.o 11111 11111 1 .25 11111-a-._ I .6 MICROCOPY RESOLUTION TESTCIIARTq.i ,NATIONAtHUAt AO (A,,TANDAHD, l'A.t A4&M DOCUMENT RESUME ED 133 535 08 CE 009 558 , TITLE Middle School/Junior High Co-Educational Mini Units in Home Economics. Units 8-13. INSTITUTION Minnesota Instructional Materials Center, White Bear ,Lake.t.Mimnesota Univ., Minneapolis. Dept. of Vocational and Technical Education.; Minnesota Univ., , St. Paul. Div. of Home Economibs Education. SPONS iGENCY Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.; Office of Education (DHEW), Washington, D.C. PUB DATE [76] NOTE 249p.; For related documents see cg 009 556 561 AVAILABLE FROMMinnesota Instructional Materials Center, 3 0 century Avenue North, White Bear Lake, Minn! ota 55110 (All six volumes, $13.00) EDRS PRICi MF-$0.83 HC-$12.71 Plus Postage. DESCRIP+ORS dhild Care; *Coeducation; *Curriculum; Curriculum Guides; *Family Life Education; *Home Economics Education; *Indi*idual Development; Instructional Materials; Juniot High Schools; Middle Schools; , Personal Growth; Sex Education; Units of Study (Subject Fields) 0 ABSTRACT These six self-containeVhome ecoomics,miniunits on personal development are part of a set of 21-desi netd to provide middle school/junior high boys and girls opportu ities to explore several areas.of study within a 6-, 9-, or 12-week period of instruction. Units are designed to be free of s -role stereotyping and.are identified as level I (suggested for gr des 6-7) oglevel II (suggested for grades,8-9). The suggested time required fot °completion of a unit varies from 3 to 9 Weeks, 1thoseincoiporating- laboratory sxperiende requiring 6 to 9 weeks. itles and levels of these six units are:(1) Grooming and'You (lev l I); (2) Becoming a. Person--A Lifelong Process (level I);(3) Mak ng the Most of Your Resources.(level I);(4) Understanding Yourse f and Human-Sexuality (level II); (5) Together: You and Your Faiil (level I); and (6) Learning to Care for Children (level I). Each unit is composed of: (1) an.introductoiy-page that includes a br efdescription of the ,focus of the unit, a statement of ratiOnale andobjectives, and suggested grade level and tine for complet on;. (2)'the body of the unit composed of conceptual content (state ents which identify the concepts and generalizations relevant to tihe.objectivesr and the suggested learnipg approach, and(3). supp rt material, which identifies by number and page the suggested materials to be used in pupil-teacher interaction (Soie materials are included; some areto.; 'be secured from the source,identified at the end of the unit). A brief synopsis of all 21 miniunits plus descriptiOns,of the development and field testing of the units are included.(HD) Dpcuments acquired by ERIC include many informal unpublishednwerials not available from other sources. ERIC makes every effort tb 'obtain the best copy available. Nevertheless,items of marginal reproducibility are often encountered andthis affects the ERIC makes available via the ERIC Document Reproduction Service-(EDRS). quality of the microfiche and hardcopy reproductions be made from EDRS is not responsible for theliquality Of the original document. RepOductions supplied by EDRS are the best that can the original. 4.44, s,. A OF HEALTH, DEPARTMENTWELFARE U.SEDUCATION I OF NATIONAL'INSTITUTE- EDUCAYION RE419. HAS BEEN FROM THISDOCUMENTASRECILIVEDORIGIN: DUC&O,EXACTLYORORGANIZATIONVIEW OROPINIONS THE PERSONPOINTS OF REPRE NECESSARILY ATING-ITDONOT II4STOTUTE1OF STATED NATIONALPOLICY SENTOFFICIALPOSITION OR EDUCA.f MAI 't) °90101 ,1665h 0). This material is being distributed to youthrough the.facilitigs" of the Minnfsota Instructional Materials Centerin cooperatioh with the Minnesota State Department.ef Education. availability ,of this item 0 We have provided for the reproducti n and on behalf of the developers and grt permissiof to reproduge all ifor part of the contents providedredits are given. 4 If we at the Minnesota.InstructionalMaierials Center,ean be of further assistance to you at this time, or in the future,,please contact 1.1s. We can be:reached from out-state Minnesota toll free In the7 /lMetro Area our number 1.s.6l2/770-3143. at 800-652-9024. , 3300 Century Avenue...North, White Bar Lake, Minnesota 55110 4i Technical, Career Et Special Needs, Education Supported by Title ESEA and Parts13, B Et F of VEA Serving Vocational St 3 FORWARD Curriculum development is acontinuolis and unending activity. Responsible and concerned classroom teachers and other educators through their own initiative undertake activities dir-ected toward the improvement of CUrriculum. In addition, from time to.time changes occur in the societal context which'provide special . impetus for serious and considered attention to the questions of what ought' young people to become and hast\can curriculum contribute to the development of 'valued capabilities. In 1972, the Minnesota.State Board of Education.issued a policy statement indicating their commitment tO ,the provision of equa; educatiollhl opportunity for all. The Board recommended that sex role-stereotyping and all practices / which perpetuate sexual stereotyping in sChool programs be eliminated. The re- commendation further indicated that appropriate action be undertaken to eliminate sex bias froM curricular and instructional nlaterials used in elementaryand 41. secondary schools.