a food was - A daughter whohas her first eaLn or not? Is there a connection date with a handsome boy follow- between the words we related to ing dinner. foods above and the scenes? Could there be? Can you remember any compa- rable scenes you have seen? If so, what were they?

BROAD GENERALIZATION: Understanding of thebasic classification and sources of nutrients isessential in order to perceive their effects on functions of the body, their relationship to health and toproviding a nutritionally adequate daily diet.

Behavioral Objectives: - Demonstratingintelligent use of acceptedhealth practice and wise action on healthproblems related to nutrition.

32 - Recognizinghealth and nutritional status as a world problem by participating and supporting worldwide humanitarian efforts and organizations.

Supporting Generalization: Foods vary in the quantity and qualityof their nutrients.

LEARNING EXPERIENCES EVALUATION

Using protein foods as an example, have students plan a bulletin board showing sources of animal and vegetable proteins.

Use a map of the world, or an area r:ap. Indicate countric9 where the diet is - predominantlymade up of incomplete protein - predominantlymade up of dairy foods - predominantlymade up of animal protein

Analyze the protein foods in a representative diet. Analyze quality and quantity, and suggest means for improving the quality.

Supporting Generalization: Nutritionally adequate diets may be affected by body metabolism, geographic location, and thepolitical and economic condition of the country or part of the country in which onelives.

Develop cultural and geographic case situations as examples of malnutrition.

Relate type of diet to characteristics of people, their physical characteristics, personality, energy, psychology, and emotional attitudes. Evaluate the economy of the country. What is the relationship to diet?

33 Supporting Generalization: Proteia is the basis of all living cells.

LEARNING EXPERIENCES EVALUATION

To explain the billions of body Evaluate these learning experi- cells which must be nurtured, have ences by having each student keep students examine arm and hand skin an accurate record ofall of the with a magnifier to see the cell food eaten over a three-day structure. period. Analyze nutritive content by making a bar-graph of the Prepare two simple dishes--one of amount of each nutrient a typical complete protein, such as ground day's meals contained. beef; the other of incomplete protein, such as plain macaroni. Compare results with recommenda- Conduct a discussion relative to tions for an adequate diet as these dishes: suggested by the recommended - How can you extendthe incom- allowances (U.S.D.A.). Suggest plete protein dish? ways of meeting nutritive defic- - What role does proteinplay in iencies indicated on personal building body tissue, growth, bar-graph. Plan personal eating energy, resistance to infec- practice changes that will tion? improve individual daily diets.

Have slower students count up the number of servings of each of the Basic Four. List all of the IIempty calories". Have students compare their intake with the number of servings of each of the Basic Four recommended.

34 Supporting Generalization: Nutrition may be affected by selection, variety, storage, and preparation of food.

LEARNING EXPERIENCES EVALUATION

Have students do group research and discuss the ways in which vitamin content may be lost by storage, over-cooking, exposure te air, etc.

Prepare fruit salads made from frozen, fresh, canned, and dried fruit. Compare them for flavor, appearance, and cost in relation to season of the year.

With the aid of food charts, evaluate the products involved as to their mineral and vitamin content.

Prepare vegetcwle dishes using frozen, fresh, canned, and dried vegetables. Evaluate in the same manner.

Use projective sentence techniques to summarize learning experiences. - To preserve vitamin content in fruits and vegetables, - In making a choice between fresh, frozen, dry, or canned fruit, - Cost of vegetable and fruit dishes is influenced by - Meeting recommended food allowances in daily eating patterns involves Have students develop and state - Teen-age diets are often defi- generalizations from this study cient in relative to variations in nutri- - Characteristic teen-age diet tive content of foods and food deficiences can be improved by groups and daily eating habits of teen-agers.

Supporting Generalization: Teen-agers whose diets contain the equiv- alent of four glasses of milk a day are likely to have adequate supplies of calcium, protein, phosphorus, and riboflavin.

35 LEARNING EXPERIENCES EVALUATION

Discuss nutritive content of Draw bome generalizationwith the milk. students relative to: - importanceof milk Brainstorm products made mainly of - how it maybe used milk. - howmuch milk young adults require Compare types of milk availablein - eqnlvalentvalues of fluid your market (i.e.,pasteurized, milk to other dairy products homogenized, certified, evaporated, condensed). Have students collect milk containers to show variety, labels and cost.

Select, prepare and evaluate dishes which are made with milk. Serve eggnogand analyze its nutritional value.

Prepare a cream soup, bisque, or escalloped casserole. Discuss main dishes made with.milk and analyze nutritive values.

Suggest and/or prepare dessertswhich use milk as theprimary ingredient, such as custards, blanc-mange,ice creams, rennetcustards, sherbets, etc. Discuss the use of these dishes in relation to meeting thedaily milk requirements of teenagers.

Supporting Generalization: The body is a machine which builds newtissue, replaces worn tissue and providesheat and energy throughutilization of nutrients.

Plan a rat feeding experiment to Have students developgeneraliza- illustrate the effects of food on tions from these studies. the body. The rat feeding experiment mightbe done in collaboration with the biology department.

36 LEARNING EXPERIENCES EVALUATION

List foods for quick energy. Brain- Plan a well-balanced luncheon or storm for the reasons for which one dinner. Draw some conclusions might need quick energy. from this plan which may pertain Contrast these foods with foods which to the part food plays in pro- provide energy over a long period of pelling the human mechanism at time. peak performance. Give reasons for long term energy needs. Evaluate benefits of orange juice, candy bar, sugar cube.

Supporting Generalization: Food patterns and eating habits can play a major role in improving the health of the child.

Exhibit pictures, with appropriate captions, of well-nourished teen- agers which depict good posture, shiny hair, clean skin and abundant vitality to portray the end result of good nutrition. Have students research and enumerate some of the foods which could be included in the following diets in order to fill the special nutritive needs of the person or situation: The young child The aged In pregnancy During lactation Liquid diet Soft diet Light diet

Have students plan meals and set up trays for each diet.

Invite school nurse or nurse from local hospital to class as a resource person.

37 LEARNING EXPERIENCES EVALUATION

Contrast trays for similarities and Develop a score card and score each differences against the "normal" group presentation of trays for diet. accuracy of: Discuss the basic skills and - nutritional content aesthetic qualities and materials - neatness involved in setting up trays. - appearance - color - appointments - texture

BROAD GENERALIZATION: The chemical and physical properties of foods influence the food's appearance, texture, and flavor and determine how the food is handled, classified, processed, and prepared.

Altering a food's chemical and physical properties through varied agri- cultural practices, genetic research, and technological innovations affects the nutritive value, sensory qualities, and safety of the food.

Behavorial Objectives: - Understanding of scientific principles involved in preparing various types of foods.

- Recognizing the rapidly changing technological innovations found in available foods in our markets and adjusting to the effect of these on food purchasing, storage, preparation and meal planning to meet nutritive needs.

Supporting Generalization: Chemical and physical properties of foods may be classified as to source of nutrients, interaction with other ingredients and purposes which they serve in recipes and as part of meal patterns.

38 LEARNING EXPERIENCES EVALUATION

In class discussion develop lists of Develop score cards to evaluate foods with similar properties, such desired results and/ol character- as: protein foods, starch thickened istics of food products. products, leavened products, cereal foods, etc. Considering interests, abilities and previous experience of class members select a group of foods for further study. Example: starch thickened products.

Conduct a brainstorming session: List Using cookbooks and reference mater- as many examples of as ials, class members investigate the possible: following problems: - thickening agents - Explain possible reasons for - flavorings failures noted in the class ex- - sweeteners periment. If possible create a Report results to class and compile diagram illustrating causes of lists on the chalk-board. the failures, and present to class. Have girls complete a chart on which - Find recipes for variousmilk- are listed foods in each of the above and starch-thickened products. categories. Describe as to feel, Classify these recipes into similar looks, smell and taste. groups by comparing ingredients and methods used. Compare the recipes Divide class into groups and present used in class experiment with your the folloWing problem: lists. Record similarities and You wish to make a smooth, thick differences noted, and present to pudding from a thickening agent, class. milk, flavoring, and a sweetener. Using the lists on the board, determine: - What specific ingredients in what amounts could be used for this project? - What methods of combination and preparation could you use to combine these ingredients? Report to class and compile lists of results. Assign one method and one set of ingredients tr each group to prepare. During the experiments students are

to record: . - Any unusual events observed (boiling over, lumping, scorching, etc.) - Time needed to thicken mixture.

Compare results as to flavor, smoothness, thickness, etc., and record comments.

39 Supporting Generalization: Identification of a food and its ultimate acceptance or rejectiondepends largely upon the sensoryqualities of flavor, texture, temperature, appearanceand aroma.

LEARNING EXPERIENCES EVALUATION

Select a tasting panel. Give each member a sample of a sweet, a sour, a salt, and a bittersolution. Have each student identify each tasteand, by carefully directed testing,locate the area of the mouth whereeach is Matching question: Match foods, vanilla, lemon tasted. e.g., salt, water, juice, maple syrup, and vinegar, Blindfold a panel of students, give with areas of the mouth, e.g.,sides each a few familiar food objects. of tongue, tip of tongue,base of Ask each to smell, taste, feel,and tongue, and sides and tipof tongue, identify them. where flavor is tasted.

Discuss importance of smell in relation to appetite. Suggested discussion questions: - What food aromaswhet your appetite for a meal? (bacon, hot dogs, pizza, bakingcookies, etc.) - Howmight a cold affect the appetite? Have you ever ex- perienced this?

Give each student a mint, andhave them hold their nose and eat it. What did it taste like?

Form a small panel of studentvol- From the learning experiences, unteers. Give each of them a piece develop a list of all things needed of onion (or other strong tasting to identify a food. food). While they are eating it, have them smell vanilla which has been placed into a cup for each volunteer. What did they taste, onion orvanilla? Discuss reasons for results.

40 EVALUATION .101.1, LEARNING EXPERIENCES

Form discussion groups and give each Determine pupil's understanding by a sample question. judging her ability to use all - How could anunacceptable food's sensory qualities in answering a appearance be altered to make it question such as: Your four year acceptable? old daughter is beginning to re- - In what groupsof foods does ject milk. temperature influence accepta- - What factorsmightdetermine bility? Why? What other changes this rejection. Why? occur? - How might youmake milk accep- - Name several foodsunacceptable table to her? to you as a child. Compare their List several possibilities. textures. - What can determine afood's flavor? Group these factors. Report results of discussions to class.

Show samples of spices, seeds, Spice, Seed, Herb Quiz. Select 20 herbs, and flavorings to the class. of the most common spices, seeds, Each student selects one and re- and herbs. Place a sample of each ports on its: source, histoty, on a leet of waxed paper. Space storage, and uses. them around the room and number each one. Allow pupils one minute at each station to determineby observation, smell and/or taste the name of the specimen before her.

Supporting Generalization: Technological changes in foods have changed the nature and availability of products and necessitatedparallel changes in handling, storage, and preparation of foods.

Assign each student a specific food item. Student interview an clder relative or acquaintance to determine food purchasing, care and storage practices of 25 to 35 years ago: - Where did youobtain (milk, eggs, flour, rice, etc.)? - How was this foodpackaged? - How or for what wasthis food used at home? - Where was itstored?

41 LEARNING EXPERIENCES EVALUATION

Discuss and summarize findings.

Using the foods assigned and dis- Compare results with forms of cussed, conduct brainstorming food indicated by the interviews, sessions to determine the forms and develop general statements these foods may be purchased in to explain differences noticed, today. Example: Egg--fresh, such as: freeze-dried, powdered, etc. - variety andnumber of choices available in the market. Divide class into groups, and - decisionmaking involved in assign each group one form of a purchasing and storing. specified food, such as milk - prevalenceof out-of-season (dried, evaporated, fresh, con- foods and foreign, culturally densed). Have each group research identified, and gourmet foods. the manufacturing methods used to develop this product, suggest uses Have class develop generaliza- for the product, and possible tions about when to use each form length of time and means of storage. of food.

Have groups report to the class the results of their research and experiment. Reports might include use of visual aids.

Select one food product to be made by all groups using their type of product, such as custards or mill. shakes. Compare results by evaluating products for flavot, appearance, quality, cost, easeof preparation, and time required for preparation.

Use a specific product, such as milk, and identify: - manufacturingmethod used - storagemethods - uses in foodproducts

42 Supporting Generalization: In the making of a productof given characteristics, there is a relationshipbetween the chemical and physical properties of the ingredients usedand the directions followed.

LEARNING EXPERIENCES EVALUATION

Have students taste and observe samples of products made from the same, or nearly the same,ingredients, but having differentcharac- teristics. Example: gelatin products (gels, chiffons, whips, snows, and whipped creammixtures). A record of differences should be made.

Subject products to temperature changes, and observe and record the results.

Make a comparison of the recipes used for each product, and record differences in methods and ingredients. Groups of students should compare their observations to determine what each specific process does to theingredients.

Have students individually experi- Help the group develop general- ment using the same ingredients izations about the relationship and changing the methods. Note of physical processes in the differences in results. method of preparation to the ingredients used to produce the product.

To evaluate students' learning, use short-answerquestions, such as: - What temperatureand state must gelatin be in before it will whip? - Whathappens to the protein in gelatin when it is whipped? - Whichgelatin product has an added egg white?

43 BROAD GENERALIZATION: Changes intechnological development, popu- lation and consumption patterns affectthe marketing and merchandising practices, prices, quality, choices, andpreparation of food.

Food safety is influenced by the sanitary measuresused in handling and storing foods and by governmentcontrol.

Behavioral Objectives: - Becoming a moreintelligent and economically literate consumer.

- Developing an awarenessof supporting measures of federal, state and local government designed to protect the health and welfare of the consumer.

- Sensing theprincipal problems involved in the operation of our food marketing system.

Supporting Generalization: Food safety is determined by the sanitary measures used in handling and storingfoods both at home and in the marketplace.

LEARNING EXPERIENCES EVALUATION

Show class a wilted head of lettuce, a bottle of sour milk, a portion of brown, dried out chopped chuck steak, a piece of dry, moldy white bread, and frozen peas which are shriveled and full of "snow". Divide class into groups and assign one food to each group. Brainstorm in each group with the Teacher evaluates students' present question: "How might the food have knowledge of causes of spoilage and reached its present state of deter- problems relevant to the storage ioration?" Compile a list of results. and care of foods in the home.

44 LEARNING EXPERIENCES EVALUATION and have class select the most appropriate suggestions. Using reference material, each group traces its particular food through all the stages cf processing, marketing, merchandising, transporting, commerical refrigeration, and food storage at home which could affect its condition. Groups report results of finds to the class for discussion.

Assign trip to grocery store to Use short answer questions to observe marketing and merchandising evaluate both the field trips and of the perishable foods on sale. the demonstration. Suggested questions: Prior to the trip have class compile - What marketingpractices may questions to be answered by their affect the quality of fresh observations. Examples: food products before they are - How are the meatsdisplayed? purchased? - What suggestionsfor storage of - How does it pay tostore foods meats at home could you find on properly? any packages of meat? - How can storagefacilities at - Were thefrozen foods stored home affect food buying? below the freezing line? - When isthe best time to shop - Was there anyrefrigeration pro- for food? vided for fresh fruits and - Whatshould be noted in select- vegetables? ing frozen foods at the market? - Were employeesneatly and appropriately dressed? - What types ofpackaging of fresh fruits and vegetables aided in preseLiation of quality? - Was the milkrefrigeration area clean? Following trip,ask students to present findings to class. Teacher and/or student groups demonstrate preparation and storage of several types of fresh foods for home refrigeration and freezing.

45 Supporting Generalization: Labels on processed foods contain certain information made mandatory by government regulations,but are lacking in much information needed by the consumer.

LEARNING EXPERIENCES EVALUATION

Open four grades of tuna fish and empty into glass bowls for class observation. Have class note differences in quality and appearance. Have class list ways canned tuna could be used in a meal. Which recipes would necessitate using the high-cost top grade? the medium grade? the low-cost grade? Emphasize intelligent consw..er buying.

Using method of inquiry: four Set up table for tasting and numbered dishes containing beef as evaluating each dish for points it is processed (dried beef, covered in the lesson. canned beef, frozen minute steaks, and freeze-dry beef) are placed on a table. Have class observe and examine food. Break into groups and analyze findings based on size of pieces of beef, packing medium, texture, color, etc. Develop possible uses and relative cost of each. Have each group choose a recipe using one of the four types of processed beef. Work out a market order and cost sheet, and prepare the food.

Using a simple menu (spaghetti and Evaluate these learning experi- meatballs, tossed salad, chocolate ences by havingpupils complete cookies, and milk), formulate a a case problem,such as: cost and time analysis of various Mary and Sue plan to serve a food purchases that could be used spaghetti and meatball dinnerfor to prepare this meal. their parents and grandparents on theirparents' wedding anni- Have each pupil report on a shop- versary. ping experience (their own or their - In whatform would they buy mother's, neighbor's, etc.) during the food if time were the most which additional information was important consideration?

