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DOCUMENT RESUME ED 384 824 CE 069 572 TITLE Families And DOCUMENT RESUME ED 384 824 CE 069 572 TITLE Families and Futures. A kesource for Developing Home and Family Life Education Programs. Revised Working Materials. INSTITUTION Washington Office of the State Superintendent of Public Instruction, Olympia. PUB DATE Aug 91 NOTE 201p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Competence; Course Content; *Daily Living Skills; *Family Life Education; *Home Economics; Intermediate Grades; Learning Activities; Lesson Plans; Secondary Education; *Self Actualization; State Curriculum Guides; Units of Study ABSTRACT This curriculum guide was designed to help teachers in strengthening the ability of students from middle school through grade 12 to recognize complex problems, examine competing points of view, and engage in dialogue leading to practical solutions for issues that affect individuals and families and ultimately the world. The course integrates the six traditional areas of home and family life education: child development, family relationships, nutrition and fcads, clothing and textiles, housing and living environments, and consumer education. The course is student centered and focuses on process skills such as problem solving and critical thinking.This guide contains resources and model units for three areas: getting started in life--life philosophy, personal choices, and balancing work and family. Each section contains a focus statement, issues to be discussed, learning plans, and learning activities. In addition, preliminary work on focus statements and issues is provided for sections on resource management, independent living, family health, and parenting/children. A resource section contains reprinted material that may assist home and family life education teachers and a selected list of 144 resources.(KC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** OSPARRIENT OP IOUCATION "PERMISSION TO REPRODUCE THIS Mee d Edummem Rommmi IU 1010.00101001 E0 TIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER IERICI This docurnenl 111 won rweduced so Mewed from IN weanOror01w51100 °tomb,* 0Mona champs havet0000 '1110 110 .olonloo 100f004,41100 Vlely Petals el vow at etowans SI11b tri MO OCCIO 1 00 nOt 00090111roly '111115111 0100110 TO THE EDUCATIONAL RESOURCES 0E01 0011111011 Or policy INFORMATION CENTER (ERIC1 Y AVAI LE State Office of Superintendentof Public Itis the policy of the Washington nationa' Instruction not to discriminate on thebasis of race, color, religion, sex, employment origin, age or handicapping conditionin its educational programs or Washington State Law AgainstDiscrimination, policies, in accordance with the (Titles VI and VII), Public Law 218 (I.C. 1971Title 20), Civil Rights Act 1964 Section 504 Equal Pay Act of 1973, 1972 EducationAmendments (Title IX) and of the Rehabilitation Act of 1974. FAMILIES and FUTURES A RESOURCE FOR DEVELOPING HOME AND FAMILY LIFE EDUCATION PROGRAMS JudithA.Billings Superintendent of Public Instruction John Pearson Assistant Superintendent Jay Wood Director Vocational Education Nancy L. Johnson Director Home and Family Life Education Marcia L. Riggers Program Specialist and ProjectCoordinator The development of this documentwas supported in part by funds provided througha grant from the Carl D. Perkins Vocational EducationAct, P.L. 98-524, Title III, Part B. August 1991 FAMILIES AND FUTURES INTRODUCTION iii PHILOSOPHY 1 GOAL AND OUTCOMES 3 CURRICULUM PLANNING 4 USING THE GUIDE 6 SECTION 1 GETTING STARTED 11 ISSUE How Can I Have a Satisfying and Successful Life? CONCEPTS/TOPICS (Including Model Learning Plans) Issues and Relevant Questions (2 plans) 1 3 Setting the Tone 2 5 Planning Process 2 9 Dealing with Feelings 3 5 Cooperative Learning 4 1 Learning Styles 4 9 Leadership in the Family 5 7 Community Leadership 61 SECTION 2 PERSONAL CHOICES (200101) 6 9 ISSUES (Including Model Learning Plans) 1. How Can I Feel Good about Myself? 7 1 2. How Can I Manage and Get Along at Home? 7 9 3. How Can I Get Alcng with Others? 8 3 4. How Do I Handle Change? 9 1 5. How Can I Get and Spend Money? 103 b. How Can I Improve My Health? 107 7. How Do I Plan for My Future? 11 5 SECTION 3 BALANCING WORK AND FAMILY(200111) 1 2 3 ISSUES (Including Model Learning Plans) 1. How Do I Lead a Healthy and Balanced Life? 125 2. How Do I Have a Successful,Satisfying Relationship? 133 3. How Do I Get It all Together? 141 4. How Can I Impact My Community? 14 9 5. How Do I Manage Stress? 15 7 6. How Can I Be a Good Parent? 16 3 7. How Do I Cope with Crisis? 16 7 8. How Do I Prepare for My Future? 18 3 SECTION 4 RESOURCE MANAGEMENT (200164) 1 9 9 ISSUES 1 What Values, Interests, and Abilities Do I Have that affect My Decisions as a Consumer and Management of Resources? 