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Ciasiroom'use,- Gus (For Teachers) (052) DOCUMENT RESUME . .t ED 259 183 CE 041 905 $ TITLE" What to Do Regarding Meeting Personal and Family TextileiNeeds. INSTITUTAme. Ohio State Dept: ofEducatiari, Columbus. Div,' of Vocational Education.; Ohio State Univ,, Columbus.. Instructional Materials Lab, A PUB DATE Aug 831 i NOTE 223p..; For related documents,. se CE041 900-906. *PUB TYPE r Guides Ciasiroom'Use,- NeGus(ForTeachers) (052) EDRS PRICE MF01/PC09.Plus Postage:" DESCRIPTORS Behavioral Objectives; Clothing; *Clothing Instruction; Consumer Education; curriculum Guides; Family Life Education; *HoMe Economics; *Homemaking Skills; *.Home Management; Learnilig'Activitiep* Learning Modules; Secondary .Education; *Sewing Instruction; *Textiles In"struction ABSTRACT These materials for the currigplum area of meeting personal and family textile needs comprisei onlrof six such packages that are part of the Ohio Vocational Consumer/HomemakingCurriculum Guide. The curriculum area or perennial problem *akeh'us in this document is divided into three'praCticar problems about what to do regarding: (1) physical, social, and psychological eds; (2) procurement; and (3) managing textile and cloth. needs. These-are further categocized into six concerns: physical eds, social and psychological needs, plannihg, obtaining, care a maintenance, and self and society. Each concern is divided into a-number of concepts or modules. This packageconsists' of 28 modules. The format for each module is as follows: code, perennial problem, practical problem, concerniconiept 'homemaking skills (listing of various' skills needed by the home aker as related to the developed csAAgpts),,and adiart relating process skills (steps of practical.reisoWing), concepts 0 (fuithet breakdown of the'topic), and\otrategles (infofmation and activities that facilitate the teaching/learning of the concepts). In Some cases, specifiCresources are attached; otherwise, teagbers may choose their own resources based upon availability and appropfiatenesS to individual classrooms. (YLB) 4 1' . , . **************************i**************.**************************t*i * * ReprqductiOns supplied EDRS are the best that can be made .* * from.the original document. ,.,. * ***********************************************************************\ 4 L en. tro . I -.. -", ,-.. a .e-1).',1- t-.'' ,,,, },.. *. 'Yr A/ ..''', '1.,, -J Y;' ,L', .s '4 , 1y.' 'J1-4,44-ref ,. r .. l'....*77,,_,I. - _ Personal audit:may Textile Needs 7 , 1 COOrdinaiIng Work and Family Creating a Living Environment R D _ -67 44, --77 ,14 t 11110111 _\ nf.ff 7f1 0 2 e, 1 Feeding orNourishing Ha: Family Efonomics and Managing Resources DEPAfaiiENT Of EVOCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTCOF EDUCATION MATERIAL HAS BEEN GRANTED BY ED ATIONAL *SOURCES INFORMATION CENTER (ERIC) . p This document has bean *produced as received from the parson or organization originating it Nurturing Human Development Sibe,TI, LlMinor chilling,. have bean made to improve reproduction gustily TO THE EDUCATIONAL RESOURCES Points of ..rimy or opinions stated In this docu- INFORMATION CENTER (ERIC)" ment do not norm* figmentofficial NIA pooklon or ppEcy.. J a I A - V .16 Instructional Materials Laboratory 1885 Neil Avenue Townshcnd Hall, Room 112 Columbus, Ohio 43201 August, 1983 Ohio Department of Education assures equalemployment and equal educational opportunities regardless of race, color, crevi, national origin, handicap orseA in compliance with state directive and federalrecommendation. Ohjo Department of Education v." Division of Vocational Education t Home Ecobomics'Section' 65 South Front Sheet, Room 912 Columbus, Ohio- 4321"5 INTRODlitION ) .- . , v The social/psychological ;role ofclothingweilas buying, Y ,,; . construction and care detiksions,are emphasizedin'this section. '-' Traditional emphasis has been on fashrion andcicitihing construction. q x , . This curriculum inCo6brates more conceptsand strategies which enable, young men and womenAto question qualityand quantity, the influence of peer anti media pressure and theissue of status as they make personal and family textiledecisions. The concepts ply to: hole textfifefor6dUcts as well.as.Cloth4g. Integral to , these' decisions is an upderst*ing()tone's selfconceptt_pre'sent I V 0. and possible future rolesicarders, one'sphysical needs, and characteristics and the life Ode. Problem solving relative to coordin.fing warArobe, distinguishingbetween fads and fashions a( t is-'also pertinent to today.'s adolescents. Skill' development includeS those skillsneeded to plan, purchase, I. ,I, 4. construct, repair, alter andcard fon personal and -famfly_textiles. , _ , . \,_ 4 'This curriculum encourages students to beproactive and to be , regulations, labelingt, ener9y K concerned with such issues as' government and ecology. A module on careers andentrepreneurship is .included. Since resources become quickly outOf date, there are fewer Suppleffierkary sheets. You will need to constantlyassemble current' resoprces. However, there are many originalstrategies and problem solving.situations included, in, themodule': HOMEMAKING SKILLS 4 . v H9memak-ing sk"ills whic4 are essential forperformance,kthie \ v t . J I ' , following homemaking,tasks are dneloped in .the modules fn Meeting - Personal and Family Textile'Needs. 