II LEARNING EXPERIENCES EVALUATION needed on the package in order to - If cost werethe most impor- help make purchasing decisions re- tant consideration? garding quality, amount, and - If familylikes, dislikes, characteristics of product. Make and traditions were the most a list of all productsneeding important consideration? additional information on the - Whatinformation on the labels, and indicate missing infor- labels of the necessary food mation. items helped in making these choices? Using a recorder, compile a full list of all the information a label could contain to help consumers in making choices when marketing for oods.

Supporting Generalization: Government authorities protect consumers through laws, regulations, and constantresearch.

Show one or all of the following:

"Science Tells Why. . .Food Addi- tives", "The Fraud Fighters", "The Medicine Man".

Analyze as many fad diets as you can for nutritionaland scientific validity.

Invite a pharmacist to discuss present problems facingthe public. Suggested questions for discussion: - Are there anydrugs on the market today whose after-effects are still beingquestioned? - What is thegovernment trying to do to prevent the sale of drugs?

47 LEARNING EXPERIENCES EVALUATION

Have one group adapt a skit based From content of skits, teacher on the old-time medicine manside evaluates students' ability to show techniques, and several other apply previous knowledge learned. groups work up short presentations on current products emphasizing false claims for cures, false labeling. Skits might be used for an assembly program.

Supporting Generalization: Meal preparation time may be decreasedby the use of convenience foods and may also result inreduced costs.

Divide class into four groups, and Draw conculsions from thisstudy have each group select a menu suita- and form generalizations. For ble for dinner, which can be made example: which convenience from both convenience foods and foods meet cost, time, and nu- standard recipes. Adapt recipes to tritive needs more effectively conform to their convenience food than their counterparts made from counterpart in quantity, choice of basic ingredients. ingredients, and nutritive value. On the market order, list the cost of each food for each of the two meals to be prepared.

Have each group prepare both meals, Have each group total cost and once with the convenience foods, time for total meal, and decide and once following the standard which of the convenience foods recipes, recording time per step. it would recommend for use at Compare palatability, color, tex- home. ture, and consistency. With accurate time recordings of the shopping, preparation, and cooking time needed, compile a chart for home use.

Give class a sample set of menus for a week's meals. Develop "situations" and have the class determine which of the items on the menus should be made from convenience foods. Examples might include a working mother, a family of eight on a limited budget, etc.

48 Supporting Generalization: Technological developments that result in changes in the nature of food and food products oftenbring a need for changed procedures in food handling, storage and preparation.

LEARNING EXPERIENCES EVALUATION

Give each group a food whichis new Students evaluate worth of the new on the market, and have themwork out products in relation to cost, con- a recipe in which they substitute venience, taste, etc. this for a standard food in the recipe or work out a new way of serving it. Have each group experiment with its new recipe, and the class taste each one.

BROAD GENERALIZATION: The efficient use of thefamily's resources to achieve goals is basic to the planning, purchasing,storing, preparing, and serving of foods and meals that allow forcreativity, that are nutritious, and that satisfy the family's needs.

Behavioral Objectives: - Becomingsensitive to and competent in the useof logical thinking and problem solving.

- Maintaininghealth in the home.

- Contributing tohealth in small group situations in school and community.

Supporting_Generalization: The less time available for food preparation, the more organization needed to provide adequateand tasty family meals.

49 LEARNING EXPERIENCES EVALUATION

Using pictures portraying abusy homemaker, discuss with theclass the reasons for ahomemaker's time limitation. Suggested content: large family, working mother, one-parent family,handicapped homemaker, fewfacilities in home, sickness in home,unitary family. Brainstorm: How could each homemaker above save ten minutesin preparing dinner?

Develop organization conceptby Through class discussion, teacher demonstration of prepara- develop a master list of prin- tion of a familiar food(salad), ciples for working in an organized manner in thekitchen once in anorganized manner, once unorganized. Have students take when preparing meals. notes on characteristicsof each demonstration.

Divide class into groups. Give Have groups work in pairs. Have each group a standarddinner one groupevaluate the other menu. They are to group on use oforganizational - preparemeal in the least skills and time requiredby amount of time possible. using a checklistdeveloped by Example: -utilize as many organizational the teacher and class. techniques as possible in pre- - Whatfoods were prepared paration, serving time,number ahead? of dishes used, etc. - Whatother ones could have been?

by Present a problem situationin- Evaluate class understanding volving a homemaker wholacks observing their ability to relate organizationprinciples time. Include such information situations. as familysituation, abilities, to suggested and facilities. Have students explain how thio homemaker can provide nutritionally adequate, satisfying meals within herlimi- tations. Iuuatklljlmgakaatkm: The kinds of foods, they waysthey are pre pared, their grouping in meals,and even the manner inwhich they are served and eaten constitutethe food customs that arecharacteristic of a country, a region,and even a family. Though these customs differ widely, they can meet nutrientneeds equally well.

LEARNING EXPERIENCES VALUATION

Form buzz groups and give each Evaluate these learning experi- group a discussionquestion: ences by havingthe students - WhatF.00ds are most important complete a story. to your family? Example: Sally and Dick Martin UNW do families entertainand have been married six months. develop family unity and pride Together, they are managing through the use of food? their own small grocery store. profit they - Whatfood customs, habits, and In order to make a environmental factors influence decided to ke4ap their store open your family's wayof preparing, from 9 to 9 daily and hire very serving, and eating foods? little help. Living in a small Have recorders compile alist of apartment over the storeand answers, and havethe class share trying to save money whenever for the ideas developed. possible are very necessary Sally and Dick. With Christmas Role play a family groupmeeting coming Sally has beenwondering designed to determine those food how she could bakeChristmas associations most important to a cookies and breads for gifts and family and how they could be main- find time for holidayentertain- Realizing that she still tained. Assign parental and child ing. she has roles. List associations and ac- must work in the store, by . . tivities which have meaningfor decided to do these things each family member.

Discuss such questions as: - How canfamily members adjust and use personal resources to maintain family food traditions and meanings in various stages of the family life cycle? - Iseach family member's feelings important? Why?

required to select foods Supporting_generalization:Decision making is that contain the essential nutrientsand meet the ion-nutritive requirements determined by familyincome, preference, and timeavailable.

53. LEARNING EXPERIENCES EVALUATIO

Using a class leader and recorder, By observation determine students' develop a simple check sheet to be ability to use previously acquired used by the class to evaluate daily knowledge for a new purpose. menus for necessary nutritive requirements. Students and teacher develop evaluation sheet covering such Present to the class a sample prob- points as: lem requiring decision making. - contributionsmade by each Example: Pat and John, a recently student married couple, have a weekly food - cooperationof each student budget of $19.00. Pat is employed Monday through Friday from 9-5:30, Have students evaluate their own and John attends technical school results in meeting nutritive and daily and studies evenings. They non-nutritive requirements of the seldom eat out,but they entertain problem situation. friends one night a week for a snack or meal. While they like all foods, By observation, evaluate students it is still necessary for them to use of resources inreaching de- limit their caloric intake somewhat cisions and determine if further to keep from gaining weight. Pat lessons on decision making are and John carry a bag lunch daily. necessary. Also, evaluate each Non-perishable food storage space group's project to see if it meets is limited; refrigerator and freezer the criteria of the problem. space is ample. Divide the class into groups and ask Have students discuss: each group to do the following: - What arethe possibilities for Plan a weekb menu for this couple providing an adequate diet with - Prepare amarket order for the these restricted allowances? menu. - What arethe limitations and - Record costof all foods needed disadvantages? and total all costs. - Recordall decisions made in doing the above. Class resources can include: local food advertisements, textbooks, governmental and commercial food publications, meal planning and purchasing guides, recipe books.

Each group will present their menu and cost to the class. The class evaluates it to determine if it meets nutrient and non- nutrient requirements of the problem.

52 ARNING EXPELIENCES EVAUATIONS

The group relates the decisions necessary and problems they had to stave. Ciass questions the decisions they made.

Visit the local family welfare agency, and find out the amount of welfare funds allowed for food for a family of eight. If surplus foods are provided, what are they? Plan menus and prepare items in relation to this information.

Discuss Food Stamp Plan.

§:Importing Generalization: Changes in resources available to the homemaker produce corresponding changes in equipment and/or storage facilities.

Have each student draw a scale elevation of the inside of her refrigerator. Scale cutouts of jars, cartons, bottles, etc., from a given list of needed weekly foods for a family of four. Each student places these in her refrigerator, considering width and door space only. By discussion, the class compares their results. - Storage features found in different refrigerators, and their value. - Sizes of refrigeratoks. - Combinations that utilize space best.

Develop a bulletin board refrigera- Using present placement of tor elevation showing wise place- equipment and supplies in the ment of containers for space unit kitchens, evaluate place- utilization. ment. Consider convenience to place of first use, ease of seeing, reaching, and grasping.

53 ARNINjXPERIENCES EVALUAT Of

Groups of stu4entf7 can arrange a variety of cans and packages in specific laboratory cupboard areas. Other students can judge results and make suggestions. Suggested questions: - Is adequate roomfor tall cans and boxes available? If not, how might the situation be improved? - Can containersbe easill, viewed and obtained without using a stepstool? - How much spaceis needed to adequately store suggested weekly foods for a family of four? How much for staples?

Present a specific problem to the Observe students' ability to class, such as: Plan the placement apply the things they'velearned of equipment and supplies for a to a particular problem. homemaker who has limited motion and energy. As a group, have class use learnings and suggest ways for her to utilize equipment and storage to save energy.

Assign each student a piece of kitchen equipment. Include large and small equipment, tools, gadg- ets. Also assign a specified cupboard space. Have students research and report or demonstrate:

53a LEARNING EXPERIENCES EVALJATION

- ways thearticle could be used to save time and money features that fill a need and do not duplicate presently owned equipment - cupboard spacerequired for adequate, safe, and convenient storage - multi-purpose useof article For thar research, referclass to textbooks, manufacturers' litera- ture, catalogs, newspapers,and visits to stores.

BROAD GENERALIZATION: Learningexperiences in the school situations for wage-earning opportunities canbe related to application of personal competences,interests, and attitudes in foods and nutrition to prepare themfor available employment and community needs for services tohome and families.

choice of life Behavioral Objectives: -Preparing to make intelligent work.

- Becoming a moreefficient worker through application of learning to actualwork experiences.

- Seeingvocational activities in theircultural and economic setting.

54 Amortigajimagaaglla: The needs, interests, attitudes, and abilities of the persons to be trainedwill affect the instructional program.

LEARNING EXPERIENCES EVALUATON

Administer a standardized test leasuring personal interest and atatudes about jobs and locations (State Employment Office). There is a position for a food Use resource persons to introduce service worker at the hospital. the "world of work" to the group. Hours are 6:30 a.m. to 3:00 p.m.; 10 minute break inthe Discuss working papers. Bring morning, and 15 minutes for copies to class and fill them out. lunch. Wages are $1.25 per Have students look up laws concern- hour. Questions asked: ing a field of interest and report - Would you acceptthis job? to the group. Make sure reasons - If youwould, explain. for laws are understood. - If not,why? Teacher observes attitudes and Invite a food service worker to reactions. speak to the group and relate experiences, satisfactions, and duties. Follow with question and answer period.

Supporting_generalization: Skill in food planning and preparation can be used to satisfy family values and goalsfor gainful employment.

Assign each student the job of interviewing or obtaining information firsthand frn a resource person in her field ofinterest. Have student return this information to class.

55 SupssjLtiag_gsrieralization_: There is a need for occupations which provide food services to families in the home, ',crams in an institution,agencies, business and organizations.

LEARNING EXPERIENCES EVALUATION

Have each student select an area of interest and interview a local person in that particular type of job. Re- port to the group. Discuss wages, hours, benefits and responsibilities of each job.

Make an arrangement for an observation of the school lunch program during operation.

Invite the president of the Chamber of Commerce to speak to the group on job availability in the community.

Using the local newspaper provide List qualifications that a possible class with several classified adver- employer would look for in a pro- tisements, such as: "Wantedlyoung spective employee for specific man for part-time work in the vege- situations. table department, Foodtown Markets. Call Mr. Mandon at 388-4563". Discuss the ways in which a class member might apply for available positions. Com- pile a list of steps or procedures to follow.

Present and discuss a case problem, Have pupils develop and state such as: generalizations relative to the A dinner is to be served next Friday differences encountered in plan- night (June 10) to ning, preparing and serving meals It is scheduled for 6:30 and is to for small family groups and larger be served in the school cafeteria. business or social groups. Approximately 200 men are expected. The tickets will cost $2.009and this is supposed to cover table decorations

56 LEARNING EXPERIENCES EVALUATION as well as food. In addition to the regular employees, two additional cooks can be employed from 2:00 until 8:00 p.m., but they are relatively inexperienced. The Kitchen will be available for use only after 2:00 p.m. on Friday. The following menu has been suggested: Oyster Cocktail, Broiled Steak, French Fried Potatoes, New Asparagus with Hollandaise Sauce, Tomato and Watercress Salad, Homemade Rolls, Butter, Strawberry Shortcake, Demi- tasse. Suggested questions for discussion: - What factorsshould be considered in planning menus for large groups? - What foodswould you suggest as substitutes for food items in the above menu? - Can youmake some suggestions for time planning in relation to the preparation and serving of tlie revised menu?

Investigate possibilities of summer employment in food service field.

Take a field trip to the diet kitchen of a hospital.

57 GU 1 DE FOR DEVELOP 1 NG LEARN! NG EXPERIENCES i n HOUS I NG, HOME FURN I SH NGS, AND EQU PMENT for MIDDLE AND LATE ADOLESCENT LEVEL

C ONCEPT: Individual, Family, and EnvironmentalInfluences on Housing

SUBCONCEPTS: - Variations inFamily Housing Needs and Desires

- TheRelationship of Income and Personal Pref- erence to Type, Style, andAmount of Housing Space

- InteriorFurnishing and Decorating

- Equipment

- Home Lighting

- ManagementProcedures

- Careers andOccupations Related to Housing, Home Furnishing and Equipment

58 BROAD GENERALIZATION:The process of housingis an economic, social, psychological andphysical means of meetingthe shelter needs of the individual andthe family.

of the differences inthe Behavioral Objectives: -Developing appreciation ways thatfamilies meet theirhousing needs.

affect choice of housing. -Recognizing factors which

cultures meet housing Supporting Generalization: Ways in which different traditional factors, thesize needs are influenced byclimate, economic and of the family and thestate of the familylife cycle.

LEARNING EXPERIENCES EVALUATION interests Ask student volunteers toshare know- Survey class to discover Ask students to read ledge of the housing ofother cul- and need-4. the statements and markthose that tures. Divide class into groupsand assign housing researchprojects in a interest them the most: learn how to plan variety of cultures, such as: - I need to when choosing a place tolive Chinese, American PuebloIndian, Eskimo, Northern European,South Sea because: choices Islands, Japanese, Mexican, etc. a. I know that making is the most importantpart Reports might include: of planning. I'm going to have my own - Anoverview of values andneeds b. place to live in the near expressed in the housing ofthe future. culture. about illustration of an item of c. I want to know more - An making particular interest from the helping my family in decisions with regard to culture, such as: Pueblo Archi- home. tecture, Igloo construction, our present know something about Japanese Gardens, etc. - I want to how other peoplelive.

4 LEARNING EXPERIENCES EVALUATION

- A socio-drama of a particular - I want toknow more about: aspect of housing of the culture, a. furniture selection and ar- such as: sleeping arrangements, rangement meal preparation, recreation, or b. the features I shoulJ look entertaining. for in purchasing household furnishings Compare: how to manage a home more - Types of housing in various parts efficiently of our own country. insurance coverage for a Types of housing in one city or house community. Characterisitcs of housing for Sample of projective technique to various atages in the family test the ability of the student to life cycle. understand differences in the various cultures: In studying cultures we State reason for housing conditions noticed that people have different and types in relation to climate, types of shelter because socio-economic level of families, size of family, stages in family life cycle, tradition and family values.

Have a representative of the local Housing Authority discuss types of housing available in community.

Visit community-sponsored projects.

SupportinK Generalization: The meeting of family needs and interest in housing remains relatively constant but changes witb changing times.

Visit a local historical restoration and/or Show films on colonial times in America. !O./or Use students' experiences from family travel as a resource for early housing in United States. Slides, il- lustrative material and photographs can be shared with class.

60 ARNING EXPEE CES EVALUATION

and/or Draw upon faculty and other community resources such aslibraries,.museums, and other schools or information.

Have students use an outline as a guide to observations. For example: - Countthe number of ways in which each room was used. - What equipmentdid you find in the kitchen or other areas of the house? - What material wasused to make the equipment? - How didthey store their posses- slions? - What werethe provisions for light and air? - Look forfurniture that would be used for more than one purpose. - Look forevidences of source, use and disposal of water. - What evidencesdid you find of how colonial housing affected the social patterns and actions of the family?