° In 1974, a contractual agreement was initiated by the Division of Vocational-Technical Education of the Minnesota State Department of Education with the Depdrtment of Vocational-Technical Education and the Division of Home EConomics Education of the University of Minnesota for the purpose of developing curricular materialsvin home economics which would provide equal educational opportunities for boys and girls at middle achoolhunior high school level. Audrey Grote, Vocational Program Simervisor for Consumer Homemaking, served as the representative of the State Depa. Irrmt of Education tothe project. Dr. Roxana.Ford, chairperson of the Divi:.7-1(- of Home Economics Education, Univer., sity of Minnesota, was director of the pr(Jt. Helen Henrie, instructor in home 'econotics.education, University of Minnesota, serVed as leader for the sev- eral developmental phases of the project. Twenty-four junior high school home economics teachers varticiPated in the development, field trial and revision of the units. Additional junior high/middle school teachers participated in the N field t 1.of the unipts. / 4 A ACKPOWLEDGEMENTS, Orateful acknowledgement us extended to the following home economics teachers .whOse good will and untiring efforts made possible.the development of the mini - units: . Becky pallard, Central gh School; Alexandria,.MN Joan BeatOni Warren High_Schoo Warren, MN Pamela Berg, Ind..Schnl Distrlct, "82, Jane Bjerlse,-Winona Junior High School, Winona, MN Bonnie Bush,,Folwell Junior R.iigh School, Minneapoli8,.MN Ione Carlson, SwanvilleHigh $chool,Swanville, MN Betty Craig, Edina Public SchOols, Edina, MN Mar'y DeVries, Folwell Jinior ftigh,Schobl, Minneapolis, MN Catherine Erickson, taivia Nblic School, Olivia, MN, 'Kathleen Fuller, Battle Cree4 Junior High School, Sf.. Paul, MN Ellen Goertzen, Faiitault junjor High School, Paribault; MN . Conatance Groettum, Red WingiPhblid Schools, Rad Wing, MN Peggy Groenwold, Brainerd'Ftiblic SchoOls, -Brainerd, MN , Jean Kinzie,.Winona Junior High School, Winona, MN . Jeanne Lingbeck, Kellogg Juliipr High School, Rochaeter; MN Sharon Munson; Buffalo Juni6r High ScHool, Buffalo, MIT. Mary Crke, Kellogg Junior HigA School, Rochester, MN Virginia Peters, Faribault,Public Schoolq; Farib4u1t,,KN - Marilyn Schepler, Austin Public Schools, Austin, MN Jeannette-Strobel, Washington Junior High'School, Iirainerd, MN Peggy SundulvrUluth Public Schools, ruluth, MN Jean Tierney, Cleveland Junior High School, St. Paul, MN Sharon Vreeman, Battlecreek Junior,High School, St. Paul, MN Vivien Wissink, Rochester Public School, Rochester, MN To the.junior high/middle school home.ecOnomies teachers and to their students who participated in the field trial of the miniunits' and Offered suggestions for the revision of the units a special thank you is a&tended. To the project assistants; June Kruetzkampf, Judith propps and Debra Mhrphy for their invaluable help a sincere.thank you' is expressed. DEVELOPMENT OF CURRICULAR MATERIALS Selection of Teacher Writers: . Middle school/junior high schOol home economics teachers throughout the , state were surveyed in 1974 to'deterMine their interedt in and need for cur- ricular materials,in home economfcs which would be free of seX role stereo- typing. A number of the respondents indicated that the home economics pro- gram in their school would be integrated during the 1975-76 school year. Further- More, their expresseda need for curricular materials Which would.present.tisks a6sociated with home and family living as.,appropriate for females and melee. Approximately 30 respondents indicated their interest in participating in.the Home Economic curriculuM development'project at the middle. schaol/junior;high Of school level. Frorli,this'group, twenty-four teachers were identified participate in the development.of materials and in the field trial of materials in educational classes. Decision to Develop Mini Units: Data gathered regarding the scheduling of classes in hOme bconomics at,the middle school/junior high school level indicated that the sametter length offering was most,often.used Porrequired and electiVe courses in home economics.