1 1r Providing,and Caring for Clothing and Textile Products Choose proper laundry cleaning agents Determine'how much to spend for.clothing Evaluate familyf's Wardrohip needs, surtability and safety of clothing Sew clothing for self and/or family -Idebtify fabrics and their characteristics - Launder ordry clean-clothing and-linens according to fabric characteristics' Make alterations to clothing' - Mend andrepair clothing a Select, clothing and accessories - 'Sortclothes.fdr'laundering - Storeclotfiing properly 1 r WHAT TO DOREGARDING MEETING PERSONAL AND FAMILY TEXTILE-NEEDS- IIEAT SHOULD T DO. WHAT-With Y DO WHAT ilOULD I DO GARDING PHYSICAL, REGARDING PROCUREMENT REGARDING MANAGING SOCIAL, AND OF PERSONAL AND FAMILY TEXTILE AND CLOTHING PSYCHOLOGICAL NEEDS TEXTILE NEEDS. NEEDS F.T.1.Q F.T.2.0 -J ,F.T.LO CONCERNS R(GARDING CONCERNS REGARDING CONCERNS REGARDING CONCERNS REGARDING CONCERNS REGARD tONCERK REGARDING ,PHYSICAL NEEDS SOCIAL XND PLANNING OBTAINING CARE AND SELF AND SOCIETY PSYCHOLOGICAL NEEDS MAINTENANCE F.T.1.1 F.T.1.2 F.T.2.1 F.T.2.2 F.T.3.1 3.11 3.21 1.11 1.21' .. 2.11 2.21* Heal th Creativitk Quality/entity 'Buying Storage Energy a 1.22 2.12 2.22 3.12e 3.22 ;1Aty Roles Life Cycles Laibeling Equipment Ecology .0:13 .1.23 2.13e 2.23* ! 3.13e 3.23 -"I'RConfcfrt Status Design Principles/ Fiber/Fabric Cleaning Governtient Regulations Color \, 1.24e 2,24e. 3.14e Self Concept 2.14e Construction. Repai r 3.24 Coordinating Decisions Careers/ 1.25e Wardrobe 3.15 Entreprenettrship Media/Peer 2.25* Alterations Pressure 2.15 Construction Fads/Fashions 1.26 Leisure Time i S. FT J.11 A Whatlro ba'Regarding Meeting Personal PERENNIAL I NOMiMAKING SKILLS I and Famil.,Textile Needs I What Sh uld4 pc) Regarding Physical, PRACTICAL PROBLEM Select clothing and household textiles Social d 17hological Needs? to promote general good health . o '1 ' Care for clothing and household textiles to promote general good health CONCERN/CONCEPT Physical NeedS/Health I PROCESS ' CONCEPTS STRATEGIES :SKILLS . A.; ,Present Messyytiolly, andMeticulous Mar/in. Discuss differences in their dress and /7 appear4nce,reasons whythey may by dkessed as they, are ankl.long=term health impli- catiohs.. Why :should webe concerned about this for self? Family? Society'? Community Relationship of You are much more than what showy or the surface.Discuss if thero is a correlation to' 'health standards between good health and family textile needs by using the following situations. - -Child ina, puddle without boots. --Teenager; dutting grass without shoes. --Cook wearing a mohair sweater. J - -Dentistwith unclean fingernails. Sti --Welder without welding hood in plafe.' What are the consequences of theseexamplevloryou, family and-society?What are oth4* alternatives? Factors affectingUsing resources, &lentify.factors (money, time, energy, feeling of self-worth, values, health standardssocietal expectations, knowledge, personal care) that affect overd11 good health and and dress how dress plays a, part in the health of. an indivi4ual and family".'1.15hare results. with the class. List on chalkboard. 4 1 ;./ J 01 FT 1.11 f. PROCESS CONCEPTS '. SKILLS STRATEGIES Reflection of Draw on chalkboard a continuum depicting,Messy Molly to MeticulousMarvin. Place one's own health yourself on the continuum where ydu perceiveyou are in terms of health/clothing. standards Generate questions such as: GOA( S 1 -Are you helping yourself bji the YAW/3 4 way you dress?, fAC103I --Are You helpaing others by caring about yourself? --What are the consequences where youare on the continuum? (no job, lose friends, leader potential.) - --What are-the alternatives for yourself in health/clothing? Using the practical reasoning process, developa plan of action to improve or main ersonal health and clothifig standards. Self in relation IEE--Develop a plan of action for your family. to the healthy '. well-being of IEE--Conduct a "Man qn the Street" survey.by observing clothingchoices, as related family and others to health. Report findings arid make recommendations. IEE--Improve health standards in thefamily laundry. FHA/HER0--Place posters in community laundrycenters illustrating health/clothing concepts. (Disinfect diapers, cold water vs.. hot water, bacterial growthin
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