Following field trips, filmstslides, Discuss and state how many new or other presentations, compare things you learned and how many colonial and contemporary housing. were clarified bythe trip and/or Suggested discussion questions: from class activities. - Identifycertain pictures or describe houses representing various economic levels inboth colonial and contemporary housing. - Comparemethods of providing ventilation, illumination, sanitation, waste disposal, water supply, and storage methods between colonial and contemporary housing. - Analyzethe social pattern and activities of the families in relation to both colonial and contemporary housing.

61 BROAD GENERALIZATION: Theamount, style, and type of housing space a family canobtam Is influenced by the location,amount of money available,purchasing power and preferences of thefamily.

Behavioral Objectives: - Developingjudgement in determining the housingneeds of one's own family and in using resources tomeet them.

- Understandingof the significant factors in the selection of housing.

- Developing thedesire and ability to share the home with other members of the family.

AuTarsins.Generalization: The advantages and disadvantages ofbuying an exi.ting house (old or new), buying land andbuilding a house, remodeling, or renting are related tothe needs, wants, and resources of a specific individual or family.

LEARNING EXPERIENCES EVALUATIO

Make a survey of housing in the local area or bring in a resourcepanel (County or City Commissioner, representative of Real Estate Board, Tax Commissioner, mortgage or bank loan officer) to provide background in such areas as these: - rental properties: type, style, size (houses and lots); neighborhood or locational preferences; financing; local taxes and assessments; community controls; special features (zoned heating, air conditioning).

62 ARNING EXPERIENCES EVALUATION

On a community map, indicate housing Case Problem: Mr. and MrsJohnson that is available in the area. are undecided about buying a home. Mr. Johnson is looking forward to a List circumstances which may influ- promotion in about two years that ence a family to rent, build, buy might require their moving to an- or remodel. other location. What decision would you make if you had the same problem Bring out in class discussion: and why? - advantages and disadvantages of renting, building, buying Case Problem: Mrs. Thompson is or remodeling. widowed at a young age (36). She - factors that might be an advan- has three children 9, 7, and 5 years tagefor one family but a disad- of age. She has a job which pays vantage to another. her $85 a week. The house she is now living in is to be torn down to build a shopping center. What decision would you make about reloca- tion if you ware she? Give your reasons why. Take into consideration the panel discussion on housing.

Case Problem: Mr. and Mrs. Firth are newly married. She has a job as a saleswoman at a downtown store. He is an auto mechanic for a nearby garage. Up to now they have been living with her parents. They are trying to decide what type of housing they should have. What would you decide? Give your reasons for your choice.

suparsitaclumilialtiza: Income can affect the amount of living space available to a family.

NNW

Conduct discussion: What part of What are some generalizations that income do most families spend on can be made regarding proportion housing? Divide class into four of income to be spent on housing groups to represent four income for the family? What circumstances levels: less than $4,000; $6,000 might alter these suggested pro- to $7,999; $8,000 to $9,999; $10,000 portions? and up. Have groups suggest several alternatives for fulfilling the housing needs at each income level. Sug- gested references: classified

63 ARIG IXRIECLS VALUATI0 N advert s ments and brokerage listings

Members of a panel r presenting the various income levels present compare and evaluate local housing available at each level of income. Report results to class, and indicate findings on community map.

Use resource people from mortgage and lending institutions to present material dealing with mortgages and home financing, such as: - types of mortgages - mortgage terms - types of housingloans - making the mostof investments

Supporting Generalization: The amount and kind of insurance protection that families and individuals need depends on therisks they are willing to assume and those that can be shared.

Use a resource person from an in- Administer objective test. surance company to present material Example: Place in each blank the dealing with household insurance, letter of the term that best fits such as: the meaning of it. The term may -Homeowner's Comprehension 2olicy be used more than once or not at - Household ContentInsurance all. Mortgage Insurance - LiabilityInsurance Terms -Workman's Compensation or a mortgage Domestic Help Insurance b. Savings & Loan Assoc. Or, construct case situations and c. deed use resource person as consultant d. lease on insurance needs and ways of meeting them. Meaning a lending institution certificato of owner- ship 3. homeowner's policy 4. legal instrument

64 SupportinGeneralization: Style of architecture and type of housing se lected by a family can reflect their interests, values, and pattern of living.

LEARNING EXPERLENCE0 EVALPATION

Prepare mounted illustrations In the following statements in- of houses of various architectu dicate the items that are true with types and styles. Discuss the dit- a T, those that are generally true ferenr houses and how they could with a GT, those that are false with reflect the interects, values and F, and those that are generally false style of family living. with a GF. Using opaque projector, show floor - It is less expensive tobuild a plans of various types of houses and ranch style house than a two- apartments and discuss disadvantages story house of similar size. and advantages of each type. Include - Most homes built today have a cost of operation and construction, distinct and definite style of of housekeeping, amount of architecture. privacy and waete space and adequacy - When planning theliving, of storage space. (Magnetic board working and sleeping areas or flannel board may be used in within a home, one should con- place of projector.) sider the needs and interests or of individual members of the Students bring in floor plans and family. ,'Iscuss them from the standpoints listed above.

StmortimaGenallation:Arrangement of living, working and sleeping areas in a home affects its efficiency, convenience, usability and reflects or influences the activities and interests of individual family members.

Have groups list activities that Case Problem: Mr. and Mrs. Jones could take place in a home and where and their four children, Kathy in a home or apartment they could age 12, Tommy age 10, Bill age 8 take place. Reassemble class and com-and Sue age 6, live in a four and pile one list. Using opaque projector one-half room apartment. show various floor plans. Discuss in - Draw a floor planof the what areas various activities could Jones' apartment. take place. If opaque projector is - List activities which mustbe not available, mount several plans conducted in each room. and have groups check plans and - Is there space for the activi- select areas for activities. Have ties of all family members? students consider the following: - As the Jones cannot move, how can the situation be improved?

65 LEARNING EXPERIENCE EVALUATION

- What activities could be held in various areas of this home? - Does this home have space for all activities? If not, what activities are not provided for? How might this situation be improved? - Could activity be held in more Through discussion, evaluate than one area if desired? students' appreciation ot impor- Reassemble class for discussion. tance of arranging areas within the home to satisfy needs of Role play solutions to the follow- individual members. ing problem: John wants to study, and his sister Jan wants to watch t.devision. Both activities usually take place in the frmily room. Jan had done her homework in the afternoon while John was playing touch football with friends.

St_azarsi_g,r_10enssalizaticm: Well-planne storage prevents confusion and disorder, releases time and energy, adds to theappearance of the home, protects articles from dust and damage, and makes it possible to locate articles quickly.

Students study the individual needs An objective problem question: and interests of their own family Mr. & Mrs. Adams, with an annual members in regard to kind and amount income of $7,000 a year, live in of storage space needed. List each a six-room house with 3 bedrooms, family member's needs separately; attic, and basement. They have then organize family's need as a five children, three daughters, whole unit. Analyze how each plays ages 17, 13, and 10; and two a part in the distribution and use sons, ages 15 and 5. In order of the storage areas with recommen- for them to use their storage dations for improved use where space efficiently, it will be needed. necessary for Mr. & Mrs. Adams to: (Place an X adjacent to good solutions, and an 0 adjacent to poor solutions.) Give largest closets to the girls. Have Mr. Adams build cabinets in all bedrooms to store extra items. Provide a variety of individual storage areas for each member of the family to keep in order.

66 EVALUATION LEARNING EXPERIENCES

Place an X adjacent tothe reason/s that support yoursolution to the aboveproblem and an 0 opposite the poorreason/s. The easiest way to get more storage space is to move. The storage space a personre- quires depends onhis needs. Girls always need morestorage space thanboys. Mr. Adams has ahobby of car- pentry.

arrangement of BROAD The family'sselection and interior furnishingsis related to thelocation, expected permanency and pattern for of abode, size ofthe family, itsaesthetic appreciations living. sr

ability to assume re- Behavioral Objectives: -Developing the desire and sponsibility for creatingand maintaining asatis- fying home.

-Understanding the relationshipof a house and its furnishings to satisfactoryhome life and thedevelopment of family members.

elements and principles Supsssitai Generalization: Awareness and use of the achieved in theselection of of design are related tothe aesthetic effects home furnishings.

Share with Sample pre-testquestions: Administer pre-test. ef- illustra- -Horizontal lines give an pupils carefully selected b) length Pass fect of a) delicacy, tions of various interiors. liveliness. pictures around the roomuntil each c) restfulness, d) long room may appearshorter pupil has found one that isliked - A a) bright lighting onthe very much. When all selectionshave by

67 ARNING EXPERIENCES EVA UATION been made, ask pupils to decide short walls. b) keeping all the reasons for their choice. walls the same color. c) using As reasons fall into the various room dividers. d) painting both classifications of "cozy","comfort- the short walls lighter thanthe able", "different", "restful", long walls. "pleasing" or "interesting colors", - To addwarmth to a room furnished etc., have class group pictures on in pale gray, black andwhite, bulletin board according to the which of the following colors final descriptions given. would you add? a) bright tur- quoise, b) pale blue, c) magenta, d) tangerine.

Divide class into groups and assign each group a set of pictures toanal- yze. Provide pupils with reference material and a set of questions such as; - What isthe overall effect of the room? (More than one effect if 4 possible); a) feminine b) masculine c) exciting d) dignified e) lively 0 restful - What is thepredominant line used in the room that helps create this effect? a) horizontal b) vertical c) diagonal d) curve List the places you canfind where the predominating line is used. - Whatother lines are used?Where are these found? Analyze the effect. have Have each student arrange furniture By use of opaque projector, shapes on a floor plan to achieve students evaluate each room arrange- balance and create an overall ment from the standpointof balance principle). aesthetic effect. (or one other basic art - On graph paper orditto master draw simple floor plan of a room, locating windows and doors.

68 LEARNING EXPERIENCES EVALUATION

- Distribute ditto sheets with proper scale, Cut out shapes of major furniture pieces for the room.

Supporting Generalization: Choices of furniture and arrangement affect the convenience and comfort derived from the use of home furnishings.

Have chairs of different seat depth and height in class. Demonstrate difference in suitability as to comfort and preference of various students by having selected students try out chairs. Differences in height of students, length of legs, torso, and arms in relation to the proportions of the chair will affect comfort. Discuss and summarize results.

Invite a homemaker, a recent high Have each class member summarize school graduate, a father of teen- the results of the panel presentation. agers, a high school boy and girl, In class discussion develop a set of and a junior high student to parti- summary generalizations. Compare cipate in a panel discussion of the with supporting generalization. question: "What makes a room seem homelike?" Suggested lead questions: - What is your favoritecorner? If you have one, why do you enjoy it? - Do you like tocontribute your opinions when choices concerning color, purchase of furnishings, and arrangement of living areas are being made?Why? - What are your majorcomplaints about household furnishings and their arrangement? - What do youconsider to be the most important factors to consider in furnishing a house or apartment? Why?

69 §apj2smting_leargiailliat: Knowledge of the family cycle and expansion or reduction of family needs can affect decisions concerningselection of interior furnishings.

LEARNING EXPERIENCES EVALUATION

Divide the class into groups of 6. Allow 6 carefully timed minutes for discussion of the following situation: Jim Watson and Eileen Peabody are planning to get married after Eileen graduates from high school. He is a plumber's apprentice and Eileen hopes to work after marriage. They have $600 saved for furniture. After careful planning for their first year of marriage, they expect to save $25 a month for purchasing additional furniture needed, They have leased a three-room apartment and are hoping to purchase their own home in three to five years.

Have groupslist the factors this Provide each pupil with a floor plan couple will have to consider when of a simple 3-room apartment. Have selecting their furnishings. Report pupils use local resources to results of discussions to class and determine the least expensive plan summarize on chalk board. for furnishing the apartment for: - A newlymarried couple Present select pictures of various - A couple with youngchildren rooms to the class. For each picture - A family with teenagers pose the following question: "Who - A retiree couple would feel most comfortable in this Compare and discuss results. room, a person aged4, 17, 35, or 70?" Determine reasons for answers Readminister pre-test and compare given. Arrange for a field trip to results. a furniture store, a housingde- velopment or a mobile home.

70 BROAD GENERALIZATION: The quantity and quatity, as well asselection, cost, and maintenance of equipment is related to thefamily's needs and desires, effective use of space, and economic resources.

Behavioral Objectives: -Developing the ability to select, care for, and safely maintain household equipment.

- Recognizingthe purpose and use of a variety of appliances that may contribute to management of time and energy and family satlsfaction.

savasjaxs_anaguatpla: Financial limitations can affect the quantity and quality of a family's selection ofhousehold equipment.

Discuss meaning of household equipment and distinguish between large and small appliances. As a home experience,have pupils compile an unsigned list of large and small appliances in their houses. Divide class into groups to tabulate results and observe: - Appliances common toall lists. List equipment considered neces- - Any correlationbetween popular- sary by today'shousewife which ity and necessity. didn't appear in houses 20 years, - Appliancesfor which people are 50 years, 100 years ago. willing to save. Give example. - Appliancescommercially available which students' families consider superfluous. List reasons.

Have each class member select a dif- Sample evaluation devices: ferent piece of equipment, research Objective test item: When its method of operation, and visit buying household equipment, stores or read crmmercial material one should consider: to discover: operational effectiveness 1. price 2.

71 LEARNING EXPERIENCES VALUATION

recent model changes and effects 3, on performance and/or appearance 4. possible sales and time of year 5, such sales occur guarantee and/or warantee Problem Essay: You are a newly- available financing and its cost wed with $500 to spend on appli- Each pupil will summarize his find- ances. What applianceswould you ings for the class, buy and in which order? Justify or your answer. Take class to school library to conduct research on equipment through "Consumers Reports" or "Consumer's Bulletin".

Arrange for field trip to household equipment department of a utility company or store where a large selection is available.

Have a utility co, home econ- omist give demonstration on use and care of equipment.

§u2porting_Generalization: Limited space may be a determining factor in the selection of household equipment.

Students search mail order cata- Compile a list of guidelimm which logues, department store brochures, could be used in selecting space- newspapers, and magazines and clip saving equipment. Share in class examples of space-saving features discussion. in household equipment. Explain these features and suggest at leart one situation lihere they might be used to good advantage. Mount on large bulletin board for class to see and discuss.

Compare size of appliances and size of commonly found storage shelves in cupboards and closets, What appliances pose the greatest storage problems? Make some sugges- t-ions for improvements of cabinet storage space in terms of these appliances. 72 Supporting Care and use can materiallyaffect efficiency of operation and length of lifeof household equipment.

LEARNING EXPERIENCES EVALUATION

Students each select an appliance and Each student demonstratesthe safe become familiar with its operation operation and care of hisselected and the manufacturer's recommendatim appliance. regarding its care (including oiling and any repairs which couldbe made in the home). Use equipment available in the Home Economics Depart- ment as well aspupils' homes.

Support:-, Generalization: Materials can influence thefunction of equipment.

material with Display pans made of different meter- Have students match a de- ials,such as aluminum (thick and the phrase which most aptly characteristics thinguage), glass, teflon-coated, scribes the physical pyroceran, iron, copper oraluminum- of this material. Example: clad stainless steel, enamelware, Materials etc., and explain the advantages A. Iron and disadvantages of eachmaterial. B. Teflon C. Aluminum Through the use of leading questions D. Enamelware and/or laboratory experience, guide E. Glass students to see the implications for F. Pyroceran variety in the use of each material based upon their physical character- flumUALSImaasAJEELEgat istics; such as rate of heat con- 1. Light in weight, pits readily, duction, amount of heat retention, good conductor of heat. ease of cleaning andstoring, re- 2. May be used for serving, stor- sistance to food chemicals and/or ing in refrigerator orfreezer, breakage, and weight, visibility of or for top-burnercooking. scratches. food while cooking. Prevents sticking, but Resistant to acid and alkalies, chips readily, poor conductorof heat.

73 STmorting Generalization; Household equipment operates more efficiently and with greater safety if the total power used on itscircuit doesn't exceed the maximum amount specified for this circuit.

LEARNING EXPERIENCES EVALUATION

Use your :ocal utility company as a Explain why two appliances on the resource. Films and/or a demonstra- same circuit might not operateef- tion by the local home service repre- ficiently. Identify evidences of in- sentative may be obtained.Possible efficiency of electrical appliances theme: "How's Your House Power?" when circuits are over-loaded or wiring is defective.

BROAD GENERALIZATION: Efficiency inperforming visual tasks, aesthetic satisfaction, mental health, goodgrooming, and safety are en- hanced by proper home lighting.

Behavioral Objectives: - Recognizing theimportance of lighting for the atmosphere, convenience, and safety of a room.

- Developing theability to judge the adequacy of home lighting and the desire to work with others to improve the :lighting in the home.

Luporting Generalization,: Correct lighting depends on the type, size and placement of light fixtures and sources, and the reflectance value of sur- rounding areas.