2. What are My Rights and Responsibilities as a Consumer? 3. How Can I Use Money and other Resources to Impact the Quality of My Familv Life? SECTION 5 INDEPENDENT LIVING(200131) 2 0 1 ISSUES 1. How Do I Accept Responsibility for My Life and Achieve Self- Sufficiency? 2. How Do I Maintain Positive Relationships at Work, Home andin the Community? 3. How Do I Exercise My Rights and Responsibilities as a Global Community Member? 4 .How Do I Make Practical Decisions about Food, Clothing and Shelter? 5. How Do I Earn Money and Manage My Financial Resources? 6. What is the Most Satisfying and Productive Use of My Leisure Time? SECTION 6 FAMILY HEALTH (200166) 2 0 3 ISSUES 1. How Can I Make Consumer Choices Related to Health? 2. What Community Health Resources are Available to Me and My Family? 3. What Preventative Health Practices will Promote Individual and Family Wellness? 4. How Can My Family Manage Crisis? 5. How Can I Plan for Intergenerational Caregiving? 6. What Safety Practices are Important for Me and My Family? SECTION 7 PARENTING/CHILDREN(200162) 2 0 5 ISSUES 1. What is the Parenting Role and How Do I Know if I'm Ready? 2. How Can I Provide for a Nurturing, Safe Environment for Children? 3. What Food, Clothing, and Living Environment Choices are Appropriate for Children of Various Ages? 4. How Do I Cope with the Challenges of Lifestyle Diversity or Limited Resources? 5. What Child-Related Careers are Available? RESOURCES 2 0 7 Essential Resoorces 21 7 Resource Options 21 9 Learning Plan Ideas 2 2 9 INTRODUCTION This edition of FAMILIES and FUTURES is the next step in what has been a five-year process of study, review, discussion and analysis. Whenever significant changes are made in programs or curriculum, the overriding question is "why?"Change is an integral part of the answer- change in needs of individuals, families and communities; change in resources; change in attitudes and thinking. Working together with teachers and administrators throughout the state, members of the state staff, teacher educators and a representative curriculum team developed the format for FAMILIES and FUTURES. Curriculum resources and guidelines from across the country were reviewed in the early development of the project.Appreciation is expressed to those states who shared their search for quality consumer and homemaking curriculum.Several states made significant philosophical and structural contributions to FAMILIES and FUTURES. Special thanks to Wisconsin, Minnesota, Nebraska, and Kentucky, whose materials helped move the curriculum team into new and creative ways of thinking. A first draft was presented to teachers in the fall of 1989.In the summer of 1990, the curriculum team reviewed comments on the first draft and hundreds of ideas, activities and learning plans submitted to the committee by classroom teachers. The second edition of FAMILIES and FUTURES includes many revisions and changes, and is a clear demonstration of the evolutionary nature of this project.In a very real sense, FAMILIES and FUTURES may never be complete. Teachers should feel free to add lessons, revise issues, expand concepts/topics and explore newresources.This guide is a framework for planning, and should gave direction for course development. Home and family life education in Washington is changing! A special note of appreciation is due to the curriculum team members whose breadth and depth of experience, as well &.) their creative and innovative vision, have produced this unique guide. BARBARA BUTTICE, Garrison Jr. High KAY NESSET, Centralia Sr. High Walla Walla School District Centralia School District BEE FROMM, Cusick Sr. High PAM SCOTT, Shad le Park Sr. High Cusick School District Spokane School District MARCIA KNUDSON, Redmond Jr. High TERESA STONE, Bethel Jr. High Lake Washington School District Bethel School District DORLE NELSSON, Nathan Hale Sr. High LINDA SUMNER, Alternative High Seattle School District Yakima School District BARBARA PEARSON, Omak Sr. High SARAH THOMAS, Tahoma Sr. High Omak School District Tahoma School District BARBARA PICKETT, Eastmont Sr. High CHRIS WYATT, Ridgetop Jr. High Eastmont School District Central Kitsap School District iv FAMILIES and FUTURES has enjoyed the full support of the state'steacher educators. Through their expertise in curriculum design, successfulteaching strategies and resources, each has contributed immeasurablyto both the concept and the implementation of r AMILIES and FUTURES. Working one-on-onewith teachers in local districts, conducting marathon inservice workshops,and revising methods of teaching and curriculum development
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