Set mahogany or dark-topped desk State a generalization for each against blackboard or other dark situation or type of fixture re- background. 1. Use a 40-watt bulb garding the effect on the amount in a desk lamp with a white, opaque and kind of light emitted or re- shade placed to the rear-left of quired under varying conditions:

74 ARNING EXP RI NCES EVALUATION the desk top. Observe the amount of State a generalization foreach light available to studying. *2. situation or type of fixture re- Substitute a "goose neck" lamp using garding the effect on the amount same size bulb. Observe what has and kind of light emitted or re- happenod to the bulb. Discuss glare quired under varyingeonditions: and Its effect on eye comfort. 3. - dark orlight surfaces Substitute a 40-watt fluorescent bulb. - rough orsmooth surfaces Observe amount of light, * any notice- - fluorescent orincandescent able color changes in clothes, skin, - metalshade vs. open-end opaque, etc., and amount of heat given off or open-end transparent by this tube in contrast to a regular - sizeof bulb or incandescent bulb. 4. Replace - color desk lamp but use a white transparent - positionof light source in shade on it. Observe the amount of relation to eyes light,* but particularly observe the - angleof surface in relation effect on eye comfort. 5. Replace to eyes opaque shade and use a 150-wattbulb. - thecolor of needle and thread Observe amount of light,* and ease when sewing. of reading fine print. 6. Place a red or dark colored blotter on desk. Observe the amount of light* and eye comfort. 8. Tape a white or light-colored paper or lean a white or light-colored bulletinboard against the black board. 9. Have a student sit down at the deskwith an onen book lying flat on thedesk top. Observe light conditions on book.* 10. Prop another book under the top of the original book so that Explain contrast and its implications it rests on an angle. How have light on effectivelighting for various conditions for reading changed?* tasks and situations. 11. Have student assume writing position with paper nnd pencil, holding Have students describe on paperthe pencil with his right hand. Move place where they do their studying desk lamp to the right-rear corner at home including colorbehind the of the desk. Observe the student's desk, type of desk lamp,lampshade then have hand shadow. 12. Place a piece of and type and size of bulb; black material on the desk with a them indicate what they could do to piece of black and a piece of white improve these lighting conditions, thread on it. Which is easier to see? Why?

*At these points students may take light meter readings and record the number of foot-candles of light fall-

75 LEARNING EXPERIENCES EVALUAT ON ing on the book, (or where a book would likely be placed on the desk for study). If your school doesn't own a light meter, you can usually borrow one from your local utility company.

LI222Ellag Generalization: Lighting may affect the emotional climate of a home.

Disucss with the students how you Sociodrama: Students present a might change the lighting in a series of informal plays based on dining room under the following common situations inhomes where conditions: lighting plays a large part in - for aformal meal creating emotional climate such as: - for a family meal - Dad arriveshome after a hectic - for a dinnerfor two on their day at work. anniversary - Sue entertains at abirthday party. - Mother isdoing her laundry.

BROAD GENERALIZATION:I mproving management procedures canbe related to increased satisfaction inpersonal and family life.

Behavioral Objectives: - Identifyingmajor expenditure itemsin daily living and home management.

- Recognizingimportance of safety inthe house and its furnishings.

kapossia&saneralition: Family management can be related togoals and values in utilization of family income.

76 LEARNING EXPERIENCES EVALUAT ON

Use minute dramas prepared and acted Prepare a budget for a beginning out by pupils, singly or in groups, family; food, housing, clothing, to illustrate how a family may make a health, transportation, insurance, decision on buying or renting living saving, recreation, miscellaneous. space. Possible goals to be illus- What is the monthly outgo? Suggest trated include: family security, adjustments tint might be made. financia3 economy, closeness to re- Illustrate with budgetary figures, lated family groups, transportation, pictures, etc. or place of business. Have class make generalizations Have class discuss the necessity for concerning values and goals, their establishing goals before making importance and utilization. management decisions. Points to be covered: - Long term goals vs. imme,diate satisfaction. - Material vs, non-materialistic expenditures. - What an. some alternative plans which could be used to meet the needs of this family. Conduct Problem-Solving Activity; Tom and Jessie Jones have three children. Carol will soon be married; Charles, who is in high school, and Connie, who is in junior high, want to go to college. The parents ore interested in the health and harpi- ness of their family,but they have a big aong_t_prol. In a family get-together they decide to discuss some questions about the way they use their money. Can you help them find ways to answer their questions? - How can Charles and Connie,the two younger children, afford to go to college? - Is our food costing us toomuch? - What kind of wedding can weafford for Carol next June? - Why do we have more moneyprob- lems than Grandpa and Grandma had?

77 LEARN NG EXPERIENCES EVALUATION

- Can we afford a dryer for the laundry room? - When should money be borrowed? - Should dad reexamine his insurance program because Carol is to be married soon? - How much should a family buy on credit or installments?

81.22,22Larra.gmeigazsqLa: Home management can become more efficient with the acquisition of record keeping skills.

Use as a resource person a faculty Analyze your own spending 'habits member from the business education for three months in terms of: department to discuss: - variations in spending (highs - how to develop methods for and lows) keeping household accounts. - unsatisfactory expenditures - types of records and papers to - improvements made be filed for future use, such as sales checks, paid and unpaid bills, securities, policies, and installment payments. - how to check a bank statement and file cancelled checks.

IsespornaLansaliatical: Emotional stress and problems in family relationships, having no connection with money management in their origin, may be expressed in irrational behavior toward the use of family financial resources, such as criticism, miserliness, or overspending.

Ruth and Bob have been friends for a long time and are now engaged to be married. Bob lives with his mother, who has an income adequate for her needs. For several years he has held a position which pays a fairly good salary; but when Ruth broached the subject of buying a home, Bob admitted that he had saved only five hundred dollars. He said they didn't need a

78 LEARNING EXPERIENCES EVALUATION house anyway, as he intended they should move in with his mother. Ruth tried to discuss future financial plans and suggested they draw up a tentative budget. Bob became irritated and declared that the finances were and would be his business.

How good a prospect is Bob as a husband, parent and citizen with reference to the following: - ability to support a family - an understanding of marriage as a partnership - disposition - genuine self-reliance - What, basically, is Bob's "point-of-view"?

How might Ruth help Bob realize that money is a subject that should be discussed and that the spending of money should be co- operatively planned by the family members involved?

Can you suggest any ways that might help Bob and Ruth get started on cooperative planning?

Imptatkajhuraluaslaa: The assumption of responsibility by family members for establishment of good safety habits and attitudes can lead to pre- vention of home accidents.

Divide class into groups and assign Administer National Standard Check each group a specific area of the List for teaching Home Safety, avail- house such as: kitchen, bathroom, able from National Safety Council, or living room. Groups are to study 425 N. Michigan Avenue, Chicago, safety features in their assigned Illinois 60611. Analyze results and area and to prepare a report to be report on change of careless habits. presented to the clat,. Prepare a bulletin board display

79 EARNING EXPERIENCES EVA UATION

illustrating and summarizing group reports. Possible ideas: Kitchen storage of knives, spilled grease, etc. Bathroom - electrical appliances, non-skid shower pad for tub, handles on the walls.

BROAD GENERALIZATION: Learning experiences inthe school situ-. ation for wage earning opportunitiescan be related lo application of personal competences, interests, and attitudes in housing andequip- ment to prepare them for available employment and communityneeds for services to homes and families.

Behavioral Objectives: - Preparing to make an intelligent choice of life work.

Understanding the variety of vocational opportunities that are related to interest, knowledge and skills in the area of housing, home furnishings and household equipment.

Supporting Generalization:The area of housing, home furnishing and equipment offers the individual a variety of wage-earning opportunities.

Make a bulletin, flannel or magnetic Conduct a survey of the local area board display of job opportunities in to determine available wage-earn- the area of housing such as: ing opportunities. List the vari- housekeeping aide ous kinds of services families need motel employment to keep homes, furnishings, equip- sales personnel ment and lawns in order. Which demonstrator ones have vocational or wage-earning implications?

80 Supporting Generalization: The attitudes an individual has concerning a particular job is related to his personal happiness, satisfaction, and success in that wage-earning occupation.

LEARNING EXPERIENCES EVALUATION

Have selected students tape several one-minute dramas and play to the class. Sample: Commentator: Jack Gorden is employed as a furniture salesman in a local store on a commission basis. Mrs. X: Look dear, isn't this a lovely chair? Mr. X: How much does it cost? Mrs. X: Here's the salesman, ask him. Jack: Yes sir, can I help you? Mr. X: How much does this chair cost? Jack: Let me see. There should be a ticket somewhere. Oh yes, $135. Mrs. X: It's just the right color. Mr. X: Does it have coil or flat bandsprings? Jack: Oh, it's well constructed. Mr. X: How do you know? Jack: It's a very good company. Hrs. X: Really? Who made it? Jack: Uh, let's see the label is underneath.. uh..the Hemingway Company. Mr. X: I can read the tag as well as he can. He doesn't know a thing. Let's go. Jack: What a waste of time. Just a nosey couple window-shopping.

Discuss Jack's attitude toward his Compile a list of personal character- customers, the product he is attempt- istics which may contribute to suc- ing to sell, and his chances for cessful on-the-job performance. Du- earning a good living on a commis- plicate and distribute to class sion basis. members.

81 21mIEVANIJIa.leralizaUan: Personal competence in the operation and use of household equipment can facilitate possibilities for employment.

LEARNING EXPERIENCES EVALUATION

Brainstorming sessions: List job opportunities available to a person skilled in the use of such things as: - vacuum cleaner - floor washer and polisher - gas or electric range - ironer Compile and discuss results.

Demonstrate care and use of a specific household appliance or tool. Role play related job opportunities.

82 GUIDE FOR DEVELOPING LEARNING EXPERIENCES in TEXTILES AND CLOTHING for MIDDLE AND LATE ADOLESCENT LEVEL

C ONCEPT: Dress and the Culture

SUBCONCEPTS: - Influences onClothing Selections

- Adornment as anArtistic Expression

- Fabrics,Style and Comt-uction of Clothing

- ConsumerEconomics

- Careersand Occupations Related to Textiles and Clothing BROAD GENERALIZATION: Clothingselection is dependent upon cultural patterns, sociologicaland psychological effects, geo- flraphic environment, and available resources.

Behavioral Objectives: - Viewing currentevents and condit ons in this country and in the worldin the light of their historic and cultural pasts.

- Becomingintellectually able to fcllow moral, social, and economic developments onthe world and national levels and toformulate opinions about applications to clothingpractices.

- Attaining aperspective on present-day events, cultures, and conditions in relation tocloth- ing design, selection, and marketingpractices.

Supporting Generalization:Clothing selected for use by individuals is affected by the stage of technologicaldevelopment of the culture.

LEARNING EXPERIENCES EVALUATION

Teacher Reference: Roach, Mary Prepare a chart comparing the Ellen and Eicher, Joanna Bubolz, characteristics of natural Dressujiciornment and the Social fibers and various synthetic Order. fibers. Have each pupil take Use library a.id other available one synthetic fiberand compare resources and have studentswrite its characteristics with linen, reports dealing with the develop- silk, cotton, wool, and certain ment of synthetic fibers and luxury fibers, such as mohair or blends. Compare the characteris- ango-m. tics of several synthetic fibers with each of the natural fibers. Using samples and illustrations, have students become familiar with different weaves.

Plan and conduct a field trip to a Use short oral reports of these clothing production plant in the projects as a springboard for area. Use films and/or a resource discussion of the influence of person from the textile industry the textile industry on modern to present the latest developments clothing selection. in fibers and production techniques.

84 EARNING EXPERIENC S VALUATION

Suggested Key questions; - How does modern clothingselectionStudents write a brief statement differ from that of World War I stating what they have learned. America? Collect and use to deve3op summary - How does mass productioninfluencn generalizations. our clothing choices? - How has thedevelopment of synthetics affected care and maintenance of the clothing wardrobe?

klmorliag Generalization: The styles and fashions of any given era are a reflection of a culture's moral and aesthetic values.

Assi.gn specific periods of the evolu- tion of costume, such as: Beginnings of Costume - 476; Middle Ages (476- 1500), Renaissance (1500-1600), 20th century America (1900-). Have each girl or group research a period using department resources, school library, or local library. As the research is developing, form Pupils develop a bulletin board a glossary of terms and achronology display of pictures or drawings for a period. Be prepared to present of various historical costumes. findings to the class using pictures Have pupils generalize. and/or line drawings and/or museum displays.

Role play or dramatize a time setting With the use of an overhead pro- related to the periods researched, jector, show numbered plates of such as: two youngcolonial sisters various period costumes. List talking about the clothes another the costume features of that per- teenager had worn to "the meeting on iod as shown in the picture. the last Lord's Day"; an early 20th Write a brief historical sketch century mother, father, teen-age of the history of the era depicted. daughter, young son discussing what to wear when they go to see the new Ford gasoline automobile on display in town; a Roman mother and daughter preparing for a trip to Athens; a primitive man and woman dressing for a typical day. .§11222KUM_Erner at on: Individual clothing se e t on is affected by the itualistic aspe ts of cultural patterns.

LEARNING EXPERIENCES EVALUATION

Using pictures, drawings and reports Have students list activities in developed in the study of aesthetic which they will be involved in a and moral influences on dress, dis- stated time interval. Present a cuss dress appropriate for various set of questions such as: individuals and activities, such as: - Indicate appropriate dress colonial American bride, Renaissance for each activity in: 1850, priest, Primitive hunter, Medieval 1966, 2000. servant, Modern waitress, Crusadev, - What activitieswould you eli- Post World War II soldier, etc. minate from your list and what changes in appropriate dress Use films to present cultural differ- would be necessary if you lived ences in appropriate dress for various in: Japan, Spain, Russia, roles and activities, such as: heads Arabia? of state, soldiers, wedding ceremonies, religious ceremonies, periods of mourning, or national holidays.

§112,22Ltjag_anessi: Sociological and psychological influences affect clothing selection and dress in relation to the personality and role of the individual in the social milieu in which he lives and works.

Introduce students to game called Class members will decide "Who am IMPACT by showing teacher-collected I?" "What is my impact?" pictures from magazines. Suggested test questions: Discuss each picture for roles of the Why do we dress the way we do? individual as shown bythe clothing. List: Technical influences on dress Example: factory worker, famous such as: peer group personality, movie star. - available resources Divide class into groups and chal- - synthetics lenge students to observe individ- - blends uals outside school, in shopping - mass production centers on downtown stores. From Aesthetic influences on dress observations reported, have each such as: group develop a tableaux for the - line and design class using one person to depict - color the impression made by such people as: - accessories a disheveled waitress, well-dressed - grooming practices

86 LEARNING EXPERIENCES EVALUATION secretary, sloppy high school 1 influences on dress such as: student, clerk in men's wear de- - modesty partment, street cleaner, doctor - physical attraction or lawyer. - definitions of decency - religious idealogies Ritualistic influences on dress such as: - bridal dress - mourning symbols - role allocation - social position

,Suoporting_Generalization: Comfort and health of an individual is affected by clothing selection as defined by climatic conditions.

Use library resources and have select Ask students to list items in their ed students research short reports wardrobe which are necessary for which deal with effects of geographic personal comfort during N.J.'s four environment on cultural patterns, seasons, such as (summer) bathing such as: Eskimo culture, Mexican suit; (winter) gloves. culture, etc* Use brief oral reports of these research projects as a springboard for discussions of climate and clothing selection. Divide class into groups of 6 and allow 6 carefully timed minutes for discussion of a problem such as: Jane is moving from Maine to southern California. List those items in her present wardrobe she will no longer need. Also list, separately, those items which she may need to purchase. Report and discuss results.

Supporting Generalization: Peer group influence is a factor in choice of dress and can be in conflict with parental and other adult sanctions.

Use unfinished sentences such as: "My mother never makes me wear ." or "My mother

87 EARNING EXPERIENCES VALUAT ON never lets me wear Compare sentences and decidehe reasons for the restrictions.

Organize a panel of pnrents and stu- Each student review school dress dent leaders to discuss a topic such code, if the school has one. State as: Behavior is influenced by the reasons for agreeing or disagreeing. way one dresses. Suggested key Include any additions that should be questions: made. Discuss and summarize. If the - Is freedom to dress as one pleases school does not have a dress code, a democratic right? discuss desirability and possible - Does dress reflect personal content. characteristics? - Do fads in dress affect peer group acceptance? - How does dress affect poise and self-confidence in social situations?

Supporting Generalization: Choice of clothing can contribute to self-confidence in a social situation.

Survey student knowledge of appropriate clothing for the occasion as they understand it by completing a questionnaire: Where would you wear cotton shift short blue Kodel shorts black strapless satin gown gingham shirtwaist navy linen jumper plaid madras shorts dacron & cotton dress Directions: Circle anything you do not understand. Leave blank any items you would not wear.

Volunteers form a committee to summarize different occasions for which a garment is suggested. Decide if occasions are appropriate with the class. Keep in mind cultural patterns

88 LEARNING EXPERIENCES EVALUATION

Make a list of circled items from the survey for further study and clarification of knowledge of fabrics.

To stimulate analysis of the rela- Help the group decide upon a basic tionship between clothing and self- list of adjectives describing feel- confidence in a social situation, ask ings: sad, happy, gay, etc. Show volunteers to recall a situation or pictures of various outfits either occasion when they felt self-consciousmounted or through the use of an because they were not dressed appro- opaque projector suggesting asocial priately. Then answer the following situation. Ask students how this out- questions: fit would make them feel if they - Why wen: you notdressed appro- wore it to school?Students should priately? use one of the"feeling" adjectives - In what way dJdthis affect your suggested. State reasons for choice. feelings and others' manners to- Total responses and discuss reasons ward you? for decisions made. - How should you act ifthis were to happen again? - What can you do tokeep this from happening again?

Supporting Generalization: Skills, knowledge, time, money and energy are resources that determine selection ofclothing.

Present a problem situation, such as: Jan's family is moving to Florida and the family will travel by car. They will stay with relatives in Richmond, Virginia, over the weekend. Jan is looking forward to going to a square dance Friday evening, shopping and sightseeing on Saturday and to church on Sunday. On Monday they will continue to Florida and will move into their home on Wednesday. Each family member can have a medium-sized bag in the car.

Bring out knowledge by forming three List factors involved in buying, groups: One group survey dresses packing and planning for the trip. found in local stores that would be

89 EARNING EXPERIENCES VALUATION suitable for (a) square dance, (b) Have students summarize information shopping, (c) church. Choose differ- and as a group show influence of ent types of stores. Find out cost 0 cultural patterns, sociological, garments, sketch styles, check work- psychological, and geographical manship and tag information using a conditions and their understanding rating scale. of it.

Have second group find fabrics and mount swatches (obtained by teacher) that will be light-weight, easily packed, crease-resistant, wash and wear, Have them label swatches indicating fibers and combinations of fibers and report to class. Develop a rating scale for wash and wear garments, such as: - Is the garment label"Wash & Wear" or "Drip Dry"? - Are directions givenfor care? - Are trinmings, interfacingsand linings wash and wear? - Are seams smooth, notpuckered?

Have third group collect tags found Arrange a bulletin board to show on ready-to-wear items that givethe good labeling and discuss labels in information needed for the problem relation to it. situation. Study information nReded on a label and make a ratingscale for labels.

sapsotal_mGauallaLtiort: Individual perceptions of clothing needs are influenced by cultural and environmental influences.

Using Jan's problem situationphave each student plan a basic interrelated wardrobe.

Illustrate major garments on a front Evaluate your own wardrobe. Plan view silhouette. Use pictures or new items to buy ormaketo make supplements of accessories and decora-wardrobe more flexible using$25. tive touches. Find the prices on items and tabulate costs.

90 LEARNING EXPERIEICES EVALUATION yesswaaincatiou) Invite a Ask class for volunteers to answer: buyer, store manager and sales person "Have you ever bought something to come and talk to class about the which cost more money than you ex- part they play in helping individuals pected? Why did you?" Analyze the select a well-coordinated wardrobe. results as it relates to knowledge and skills involved in clothing selection.

Role play a situation: Jan comes intoHave students prepare and organize tne department where you are working; a collection of information on she is looking at dresses and coordi- clothing selection for all the fami- nates. Role play your approacn. ly, such as: bulletins, articles, What do you need to know to advise newspaper clippings, booklets,book her? What type of clothes and fabrics sources. Make this information would you show her? available to any student and use the knowledge gained as a basis for a short column in the school newspaper. Run a contest for the title of the column.

BROAD GENERALIZATION: Self adornment canbe used as a medium for artistic perception, expression, andexperiences, and is interrelated with culture.

Behavioral Objectives: - Developingaesthetic and artistic appreciations in relation to self expression throughdress.

- Improving inunderstanding and control of physical self and physical appearance.

smagns_anagiosiaa: Basic elements andprinciples of art can be applied to choice of clothing.

Choose pictures from fashion magazinesHave students make twocolumns on that illustrate the principles of paper, and label one,"Lines that design - dominance, rhythm, proportion,add height". Label the other column, balance, harmony. Have a show and "Lines that shorten". From a list tell to exchange information. of descriptive terms such asthose

91 LEARNING EXPERIENCES EVALUATION

Have girls wear a solid colored out- that follow, unscramble the terms fit to school. Work in groups of 3 or and place them in the proper 4. Use a full-length mirror or mir- column: rors. Give each group several lengths full or pleated skirt of white rug yarn. Have students contrast in outfit use yarn to create line combinations one-piece dress on each other by pinning the yarn to broad hats their clothing. narrow, matching belts The purpr.1 of the group is to help yokes, square necks each girl analyze the effects of V-neck various line combinations on her short coats figure. With the use of a line analysis sheet, complete the following statement: Find illustrations of dresses that The best lines for my use are use these lines. Give at least one reason for each choice. Find examples of the art principles in the costumes worn by class mem- Generalize regarding the effects of bers. Keep in mind that this is line and design on appearance, such an exercise to find applied art as: principles, not costume criticism, - Unequal proportions are more that is, proportion, line, rhythm. pleasing than equal ones. - Horizontallines are broadening. - Vertical lines canproduce a slenderizing effect. - Triangles maybe used to lead the eye to areas needingemphasis and away from undesirable features.

Try on collars and necklines cut Administer objective test questions from cardboard or paper to find out such as: which shapes are most becoming to you. - If your faceis long and thin you may want to avoid: a. high round necklines b. square necklines c. V necklines d. round rolling collars

Make circular collars in different Students complete the following colors with one side of a dull statement: The best colors for material and the other side, in the my use are same color, of a textured or shiny Give at least one reason for using material. Try on the collars. De- each color listed. cide which colors and textures bring out the color of your hair, eyes, and skin best and which are not becoming.

92 kuRojztlag_ertaari: Grooming and mental and physical healthhabits are a basic foundation for personalwell being and a medium of self expression.

EARNING EXPERIENCES EVALUATION

Posture: Using newsprint or shelving paper and a magic marker pencil attached to a ruler, outline individual silhouettes. Note change in body contour from junior high activity, posture defects and assets. Have the physical education teacher demonstrate corrective and strengthening exercises.

Through class discussion ascertain the aspects of nutrition that are directly related to grooming - hair, skin, nails, eyes, teeth, body contour, etc. Have each girl or group of girls investigate one or more of these areas. Prepare a panel discussion on nutri- tivn as it is related to grooming.

Plan to have resource people demon- Have a brainstorming session toformulate strate, lecture, and participate a grooming ratingsheet. Have the pupils in a question and answer period: evaluate themselves. Re-evaluate at Make-up - Cosmetologist intervals. Students write papers on Hair - Hairdresser or beauty problems that may be faced in new school representative routine and environment of college or Sleep, rest, nutrition, and business world. cleanliness - School nurse Mental Health - School psychologist Exercises - Athletic coach or physical education teacher.

Supporting Anintegrated, adaptable wardrobe is the result of thoughtful planning and can result in costumesthat are becoming, appropriate and coordinated in all parts and is amedium of self expression.

93 LEARNING EXPERIENCES EVALUATION

Supply each girl with a piece of construction paper, in the center of which is the picture of a basic coat, dress or suit. Be sure the picture is small to allow working space around it. Plan two complete wardrobes, one for a tall slender girl, the other for a short heavy person. Include: Set lp a bulletin board or display - a different color scheme for case exhibit of a coordinated en- each wardrobe. semble for a high school girl parti- - lines appropriate to che two cipating in an assembly program, a figure types. regular school day, and attending a - accessories football game. Mount the two wardrobes in separate clusters.

Discuss special clothing requiremen s for travel or other special needs.

Plan what to take on a 3-day trip to a specific place, such as Miami, Chicago, skiing trip. Considering means of transportation, what is appropriate. Make project as ambi- tious as time and interest permits.

Supporting Clothing is a form of applied art and can be a means of self expression.

Give each girl a personality analysis sheet to underline adjectives which best describe herself.

Divide into groups. Give each girl 5 x 5 cards--one less than there are people in her group. Each girl will write her name on the cards and pass them to her group. Each girl will walk up and down in front of her grqup and talk for a minute or two about anything.

94 LEARNING EXPERIENCES 0.1100

While she is doing this, the others Find, cut out, mount, and label cos- will write on the card, adjectives tumes that depict each of the six that describe her. CoUect cards. adjectives that describe you best. Write a brief account of why you Each girl will compare self-analysis think this costume denotes the sheet with cards. Circle the ad- personality characteristics for jectives upon which there was agree- which it was chosen. ment.

Show pictures of distiaguished women Discuss: Wha4 does this person and persons dressed in current, beat- express by her dress? Draw out nik, or other fad outfits. such words as dramatic, cultured, sophisticated, casual, worldly, demure. What satisfactions can be achl,eved by dressing in a particular way?

BROAD GENERALIZATION: The fabric, style, and construction techniques determine the use, appearance, and care of a garment; knowledge of these same factors influences consumer practices in the selection of clothing.

Behavioral Objectives: - Attaining orientation to the physicalworld and appreciation of what scientific advancements mean to the clothing and textile industry and consumption practices.

- B2coming a more intelligent andeconomically discerning consumer.

- Improving the ability to judge quality,suitability, and durability of garment construction.

- Developing skill in the selectionand construction of garments to meet the physical, psychological, and sociological needs of the individual.

1140.1.80.1111.11.111.0110.1, ...06.1011111...... =1=-...--

Supporting Generalization: Characteristics of fabrics result from the yarn fiber used, and the weaving, dyeing, and finishing processes.

95 EARNI 0 EXPERIENCES EVALUATION

Students assay appearance and feel of As both a pre and post test,,develop a wide variety of fabrics with de- a fabric swatchidentification test. scriptive adjectives and suggest a Such as: The characteristics of this use for each (winter dress, shorts, fabric are The fiber con- etc.) Post question, "What mPkes the tent appears to be The difference?" weave is-- The dyeing or printing process The finishing process is

Students bring in labels indicating fiber content and finishing processes usPd in ready-made garments. Discuss and incorporete in bulletin board display suggested below:

Divide into groups of 2, 3, or 4. Assign each group a fiber. Group project is to prepare a report or bulletin board showing where fiber comes from and how produced. List advantages and limitae:ions of each fiber studied. Use fabric swatches to show how the fiber may be used in totally different yarns, such as filament nylon and staple nylon.

Students make samples showing Identify each weave of samples prepared. various weaves and knitting patterns, - Why dofabrics of the same weave using paper strips, heavy cord, or have diAlferent appearance andfeel? yarn. Weave with two different colors. Give paper and pencil testconsisting of items similar to the one below: GiVe students a teasel or rough in the following questionscircle the sandpaper o use to produce a nap correct answer from theleft hand as one way of finishing. column and place an x in the blank spaces on the rightthan explain your Show and Tell: Assign 5 minute re- answer: ports on the most common weaving, What fiber makes good travelclothes? dyeing, printing, and finishing A. nylon it dries quickly processes. Students give reports B. linen it is absorbent in class and show samples of fabric C. cotton-wool it does not lint to illuitrate all processes. blend D. cotton-silk it is inexpensive blend

96 LEARNING EXPERIENCES EVALUAT ON

Show films: "Border Weave", The Wool Bureau, Inc.; "Once Upon a Sheep"; "Facts About Fabrics", DuPont; "Cotton-Nature's Wonder Fiber",National Cotton Council and/or Field trip to processing or textile factory. Have students look for processes they have studied and notice machinery used.

AumullimjameralizEtion: Coordination of fabric and style, skills in construction, and creative touches can result in individualized garments.

Conduct discussion session to ver- balize generalization.

Arrange display of sewing equipment; explain use of each; point out those that are essential.

Demonstrate use and care of sewing Survey eachgirl's previous sewing machines. Hold practice session experiences. Analyze the choices for those who have not previously of patternsand fabrics to be sure used machine assisted by those a new skillor technique is learned. who have.

Consider pattern and fabric selection. Demonstrate measurements. Have girls work in pairs to take measurements and determine pattern sizes. Pattern size should be carefully checked by the teacher. Have large display of trimmings to help give ideas for creative touches; class may suggest others.

Have each student construct garment. Use mock-up and/or actual pattern to explain markings and lay-out.

Have each student proceed at own pace with construction of gamLu .

97 LEARNING EXPERIENCES VALUATION

Give instructions on techniques as they are needed.

Demonstrate basic sewing skills such Fashion show. Have student evaluate as hand hemming, mending or patching his own garment and classmates' gar- a hole, sewing on buttons, and sew- ments. Suggest improvements. Calcu- ing in a slide fastener. late cost and compare with similar ready-to-wear garment. Demonstrate ironing and pressing techniques.

Supporting Generalization: Clothing looks better and wears longer when cared for as determined by the fabric.

Set up area to represent closet and Display different kinds of fabrics dresser drawers. Garments are im- with various stains on them. Stu- properly stored (e.g. wool knit dents identify stains, consider type sweater is on hanger). Students have of fabric, consult references and contest to list malpractices. devise procedure for cleaning and Members of class volunteer to correct pressing. situation, explain, and draw up rules for storing garments of various fabrics, and ways of arranging storage areas.

Show life cycle of clothing moth. Demonstrate methods of treating and storing woolens to prevent damage.

Have pupils make illustrated charts showing how stains may be identified by observing (1) appearance, (2) odor, (3) location, and (4) feel of spot or stain.

§apsaInsAseralization: Consumers are able to evaluate important factors in choosing ready-to-wear clothingwhen they are familiar with textiles and construction techniques.

98 LEARNING EXPERIENCES EVALUATION

Brainstorm for information learned Use same dittoed sheet for girls to in fabric study and in clothing evaluate personal garment they have construction that would help in recently purchased, buying a quality ready-made garment. Distribute dittoed compilation for girls to use in assessing a ready- to-wear garment.

BROAD GENERALIZATION: The complex interaction of the world economy, the rapid technologicalchanges in the clothing and textile industries and variations in consumption patternsaffect the cost, quality, and availability of goods to individuals and families.

Behavioral Objectives: - Recognizing theworldwide application of economic principles and the economic inter- dependence of the peoples of the world.

Supporting Generalization: The importing and exporting laws and tariffs influence the production, consumption, cost, quality and availabilityof goods.

Put up a display chart to be filled Identify items in your own wardrobe in by the students. (See end of uniI)which were produced in foreign Separate the students into two main countries. List items and the cost groups: Japan & United States. of each. Determine cost of compar- Assign two leaders, one from each able items made in the United States. group. Leaders assign research to Analyze cost differences in terms students to fill in the display of economic influences, such as: areas. Have the students explain - available resources their area of the display to the - production techniques class in correct sequence. - cost of labor - shipping costs andimporting duties.

99 ARNING EXPERIENCES .ploluivrTs

Have a questionnaire sheet to be Have class discuss and evaluate filled out by all students in full using the questionnaire as a guide. sight of the display, to be used for class discussion.

112222Eling.EmealLusion:The history of fashion is helpful to designers in,anticipating and influencing the consumers'needs and desires inclothing.

From a list of fashion periods, have each student trace and draw one dress on a figure complete with accessories. Paint or color with pencils. Mount with felt on the back and put in chronological order on a felt board.

Brainstorm: "Why do you think styles Using the felt board, have the stu- keep changing?" Explain and discuss dents mount some period designs, "Fashion Adaptations". Have students and some modern adaptions of each. scan fashion magazines and newspapers Suggest reasons for making changes for fasions they feel are adaptions in the original design. of certain periods. Cut out, mount felt to the back. Try to get high fashion and some less expensive copies.

Brainstorm: "What types of designs in clothing are needed in the future?"

Supporting Generalization: The inter-effect of consumer buying and store distribution practices affect the cost, quality and availability of goods.

Set up a mock sweater department in a store. Divide the class into three groups. Put up the"beginning season"sign. First group of girls select sweaters - send a few girls up at a time. Have them go to an area of the room and make a list of "reasons for buying".

100 LEARNING EXPERIENCES EVALUATION

Fut upumid-seasoWdate. Send second group of girls topurchase sweaters a few at a time. Have them make a list of reasons for buying, considering selection available and price.

Bring stock into the store for the next season: Have the students suggest what has to be done with old stock to give room for new.

Fold sweaters, put sale prices on tags, man-handle some sweaters slightly. Put up a sign. Hang the new stock on hangers. Send the third group of girls to purchasethe sweaters on sale all at one time. Give them 2 or 3 minutes to make selections.

After their purchase have them Ha. students evaluate this mock evaluate conditions for buying. store situation in relation to Have them consider any of the follow- supporting generalization. ing points they have not mentioned: - Satisfactionwith purchase - Coordinationwith wardrobe - Variety ofpossible uses - Price - Conditionwhen purchased - Variety andavailability of stock to choose from - Time of yearpurchased and expected use during current season.

BROAD GENERAL ZAT I ON: Knowledge, interest,and ability in the textile and clothing area have vocationalimplications for students with awareness of job opportunitiesand competences in these fields.

101 Behavioral Objectives: - Preparing to make an intelligent choice of life work.

- Understanding the variety of vocational opportunities that are related to interest, knowledge and skills in clothing selection, use, maintenance and construction.

ki222I110.Generalization: A wide range of job opportunities exist in the clothing and textile industries for individuals with varied interess, abilities and aptitudes.

LEARNING EXPERIENCES EVALUATION

Make a preliminarysurvey of possible Develop a bulletin board displaying job training stations in the communityappropriate job titles. Have pupils discuss their conception of what each job involves.

Invite a person from the State Students state some generalizations Employment Service to speakon job regarding choice of job in relation opportunities in your area, qualifi- to interests, qualifications, and cations needed, training required, training required. occupational hazards, and other particulars concerning employment.

Al:sporting Generalization: Factors affectingchoice of jobs include job preference, availability, requirements,occupational hazards, and job advancement.

Have each student prepare a written Make a written plan of objectives report on all available information for obtaining and keeping this job. about a job of interest to her. Pre- sent orally at close of unit. Analyze her attributes for filling this position.

Supporting Generalization: Attitudes,behavior, appearance, and skills can affect obtaining a job, success in job,performance and advancement.

102 LEARNING EXPERIENCES EVALUATION

Obtain from some large companies and Pupils develop a rating scale for display - Character Reference Forms, factors that influence success on Employment Applications and booklets the job. given to new employees. Compile a master list of desirable qualities for the potential employee.

Plan to have a representative of a Set up an assortment of garments charm school or a cosmetic firm and accessories, numbering each demonstrate grooming techniques and item. Pupils select items to com- social graces. plete an interview outfit. State reasons for choice of eachitem and Prepare a bulletin board illustrating analyze the appropriateness of the suitable attire for the interview. outfit for their individual personality and figure type. Role-play situations involving grooming, job etiquette, and employer-employee courtesy, such as: gum chewing, wearing curlers towork and calling boss by first name.

Invite a business education teacher Have students showing skill and to speak on filling out a job appli- interest set up a School Repair cation form, conduct during an inter- Clinic or Home or Community Mainte- view, and keeping records for a small nance Service..Publicize service private business. through fliers, posters and announce- ments, GU i DE FOR DEVELOP 1 NG LEARN I NG EXPER ENCES in HOME MANAGEMENT AND FAMILY ECONOMICS for MIDDLE AND LATE ADOLESCENT

C ONCEPT: Human and Material Resources and ihe Management Process

SUBCONCEPTS: - Management to Achieve Goals of Individuals and the Family

- Factors Affecting Utilization of Economic Resources

- Human Factors Affecting Availability, Demand and Use of Resources

- The Relationship of Managerial Skills to Employment and Effective Home Membership

104 BROAD GENERAL1 ZAT1 ON:Management is the conscious,decisionmaking aspect of homemakingwhich deals with planning, control- ling, and guiding of resourcestoward achieving individual and family goals.

Behavioral Objectives: -Making intelligent use of personaland family resources.

- Becoming agood member of work group.

plapospi.n&iej_m_a: Families and individuals build a lifewith choices made day by day.

LEARNING SITUATIONS EVALUATION

Provide pupils with carefullyselectedMake a list of your choices: family stories from magazines; allow a - made athome today short time for reading. - madein homeroom In groups or individually,identify in - madeyesterday each family situation choicesand de- - duringthe past week cisions that were made in terms offam- - by yourfamily during the ily and individual needs, wants,and past week analyze goals. Share in class discussion and in terms of wants, needs, andlong- Ask lead questions: What are the fami term goals. lies choosing? Are they wants, needs, or long-term goals? Discuss questions such as: - What werethe situations that called for choices? - Classifythese into wants and needs. - Mention atleast three long- term goals for eachcouple. - Showhow the choices theymade could influence thecouples' chances of reaching long-term goals.

105 Support ng Generalization: Available resources vary in families and individuals.

LEARNING EXPERIENCES EVALUATION

Use cards designed to represent re- Using a developed checklist of sources (time, energy, money, ma- individual and family resources, terial goods, abilities) to stimu- have pupils analyze their own late ideas of resources. Display personal resources by indicating the cards. with an S (strong), M (moderate), and W (weak).

Supporting Generalization: The steps in decision making implement the management process.

As a total group, discuss and make as Complete the following sentences complete a list as possible of all ac- indicating the use of management tivities involved in the junior and principles: senior years in 'ugh school. Indicate - I can help myfamily reach a resources necessary to fulfill each goal by activity. Examples: yearbook, ath- - I can use my time tobetter letic participation, class trip, advantage by student government involvement, prom. - I can contribute tofamily resources by Set up problem situations for groups based on these needs and wants.

Discuss steps in decision making such as: - define your goal - list resources - make a plan to use your resources to attain your goal - follow your plan - evaluate results

In groups,work and rework problems applying steps in decision making. Indicate possible decisions and ways of using resources to attain goals.

106 LEARNING EXPERENCES EVALUATION

Have each group report on ways of attaining the goal indicated in the group's problem.

BROAD GENERALIZATION: Theutilization of economic resources isaffected by knowledge, attitudes,values, and interpretationsof the environment (accumulatedthrough experiences).

Behavioral Objectives: - Improvingeconomic competence andindependence in family and smal.t group situations.

ku..2.22.riag_g_eneation: Economic decisions differ forindividuals and families.

.1.11.110

Develop a questionnaireidentifying Referring to pie chart illustra- categories in which teen-agers spend tion, pupils answer thefollowing: their money; each pupil will fill out (examples) the questionnaire forms. - On whatitem does our class spend the most money? Using a student committee, consolidate - Onwhat item does our class and average results of the question- spend the least? naire. Have students use thesefind- - Howdoes this compare to your ings to illustrate 3 or 4 classspend- spendtng habits? ing patterns on a pie chart(low, high, average expenditure levels).

Develop case situations illustrating Have each student develop anindi- varying spending patterns of teen- vidual spending plan showing how agers. 4orking in groups have studentsexpenses can be cutin order to analyze these situations to determine: save money for along-range goal. their - Expenditures forclothing, food, Have them try out and evaluate recreation, or social events. plans. - Areas ofhighest and lowest expenses. - How casesituation compares to class and individual spending patterns.

107 LEAR ERIENCES EVALUATIO'

tow the individual in the case study mizht cut expenses in order to 04Vu money for a long-term goal.

Use questionnaire designed as self- After considerable background is study to enable student to ascertain gained from reading and discussion, his economic values and attitudes have group break up into couples toward patterns of spending. ro work out spendingplan for the first year of marriage. Have each Use filmstrip 'Marriage andMoney" couple make the following decisions from Institute of Life Insurance. based on their choice of vocation Use "A Date with Your Future" from and realistic annual income- Institute of Life Insurance as - What moneywill they include informational material for study in their basic bucet? of economic planning. - Willthey buy a house or rent an apartment? Furnished or unfurnished? - Shall they own acar? New or used? - How muchshall they plan to spend for living quarters transportation instrance (kinds?) medical and dental care food clothing recreation savings gifts Evaluate their ability to plan as "we" instead of "I".

kkortitaa Individual perception of available resources affects persona'. and family living patterns.

Pian and conduct a panel discussion Pupils asked to collect advertise- using resource people from the comments and articles from newsmedia munity. Possible topic: Consumer which illustrate pobsible reasons Problems, Resource people: Community for current family spending pat- Chest, Bankers, Home Management and terns. Examples: easy terms, Family Economics Extension Specialist. readily available charge accounts,

108 LEARN EXPERILNC EVALUATION

Discussion might be guided by the fol- door-to.door salesmen who prey on lowing questions: the uninformed. - What financial problems are of most concern to people in our Display articles on bulletin community? (lack of adequate in- board. come, excessive credit buying, major illnesses of family members) - Are these concerns limited to the local area, or do they reflect national concerns? - What types of financial guidance are available to the community? - Can these financial problemsbe avoided? How is this possible?

Select a student panel of 5 members to read and report on David Caplovitz's book The Poor PaLloys.. New York, MacMillan, 1963. Emphasize the following points: - Extensive credit buying a. lack of cash b. status symbol pressures - Higher interest rates a. lack of down paymenc b. long-term loan c. lack of advice - Lack of knowledge a. unscrupulous retailer b. consumer practices c. advisory services available - Shopping in a small area a. neighborhood stores in slums charge higher prices. b. lack of transportation c. victims of door-to-door salesmen - Lark of communication a. newspaper b. languages differ c. phone repossessed d. consumer magazines

109 "flIEXPER 'ALCATIO

Develop In class discussion a summary Each pupil indicate one or more facts of the information obtained from the learned from presentation. Collect panel presentations. and use as summary generalizations.

Supportinç Ihere is a relationship between knowledge of economic resources and the management potential ofindividuals and families.

Riaati.,21121.12_2,21.1.9 As part of each folder assignment bivide the class into equal groups. develop a list of terms with def- Give each group a folder concerned initions to be used in oral group with one phase of family economics. evaluation sessions. Divide class Possible topics: budgeting, credit ;',11to teams to compete for points. buying, insurance planning, bank Results may be used as part of the services, checking accounts, in- progress chart. Examples of terms: vesting, etc. Each folder contains joint checking accounts, revolving a complete set of references(com- charge accounts, garnishments, term mercial material, application forms, insurance, mutual funds. background readings) learning experiences and evaluation device,J. Progres hart used to indicate Ask each group to complete the assign-when group experiences are comments in each folder and to add pleted in each area. materials regarding each topic using information gathered from After all groups have finished all community resources. folders, administer objective test: Bring groups together at intervals Multiple choice true and false, for general discussions, films, pre- matching items. sentations by resource people, and group reperts of progress.

BROAD GENERALIZATION: Family structure,biological characteristics, and the stage in the family life cycle arecausal elements that affect availability, demand and use of resources.

Behavioral Objectives: - Developing an awarenessof the changing needs and resources of families and individuals.

110 - Recognizingthe interrelat onships between innate characteristics and environmental influences on the availability, demand and use of resources.

AtazergagAsasolizanoji: A change in one resource creates achange in another.

LEARNING EXPERIENCES EVALUATION

By class discussion develop a defini- tion of the term "resources".

Divide into small groups to brainstorm for 3 minutes a list of resources available to everyone. Come together and report results. ,Superior students use reference material to develop categories of Construct a balanced set of scales resources. Such as: from a coat hanger, pipe cleaners and small aluminum pie pans. Use Cultural resources: schools, li- cards with name of a resource cate- braries, museums, books, newspapers, gory on each;and,by demonstration, etc. show that when a resource is made heavier on one side of the scale, Economic resources: income, stocks, some other resource must get lihter. bonds, bank services, etc.

Examples: Football player in the Slow learners: Assist in construc- fall adding additional school acttvi- ting visual display of resources. ty to pupil's day or taking on a wage-earning job while still in Each group will use the scales to school. show how availability, demand and use of resources isaffected by: Use flannel board for lecture demon- 1) different stages of the family stration. life cycle; and 2) a change in structure of a family. Use pictures to present and review the steps of the family life cycle.

Supporting Generalization: Changes in the use of resources may be affected by the family structure. ARNING EXPERIE CES EVALUATION

Divide class into groups correspond ng Use case studies showing family to stages in the family life cycle. histories and problems. Have Have each group do the following: students identify family life cycle - Decide how their phase of the stage and discuss how problems family life cycle will affect the would affect each family member. resources available to the family Conversely, how their resources will be affected by this particular phase. Example; The Be inninFamil High level of income if both members are employed, need to acquire materiali goods, dual roles or nomemaker and wage earner which affects man3 z;e.;44" I of time and energy, etc. ea ,0 Determ4rr, spatt5n e .4a the or40 structure of the fam ly such as addition or oubtraction of a member, or a member who is physically or mentally handicapped; will affect available resources.

Supportin Generalization: Differences in the biological characteristics and families'and society's perception of these affect the availability, demand, and use of resources.

Display in the room, either the names Use scale to show that a handicap or pictures of well-known public affects the availability, demand, figures who have succeeded despite and use of resources and what must a handicap, e.g., Helen Keller, F. D. be added to restore the balance. Roosevelt, Sammy Davis, Jr. Use examples of local people if there are any.

Question and answer period: Group evaluation for the whole - Can you identify these people by generalization: name, career, or occupation? - The trunk of the tree is the - What do these people have in family. common? - The low branch on one side will - Can you name any others? be the family cycle and the small branches extending from this will be the various stages in this cycle.

112 EARNING EXPERIE CE EVLUATIQN

- Whatother handicaps affect a Low branches on the other side person's ability to use re- will be biological character- sources? istics,and the smaller branches - Arethere people among your will each be labeled with dif- friends and acquaintances who ferent characteristics. have compensated for a bio- Branches further up in the tree logical handicap? Explain how will be the family structure they did it. and each class membwr will fill - How did theymake use of the re- in a leaf with the structure of sources available to them? her own family on it. - Flowers onthe tree will be the availability and demand of resources. Fruit will be the use of resources.

BROAD GENERALIZATION: A family's ethnic,technological, socio- economic and geographic backgroundsaffect the availability, demand, and use of resources.

Behavioral Objective: -Understanding the interrelationshipsbetween family and community resources.

Supporting Generalization: Changes in a community influencestability and/ or change in the useof resources. ,o01MraMmll...... 1=11111.=11.01411111,41110.

Assist pupils in conducting a communityUse a summary of informationlearned survey. Assign pupils to different about the community to construct a sections of survey, either individu- bulletin board display. By use of ally or in groups. In class discuss- cards or pictures illustrate avail- ion, develop a profile of available able community resources. community resources. Using a checklist of community Discuss other communities with which resources, have pupilsdetermine the students are familiar. Emphasize those available and indicatewhich that available resources differ in they and/or their families use. rural, urban and suburban areas. Use bulletin board as a means for depicting these differences. Examples: urban factories and rural farms, suburban shopping centers aud rural country stores.

113 LEARNING EXPERIENCES EVALUAT ON

Create a case study which depicts Have pupils prepare a bulletin a change in a local community re- board display to show how a change source, such as: closing of a factory, In one resource affects the use of construction of a new college fa- other resources. cility, or re-locating of a major highway outside of town. Divide Have each pupil indicate one or class into groups of 6. Allow 6 more facts learnedfrom discussion. carefully timed minutes for groups Collect and use as summary general- to study case story and determine izations. how this change in community resources will affect members of the community. Report results to class and summarize on chalk board.

Supporting Generalization: A family's adjustment to changingconditions is a reflection of the diverse family patternscreated by existing environmental conditions.

Have students do background reading Develop a set of questions which (group work or home experience) would serve as guidelines for using a reading list of modern novels, written or oral book reports to be to illustrate the relationship be- presented to the class. Example: tween the environmental conditions, Economic Resources; development of family patterns, and - What economic resourcesare adjustment to changes in availabil- available to the family? ity, demand and use of resources. - Did thefamily experience any (Examples: lisajlciLasta,Main charge in availability of these Street, Joy in the Morning, Cress resources? Delhanty, Cheaper by the,Dozen.) - What change(or changes) took place? - How didthe family adapt to To illustrate loss of an economic this change (or changes)? resource,remove the ribbon connect- ing the family and its source of income and discuss other changes this will produce in the family's pattern of living.

Example: When a factory owner goes bankrupt, how does his family adjust to the changed economic conditions

114 LEARNING EXPERIENCES EVALUAT ION

(sale of home, loss of country club membership), When the man on welfare obtains a job, what changes may take place in his way of living? (purchase of a car, move to a larger apartment)

BROAD GENERALIZATION: Managerial skills and abilities can facilitate possibilities for present and future employment.

Behavioral Objectives: - Preparing to make intelligent choice oflifework.

- Understand that future vocational opportunities can be facilitated by appraisal of personal capabilities and organization of resources to utilize them.

§m2porting Generalization: Opportunities for wage-earning occupations can be improved by organization of resources.

In class discussion, develop a list of wage-earning activities which could be used by class members to earn money while they are in school.

Have pupils write a time table of a typical school day, indicating total time necessary for activities such as sleeping, grooming, eating, school activities, recreation and transportation. Construct a similar table indicating how time is spent on typical weekend days. Combine these tables into a chart which shows total time spent on various activities each week.

115 .suaEorting._ga_ieraii,zation: Individuals and families within the same community differ in resources available to meet their needs.

LEARNING EXPERIENCES EVALUATION

Divide class into groups of 6. Allow Compare results of group discussions 6 carefully timed minutes for discus- by posing the following question: sion of each of the following ques- Examples: Suggested questions: How tions: would the resources of these fami- Examples: lies differ in: - You are living in an urban area. - Makingfriends Your total weekly income is $200 - Assistance intime of trouble per week. Where do you live and (economic crisis, loss of job, what community resources are illness) available to you? - Planningfood budget Summarize results of group discussions - Availablerecreational facili- on chalkboard and continue with: ties - You are living in an urban area. Questions may be answered (by indi- Your total deekly income is less viduals or groups) in any of the than $20 per week. Where do you following ways: verbal, written, live and what community resources drawn, or acted out. are available to you? Summarize results of group discussions on chalk board.

kaportin&jallakkatkm; As personal and family resources undergo change in social and economic levels and family patterns, adjustments in living conditions, social activities, etc" take place dependent on decisions made n relation to personal and family goals.

Develop a flannel board demonstration Pupils use background readings to which illustrates a variety of family help create display. Some students living conditions. One side of the may assist withconstruction of display would be a family living unit, visual material. Others may be the other, symbols of tesources avail-assigned further readings dealing able to the family. Example: A one with American subcultures:Harring- room apartment and resources of: a ton, The Other American, Conant, welfare agency (economic) and the backSlums and Suburbs, etc. stoop or front steps (social and recreational); a multiroom ranch house Ask students to go to the flannel board and demonstrate the effects of a specific change in a resource

116 ARNING EXPERIENCES EVALUAT ON and resources of: a family-owned on the family unit. (Death of the factory (economic), theater father, birth of twins, divorce, (cultural), and country club job advancement, etc.) (social and recreational).

By using strips of ribbon to connect the family unit and its resources, show adaptations to changes in resources.

Supportini Generalization: Use of time for personal development,constructive vocational interests and skills can openthe door to future vocational opportunities.

Have student committees develop a pie Have pupils develop a personal chart indicating average time spent time schedule which includes time for each activity by class members. for wage-earning activities. Use Display results on bulletin board or this chart for at least one week flannel board. and report to class on reasonsfor success or failure, anddifficul- Divide class into groups of 6. Allow ties encountered. 6 carefully timed minutes for discussion of the following problems: In what areas of the pie chart can we "save time"? How can this be done? List several ways.

Have pupils report results of group Indicate if extra time is being work to class. Summarize material used for wage-earning or personal on chalk board. In class discussion development. If not, why not? point out how time saved may be used If sot what constructive, recrea- for wage-earning activities. tional, cultural, creative, or other activities is this"extra time" being used for?

Supporting Generalization: A variety of experiences in theworld of work helps individuals in making vocational choices.

117 EVALUATION LEARNING EXPERIENCES goals Using a summary of reports onlocal list ultimate personal wage-earning activitiesactually being desired: extra moneyearned conducted by class members,develop - from personal developmentactivities a list of moneymanagement problems - neither, analyzeweaknesses directly related toemployment. - if of original plan andrestate Examples: income tax, social security payments, use of moneyearned. goals.

Add to this list otheritems which must be consideredwhp working, either part or full time. Examples: Working papers, unemploy- ment compensation,payroll deductions, contracts, fringebenefits, retirement plans, record keepingfor home centered activities.

Explore opportunities foremployment and preparation for careersafter high school.

Resource people mayinclude: State Employment Service, localemployers, business education teacher,distributive educationcoordinators, self- employed business women.Films and field trips may be used todevelop an understanding of opportunitiesin local labor marketand the world of work. self analysis summarize and Have pupils develop a Have student groups personal resources, mimeograph informationobtained for sheet, including skills, aptitudes,interests and class distribution,includingjob kinds of jobs oremployment situa- opportunities, jobdescriptions, they are prepared or opportunities for trainingand tions for which additional advancement on the joband wage- for which they need training and whatkind. scale.

118 GUI DE FOR DEVELOP NGLEARNING EXPERIENCES in THE FAMILY AND CHILDDEVELOPMENT for

IA MIDDLE AND LATE ADOLESCENT

C ONCEPT: The Individual inthe Family and Society

SUBCONCEPTS: - Functionsof the Family as a CulturalUnit

-Contemporary Pressures on FamilyUnit and Elements of Constancy

- Rolesof Individuals Within theFamily

-Uniqueness of Individuals

-Family and Individual Adjustment toChange

- Careersand Occupations Related tothe Family and Child lionBROAD GENERALIZATION: In all known societies there is a recognized unit that assumes the functions of child bearing, regula of behavior, and economic support. rBehavioral Objective: - Developing an understanding that families have differing ways of meeting their needs and that there are many variations in family patterns of living and that these are learned from the culture to which the family belongs.

Supporting Generalization: The organization of a family reflects the needs of the family and the culture of which it is a part

LEARNING EXPERIENCES EVALUATION

Ask the library to arrange a book and Have each group form a profile to magazine display on family units in describe the family unit, its other cultures. Divide the class intoorganization and its functions, groups,and give each group a list of using a flannel board and the bul- key questions to guide their research letin board. The slow learners can of a particular culture. Utilize per-utilize a bulletin board display sons from other cultures both in class to good advantage. and in the school as resource persons. Have class compare American culture Use Key Questions, such as: with cultures researched: - Who is the head of the family? - Answer same key questions in Why? light of the American family. - Who is inLluded in th2 membership - Examine other cultures for of the family? Why? possible assimilation of more - Who cares for the children? Why? into one's own culture. - Who provides for the necessities of life? - What responsibilities do other members of the family assume?

120 Suppo ting Generalization: The functions of a family reflect the needs of the fmily and the culture of which it is a part.

EARNING EXPERIENCES EVALUATION

Have class administer a question- Compile results of questionnaire naire to married women (mother, and arrive at some concepts about relative, neighbor, friend) to which the students should gain some determine what kinds of prepara- understanding during the year's tion a girl should have to be able work. to meet the needs of her future family. Have class prepare this Suggested questions for analysis: questionnaire, - Does thefamily unit accept any responsibility foreducat- ing or providing vocational training for the children? - Does the family in any way contribute to the religious training of its members? - What are thefamily-centered recreational activities? - What economicfunctions -.cc performed by the family? - What formsof protection are provided by the family?

SupportinGeneralization: In an effort to meet their needs, some cultures have attempted to de-emphasize the family.

Teacher present article on attempt to Class discussion: Are there any de-emphasize the family in Isarel trends toward de-emphasizing the (National Geographic* March, 1965, family in the American culture? "Israel--Land of Promise"). Teacher may refer to encyclopedia for further information.

Have academically capable student do Have students write on: What are independent research on similar ef- the advantages and disadvantages of forts to de-emphasize the family in having persons other than parents Russia, or bring in a resource person care for physical needs anddesires to speak on this aspect of Russian of family?

121 LEARNING EXPERIENCES EVA U TIO culture. (Social studies department, person who has participatedin culture exchange program,etc.)

BROAD GENERALIZATION: Althoughsocial and economicchanges in contemporary Amencan culturecreate pressure onthe family unit requiring continual adjustments,there are elementsof constancy in family living which providethe basic stability ofthis institution in society.

Behavioral Objectives; -Understanding of core functious ofthe family and the effect transition ofAmerican life makes on these functions.

-Identifying with larger groups andorganizations interested in cultural, economic,social and political affairs and becomingeffective members of them.

auportia.Generalization: Because there are conflictsof values and moral standards within American culture,there are strains on thefamily unit which affect the developmentand behavior of theindividuals within the family.

Provide students with a listof re- luestions for discussion: of the 20th century source materialsdealing with women in - What events home? the 20th century. Pupils read and re- have drawn women out of the political changes have ac- port to class. Examples: Modevn Women - What role The Lost Sex, F. Lundberg andU. F. companied the change in the Farmham, M. C., Grosset andDunlap, of women? change in the val- N. Y. American Women: The gamin - Do you see any through Image, B. B. Cassara, ec.,Beacon ues of women as a group Press, Boston,; and/or Sixpence in the years? Her Shoe, Phyllis McGinly,Dell, - Isthere any hint of a relation- in wom- New York. ship between the change en's role and the home from

122 LEARNING EXPERIENCES EVALUATON

The sident's Repo t on Women, which she comes? Look Magazine, January, 1966. - Is her new role a result or a Ladies Home Journal, January, cause of a change in the home 1965. McCalls, April, 1966. and family unit?

Conduct a panel discussion on Have each student prepare a projected "The Role of Women in a Changing chronological profile of her life from Society". 17-70. Also her mother's, grandmother'slusing her awareness of the role of women as presented by the panel.

ka2saling_Senerali_zatica: The task of socialization becomes more complex where there is rapid change.

Using families on the move cis an example of rapid change which will make the task of socialization more complex, have a student in the class who has moved recently give a talk telling how this move affected the socialization of the family. If there is a class member who has been moving frequently,such as a service man's child, use her as a resource person.

Supporting Generalization: Adjustments the family must make increase in complexity as change becomes more rapid.

;rainstorm: You are moving to Cleve- Divide class into groups of 6. Allow land, Ohio next week. What contacts 6 carefully timed minutes for discussion wIll your family have to make upon of a case situation such as: Bill's their arrival to make your adjust- father worked his way through college ment easier? in a Midwestern university at the end of the depression. His mother obtained a secretarial job directly out of high school and began to support herself. Bill just finished his junior year in a suburban high school

123 LEARNING EXPERIENCES EVAUATON

and has a summer job as a school maintenance assistant that will net him $500. The change in the ecoLomy during the span of time represented here gives the two generations a different point of view on money matters. Discuss the conflicts that you think may arise over the question of Bill's freedom in the use of his earnings.

Each group can be assigned a different problem related to adjustments to change. Present results to class.

Supporting Generalization: A key factor in the constancy of the family is personality development through affectional security.

Use a film to show how the lack of Discuss film used from the standpoint affectional security can affecta of the positive effect of affectional child. Two examples are: "Por- security upon the family and the nega- trait of a Disawfantaged Child", tive effect the absence of it can have. available from N.Y.U., rental fee $3.50; and "Roots of Happiness", available from State Museum Rental Library, State House Annex, Department of Education, Trenton, New Jersey.

su...mattinajsaarttliza: A family can provide a continuity of guidance.

Present case study showing aspects of Have class develop case study, continuity of guidance such as: Child either fictional or true, which sent to regimented camp in summer and will further emphasize this point. liberal boarding school in winter. Foster children living in different foster homes almost every year.

124 1 Supporting Generalization: The family is an interpreter of theculture.

LEARNING EXPERIENCES EVALUATION

Through preliminary presentation by Assign essay questions: the teacher,the stages of accultura- - What socialand economic prin- tic') will be brought out: ciples will you try to estab- - Adoption of the culturalmodel lish for yourself and your by the young child. future family to act as a guide - Rejection of this model inthe in interpreting your culture and teen-age years. providing an "element of con- - An incorporationof the revised stancy" to strengthen your model in the mature personality. family unit?

The class may conduct two surveys in Use questions such as the following order to help the students understand to evaluate the results ofthe the three stages people tend to go survey: through in reacting to their culture. - What factorsin our present-day One group will contact an agreed upon culture in America do teen-agers number of their school friends and most commonly want to reject? ask them to list five things in the How do families control these present-day Amzrican culture that they attempts at rejection? would like to discard. These may be - What factorsin our culture are in areas of economics, politics, adults most likely to try to morals, dress, art, music, etc. Per- preserve?How may they attempt haps the groups would like to formu- to do this in their familygroups? late a check list to aid in the sur- - Are thesefactors that adults vey. A second group will contact a have sorted out from the cultural similar number of adults (teachers, models they received? parents, neighbors) and ask them each - Are anyof them new to our to list five things that they would culture? want to pserve from our culture at all cost. The groups will compile Have students draw generalizations their lists and report to the larger arrived at as a result of their group for evaluation. surveys.

Teacher or student report on Vance Packard's book The Status Seekers, highlighting points such as how different values are emphasized in different localities in the U. S.; keeping up with the *lone's, etc.

125 Supporting Pre-adolescents and adolescents seek to com- promise between standards set by thefamily and those of the peer group.

LEARNING EXPERIENCES EVALUATION

Ask students to number down on Have btudents compile results of a piece of paper from 1 to16. check list, correlating likes and By using pictures or actual dislikes within and among designated objects, ask the students to groups. Suggested items: write "like" or "dislike" next - rock'n roll music to the number of the correspond- - classicalmusic ing picture or item. Have him - jazz music label his column "self". Repeat, - folk music asking him if his parents like or dislike these items. Label that column "parents". Then repeat using friends' likes and dislikes. Label this column "peers".

BROAD GENERALIZATION: The social, cultural, andemotional background of an individual influences a person'sability to assume his present and future roles.

Behavioral Objectives: - Improving inunderstanding and ccatrol of emotional self.

- Understandingthe social problems and decisions which face one involved in the courtship process and the selection of a mate.

ksp.zsLring_gsilerslizstion: The way an individual manifests hisfuture family role is influenced by an understanding ofhimself and his relationship to his partner.

126 LEARNING EXPERIENCES EVALUATION

A questionnaire might be filled Teacher study questionnaires and out by members of the class before note pertinent information which the study of personality develop- can be used later in the course. ment is begun in order that the teacher may be made aware of the needs, interests, and individuality of the students. See end of unit for questions typical of those which may be used.

As an introduction to personality Have students brainstorm: What development, the teacher might ask things other than those we pointed the students to get a mirror out of out in class go to make up aperson's their purses and look into it. What personality? Examine the list and do they see? Is there anything determine which things are the re- there besides a face? Have a student sult of heredity alone, environment stand in front of the room. What do alone, or both. they see now? Have student speak to class. What impression do they have? All of the things they have been observing,plus many more,go to make up a person's personality. Ask: How did each of us get to be the way we are--in looks, walk, speech, clothes, etc? Use flannel board to show story of heredity.

Supporting Generalization: Personality is a combination of traits, habits, values and tendencies which make an individual uniquelyhimself.

Since study of personality involves Buzz groups each list ways in which understanding of the emotions, learningone aspect of ateenager's environ- experiences such as the following may ment could affect his personality: be used: e.g., school, friends, family, To introduce the unit on emotions, make-up, position in family, sepa- ask the first two students to arrive rated parents, grandparents in in class to take notes on the way home. members of the class react as certain nsecret" things happen in class: - Casually walk over tothe window and make believe you are adjusting the blinds. Cry out and say that you saw a spider. Unbeknown to the class, students will be observing how the class reacts. (fear) 127 LEARNING EXPERIENCES EVALUATION

- Bring a large baby doll wrapped in a receiving blanket into the class. Tell them you are going to use it later in the lesson and then hand it to one of the girls to hold. (love) - Casually describe to the class a particularly poor combination of clothing that you saw someone wear "last night". (disgust)

Another way the same effect can be When you have finished carrying achieved is to have three boxes which out these "secret happenings", have you will open one at a time. You observers report to class. Point will have something in it that will out that they have reacted by move- "jump" out. The second will have a ment and facial expressions. Ask if stuffed dog or kitten in it (a live they felt anything inside. one would be ideal!). The third should have something in it like a frog from the biology class which will stimulate the emotion of disgust.

Supporting Generalization: Attitudes toward future roles as wife, husband, parent, are conditioned by family, cultural, peer group, and economic pressures.

Use the observations obtained from Have class draw some generalizations last generalization as a spring- as to how a person expresses emotions. board to a discussion of the human emotions.

In order to make clear that jealousy Have class write for two minutes on is not a manifestation of love, play what the record meant to them. No a recording of a popular song, such names. Read representative samples as "I Wish You Love". to class. Discuss.

Show a film such as "Whea Should I Discuss questions related to films: Marry?", "This Charming Couple", - Were the people involved in this "Who's Boss?". Films may be obtained film aware of the strains that from Rental Library, State Museum, would be placed upon them in State House Annex, Dept. of Education, their roles as marriage partners? Trenton, New Jersey

128 LEARNING EXPERIENCES EVALUATION

- Has yourstudy of personality development in this class increased your understanding of others? If so, in what ways?

Conduct panel discussion: Con- Essay test question: The following flicts can arise from differences quotation appears in Shakespeare's in material values. Consider the "Hamlet": "This above all to thine impact on the marriage when dif- own self be true and it mustfollow ferences exist in attitudes on as the night the day; Thou canstnot things such as drinking, child be.false to any man." Discuss fully rearing, religion, in-laws, and in essay form what this means to you. community participation by individuals in the family.

Supporting_Generalization: The values that a young person develops and the behavior reflecting those values make an impact on his later marriage partner.

Working with a suggested list of Discuss: In the light of the values such as: things you value highly, what con- eating dinner out flicts can you anticipate between college education for my children you and your marriage partner? big family fresh fruit out of season hand tailored suits car primarily for service fine car steak often less expensive cuts of meat a night out alone each week trips to the shore spectator sports on T.V. hobby Have class members determine which items they value most, least, and not at all.

Supporting Generalization: Personality patterns that have been established play a part in determining a person's "marriageability".

129 LEARNING EXPERIENCES EVALUAT OR_

Have printed on a flip chart the marriageable and unmarriageable traits from Landis and Landis, Personal Adjustment, Marriage, and Family Class. Present to class.

Discuss th following case situation: As part of a high school class project, Judy made the following observations of 9-year-old Steve during a Cub Scout meeting. When the group was asked to choose up terms, Steve shouted that he wanted to be captain of one team. - The den mother assignedhim the job of being one team captain and Steve immediately insisted on getting the first choice so he could have his best friend with him.When this privilege was denied him, he sulked briefly. The game was played without inci- dent. Later, the boys gathered around the kitchen table for re- freshmente and Judy noticed that Steve took one of the largest cookies before the group was all seated.

Back at school Judy was asked if she had observed any pe-sonality traits that, if continued, might make marriage adjustment difficult. What might she write?

Pupils report on what they feel would Hoped-for outcome: Self-evaluation have been written. with subsequent improvement. Teacher suggest that she is available for personal conferences relating to this area.

Supporting Generalization: Dating experiences provide background for mate selection. *mwa..11arp.WrI6...

130 LEARNING EXPERIENCES EVALUATION

Survey students in the high school light of the arguments against to discover attitudes and practices stn(dy dating, what can young people relative to going steady. Conduct do to combat these objections and a similar survey for adult ideas a still live with this firmly es- bout steady dating. Formulate check- tablished teen-age pattern? (Group lists and tabulate results to compare dating, "no-date" nights, individual attitudes of teen-agers and parents. contacts with friends of the same sex, etc.) Many films may be used to reinforce this learning experience. Teacher formulate questions which will highlight main points in the Using religious attitude checklist, film. have students evaluate their personal religious attitudes on specified points. Discuss differing views and how they could affect a marriage.

Example of checklist items: If you are dating or considering dating a person of a different religious affiliation than yours, check to see how strong or weak your con- victions and practices really are. - Observing religiousholidays. - Having religious pictures or symbols in your home. - Regular attendance. at services. - Observing religious rituals or traditions in your home. - Bringing up yourchildren in your "faith". - Observing religiousdietary regulations. Each item should be rated as:very important, important, unimportant, no opinion. Suggest taking checklist to boy- friend or girlfriend.

BROAD GENERALIZATION: Although there are patternsof growth and development to use for comparison and understandingof an individual's maturity level, individuals are unique in theirinherent potentialities, in their pattern and rateof development, and in environmental exposure,

131 Behavioral Objectives: - Improvingunderstandings and attitudes which facilitate desirable relationshipswithin the family.

Manifesting an understanding of the effectof the interpersonal relationshipswithin the family on all family members.

Sumatina_Generalization: There are existing patterns ofgrowth and development which can be used for comparison andunderstanding of an individual's maturity level.

LEARNING EXPERIENCES EVALUATION

Divide group in half for observations of kindergarten or nursery group. Each girl's observation could be directed by a checklist' pointing up development level and interest of a specific child. The more able students could review lAtl maturity levels and interests common at the chronological age represented in the grolp they will observe. Their observation reports could include illustrations of these patterns of development, interest in same or opposite sex, degree of skill in use of small muscles, involvement in dramatic play, degree of independence, etc. Girls make a collection of pictures or borrow them from nurseryschool, kindergarten, or library to illustrate level of development common to a specific age group. (Kinder- garten child assembling a complex puzzel, tying shoe, cooper- ating in block building group.) Bulletin board display. Through the children's section of the public library, a group of books of particular interest to a

132 LEARNING EXPERIENCES EVALUATION specific age could be borrowed for display, The students might enhance the display by placards pointing up the characteristics of the books that make them appealing to a particular age level--repetition of sounds, simplicity of story, colorful illustrations, humor, etc.

If the group has not already seen the film "TerribleTwos.", this might be shown for further clarification of levels of learning.

Pupils bring selected children's toys Using a list of toys differentfrom to class. Using the developmental those used in class, pupils indicate checklist at the end of the unit, the age level at which the toymight pupils determine the ways in which be usad and give reasons to support the toy is related to the develop- their answers. ment of the child, and report to class.

kwartinz_aaeralization: Directed experiences with children in asitua- tion where they can be studied objectively canhelp adolescents gain greater insight into self-understanding and increasetheir ability, skills andunderstanding of children's behavior.

Conduct a play school in the homemaking department two or three days a week for five to eight weeks.

Observe toddlers on a playground to evaluate the influence of environmental exposure on language development.

_22...1Getuortit.alization: Each individual is born withinnate potentialities.

133 Wr-

LEARNING EXP CE VALUATION

Invite school psychologist to speak Administer test: (sample multiple on the uniqueness of the individual choice question) Bill will begin Have him include recent findings in kindergarten in the fall and is the area of inherited latent capaci still unable to tie his shoes, ties. although his mother has been trying to teach him for some time. What should she do? From the following list, check the ways of handling the situation that you think are acceptable: - Keep pushing. - Offer a rewardwhen he learns this skill. - Wait awhile, then t-y again if he shows any interest in learning. - Point out thathis sister could tie her shoes before she started to school. - Plan otheractivities that will help to develop his small hand muscles. - Buy him a pairof loafers. (The reasons for selection and rejection of techniques can be re- quested as part of the written evaluation. Reasons can be emphasized through class discussion,)

Supporting Generalization: The child inherits potential for physical growth,but degree realized is closely related to his environment.

Film: "Hungry Angels" - UNICEF. Discuss ways in which parental A startling story of children attitudes toward modern medicine suffering protein deficiencies and nutrition are related to child's because of ignorance and poverty. health.

ev.M.MIrrosrparars14000...narmorts..iroilorwommows Suplating_galEallation: The child's pattern and rate of mental, psychological, social, and emotional development is influenced by his environmental exposure.

134

_ LEARN I' EXPERIENCE EVALUATION

Have groups within class demon- Have students develop their own strate creative activities that generalizations. enhance the child's development of the senses. Examples: SUG- Divide iataiimal -- Each group GESTED ACTIVITIES FOR DEVELOPING make up a surprise box that a THESENSES. baby.sitter could take with her Tasting: "Close yom eyes and or a mother could have ready for guess what? Use as examples: an after.napactivi emphefezing peanut butter, orange candy one of the senses.

brown sugar, honey, chocolat 9 Teacher may have to assist each peppermint and lemon life sa.: group. Touching: Use as examples: cottou, sandpaper, sand, clay, stone, smooth wood, tile. Dif- ferentiate between soft and hard, rough and smooth, cold and warm, stiff and pliable. - Seeing: Go for walk and point out everything you see that is yellow (any color). Mother writes a list to read later and recall (or go through a book in this manner). - Smelling: Sample bottles. "Shut your eyes" game. Fill bottles with coca, vanilla, peanut butter, maple, coffee, and orange.

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Supporting Although children needa mother figure to help them develop personal security gks they are growingup, it is not the quan- City of time that the mother spends with zhe childas much as the quality of the time spent with the child that counts.

DEMONSTRATION: "People" Environment and Basic Needs. Props: A chair in the center of the room with a circle of approximately 15 chairs around it. A box with 15 squares of paper, each of 4 different colors, one color to represent each of the 4 basic needs of children. A place outside the circle for 4 students to act as a panel of "experts"

135 L ARNING EXPERIENCES EVALUAT ON

A picture of a five.year.old child. A picture of a teen-ager. Tags with names of logical people on them that would help to meet a child's needstsuch as mother, father, grandmother, grandfather, housekeeper, uncle, sister, brother, teacher, friend, neighbor, etc. Have some plain tags ready for people the class may think of that you haven't. Pins B1L4kloard Work with 5 girls,a day aheadex- plaining the following process so that they will be thoroughly familiar with it. The girls will act as the panel of "experts" who will judge the decisions made by the class members during the demonstration, report to the class at the end of the demonstration, and be able to lead a discussion on their report. After panel members are seated, with paper and pencil, ask the class to stand outside the circle of chairs. The 5th girl can act as a two-year old child who will sit on the chair in the center. She will hold the box with the colored papers in it. Then ask, "What did we discover were the four Basic Needs of children?" As students answer, write them on the board and assign each a color. (Social, mental, physical, emotional). Then say something like this: "Today, we are all going to participate in a little demonstration. During the demonstration you will be asked to make certain decisions. As you do, each member of our panel of "experts" will make notes on whether or not they think your decisions were corrent. At

136 LEARNING EXPER ENCES VALUATION the end of the demonstration, they will report to the class and lead a discussion on their report. Does the panel have any questions? Joan, our two-year-old for today, has a box in which she has pieces of colored paper. Each color is a symbol of one of her basic needs as shown on the board. She is sur- rounded by a circle of chairs which we might call her"people environment". As I call out the Basic Need, I want the rest of the class to think of whether or not Joan can meet that need by herself or whether she needs help. If you think she needs help, think of who could help her; raise your hand; and when called on by Joan, assume the role of that person and say, "I am your Do you need me?"If Joan feels she does, she will hand you a piece of paper representing that need. I will give you a tag which will identify you and you will then sit in the circle. If any of you outside of the circle can think of another person who can help that need, raise your hand, state who you are and ask, "Do you need me?", etc. Repeat as often as necessary. When we finish one need we will move on to the next. As I call out the second need, if Ask the panel for report and class you are inside the cirLle and you discussion of same. feel that you can help with this need also, state who you are, ask It is hoped that the panel might the question, and the child will pose questions such as: hand you the colored paper corre- - Whomakes up a child's "people" sponding to the second need. We environment? will continue this through the - When one personleaves this four basic needs. environment, what can be done to make up for the person who left?

137 LEARNING EXPERIENCES EVALUATION

After this is done, the teacher the mother leaves, can she will say, "Joan's mother has de- be replaced? cided to go to work and she must f she is replaced, can her re- leave the 'people' environment placement do as good a job? for the greater part of the child's If so, what qualifications or waking hours. Will the mother get qualities would the replacement up and leave the circle, butbefore have to possess? she does, hand her pieces of paper Is it possible for the mother to people left in the circle who substitute to do a better job? she thinks can do the job for her. - Whatgeneralization can be made? If there is no one she feels she If the mother leaves for a part wants to give the papers to, she of the day, what can she do to may call on someone from outside make sure that her influence on the child's present 'people' environ- the child will be strong? ment, If the mother thinks they can meet the need, but not aswell as the child's real mother, she will tear the piece of paper in half befo giving it to her substitute." Continue to ask certain people to leave who will represent different needs such as "friend" for social needs, "teacher" for mental, etc. The person who has left will return to the circle before another leaves so that there is only one variable at a time. At the end, ask everyone to leave-- no "people" environment. Ask Joan how she feels--Can she survive?

kjaprtinGeneralization: Human environment and interrelationshipaffect the mental, social, emotional, and physicaldevelopment at all stages of maturation of the individual. 6.00 If time permits, hold up a picture of a five-year-old child. "Mother is going to work now that Joan is in school. Who can substitute at this age level? Same calibre job?

138 LEARNING EXPER ENCES EVALUATION

Does the teacher help fill any of the needs formerly met by the mother?" Do the same thing with the picture of a fifteen-year-old girl. "What are her specific needs?How can they be met and by whom?Which ones is she capable of meetingby herself?" Imagine the child is now a woman of twenty-four. One by one have "people" environment say who they are--have class decide whether or not she can do withoutthem completely. It will probably turn out that a "friend" will play an important role at this age level. Assignment for those who have brothers or sisters at home: Observe the way their needs are met at home bymembers of the family. Are they sought after by the brother or sister or are they metautomatically, as a matter of course, orboth? Fill in the following table as you observe for three days.

Example: Assignment for those who have no Check Need/s Family Member How Did brothers or sisters: Go to the li- met Helping (or aThey Help? brary and find information on the Substitute following: - How many women areworking in the Social Father and Played U.S. at the present time? Brother Monopoly (percentage) Mental - How many ofthese women are mar- Emotional ried and have children? - Whatprovisions are made for Nh221;al children of working mothers in (check one) in Denmark or Sweden? Sought Auto- Israel? after? matic? in the United States? X - Whatimplications does the above have for our American society?

139 BROAD GENERALI ZAT I ON: The influenceand direction of change upon a living,functioning unit is related to itsmembers' ability to reorganize resources.

Behavioral Objective: - Awarenessof how private, government,religious, educational, and other agencies aidfamilies.

Supporting Generalization: The living, functioning unit and itsmembers' influence are influenced by change.

LEARNING EXPERIENCES EVALUATION

Brainstorm:What material things Analyze some representative samples are present in your homethat would as to what changes infamily life not have been found in a home50 they have brought about. What years ago? motivated the creation of these "things"?

Supporting Generalization: The adjustmentto change by a living,functioning unit is related to its ability toreorganize resources in a specific life situation.

Make several 4" by 6" cards with Using each life situation, have specific life situations on each students list possible resources of card,such as: widow, married, each and decide on which of the folloi married with children, elderly, ing activities a large amount of time adolescent, and career girl, would be spent: household tasks, family responsibilities, education, socialization, wage earning, personal care.

Sausgas Generalization: Specificgoods and services have evolved as a structure. result of changing social and cultural ...---

140 LEARNINGXPERIENCES EVALUATON What needs do Have class survey thecommunity Class discussion on: for goods and serviceswhieh they fill? Were these services avail- are available tothe family able in Colonial days? they were (Ask parents and neighbors, If not, why do you think examine classified ads andyellow instituted?What possible additions for the future? pages, contactmember of local can you envision government about institutions (Ask class to be imaginative-- and agencies, or askmember of space age.) clergy.) Ltsts on board.

BROAD GENERALIZATION:Because there are communityneeds for services to homes andfamilies, wage-earningopportunities are available to people with personalinterest, attitudes, aridcompetences related to the family andchild.

choice of life work. Behavioral Objectives: -Preparing to make intelligent

-Understanding the variety ofvocational opportunities that are related tointerest, knowledge, and skills, in the areaof child care andfamily relationships.

Luipos.Gcnealla: Urbancommunities offer a varietyof wage- have an interest in earning opportunities forhigh school graduates who who have the ability to and enjoy working withchildren and adults, and development of guide, care for, and directtheir activities for maximum personal potential.

Vocational Careers Night--Invite Discussion areas: service representattves of various fields - Whyis (any particular) community? to come and present atalk, movies of use to the established? or displays related totheir fields. - Whyand how was it These presentations will be con- - What arethe present job op- ducted concurrently and girls may portunities locally?

141 ARNING EXPERIENCIS EVALUATION rotate to the areas of their - What areimportant student qualifications for employment? choice, Suggestions of persons in this Judge displays andpresentations. area to be invited: representative of Visiting Nurses Assoc. to present need for trained persons to serve ascompanions to the elderly; director of day nursery or suburban nursery school; personnel supervisor from a hospital pediatrics department; summer camp director; community recreation director; baby-sitting agency; representative of department store with child care service.

Group Research--Using vocational library file, guidance facility, books and government and private industry pamphlets, each group make a list of needed knowledge and learning skills for thepartic- ular related job they chose. After research is complete, guide each group in setting up adisplay (for contest with other groups) showing the equipment and skills needed to fulfill a job inthat area. Things may be made or brought from name for the display, Have group members discuss for the rest of the class theirdisplay. from the Compile folder on job opportunities Analyze job opportunities from newspaper ads over awaek's time. standpoint of qualifications most commonly required, averagesalary offered, hours) special requirementssuch as living in.

the Group role play: Each group will de- Through discussion, bring out impression, pict a job applicant. One group will importance of the first be observers and will beasked to e- resume, dress,attitude, personality, valuate each presentation as tothe etc. reality of the play and to the person Chey would have hired?Why?

142 DEFINITIONS OFTERMS

following terms havethese For the purposeof thispublication the definitions: Se uences - coursesincluding funda- Basic Home EconomicsCourses and/or understandings in all areasof home and mental knowledge,skills and family living andrelated careers. that is sought. Behavioral Oblectives -student behavior resulting from thelearning experi Behavioral Outcomes -student behavior ences. socio-economicconditions and EColmunL_._tzjaumm - afact findingstudy of industries, business,farming, institu- resources,community agencies, as theyexist problems and practicesof families, ntc., tionapractices, It is used bythe school as a at a giventime in a givencommunity. meet localneeds. guie in revisingschool offerings to sentence to expressthe compositeof Concept,- a word,phrase, symbol or meanings associatedwith an idea. effectiveness ofthe learn- Evaluation - theprocedure fordetermining the ing experience. general attitude or%falue Generalization - a statementof a principle, of situations. judgment whichapplies in a number the student to LearninajamigmEL -planned activitiesaimed at leading the developmentof generalizations. pertinent investigation andevaluation to gather LIOcculionglamt - an of an area to single industry orthe occupations information about a practices, thelabor determine the needfor training,the prevalent of maintainingthe occupational supply and turnoverfor the purpose program at arealistic level. provides theskill development, ptcupational Training -preparation which for job entry. knowledge andunderstanding necessary that implementsthe concept. Subconcept - a term,phrase or sentence

143 supported by fact or beliefthat lia2.2114111LBOUMILE151311 a statement contributes to an understanding of(or points up one aspectof) the broader generalization.

Teacher-Coordinator - a member of theschool staff who teaches therelaLed -.---72-TEEHETE5I-bubject matter involved incooperative work experience programs and coordinatesclassroom instruction withon-the-job training. Ckoperatlyetiork_ipalcetraa - employmentundertaken as a part of the requirements of a school courseand designed to provideplanned experiences in the chosenoccupation, which are supervisedby a teacher-coordinator and the employer. This usually involvesone-half day on the job and one periodof a related class. Students have other classes for the remainder ofthe day.

144