FAMILY AND CONSUMER SCIENCE FAMILY … Family Relations.pdfFAMILY AND CONSUMER SCIENCE FAMILY...

ROCKWOOD SCHOOL DISTRICT

FAMILY AND CONSUMER SCIENCE

FAMILY RELATIONS

9-12 HIGH SCHOOL CURRICULUM

BOE Approved 2008

Reviewed October 2009

Revised September, 2007 3

ACKNOWLEDGEMENTS

The writing team gratefully acknowledges the parents, patrons, students, teachers, and

administrators who provided direction and feedback to the 6-12 Family and Consumer Science

document at every stage of its development.

Writing Committee Members

Carrie Becker Rockwood Summit

Diane Boschert Marquette

Dianne Brady Wildwood

Diane Lucas Eureka

Robin Drury Marquette

Debbie Odlum LaSalle Springs

Sara Butler Selvidge

Deanna Easton Eureka

Mandy Glenn Lafayette

Becky Lawrence Lafayette

Michelle Peifer Rockwood Valley

Marion Dennis Marquette

Jill Kehlenbrink Marquette

Susie Hamlin Crestview

Kelly Vogt Selvidge

Carolyn Johnston Rockwood South

La Dona O’nan Eureka

Maria Wombacher Rockwood Summit

Juliann Spina Lafayette

Kathryn Marsh Crestview

Sharon Hammerich Marquette

Kirti Mehrotra Lafayette

Jennifer Kupfer Rockwood Summit

Debbie Powell Eureka

Lori Sanders Lafayette

John Lewis Rockwood Parent

Dawn Taylor Rockwood Parent

Kathy Peckron Deputy Superintendent of Rockwood Steve Ayotte Coordinator for Practical Arts


ROCKWOOD SCHOOL DISTRICT MISSION

STATEMENT

All students, with support from the community, parents, and staff,

will be provided a dynamic curriculum within a safe and caring

environment so they will develop the skills, abilities, and attitudes to

be lifelong learners and citizens of good character who are prepared

to contribute to an ever-changing, global society.

Rockwood School District Beliefs

o Education provides the opportunity for each student to achieve his

or her potential.

o Students have the responsibility to be active participants in their

learning.

o Employees have the responsibility to ensure the maximum

achievement of all children and adults with whom they work.

o Parents/Guardians have the responsibility to support and

participate in the education of their child.

o Community Members have the responsibility to support and

participate in the educational process.



MISSOURI VISION AND MISSION STATEMENTS

Vision Statement: To empower individuals and families across the life span to manage the challenges of living and

working in a diverse, global society. Our unique focus is on families, work, and their

interrelationships.

Mission Statement: To prepare students for family life, work life, and careers in family and consumer sciences by

providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for:

• Strengthening the well-being of individuals and families across the life span

• Becoming responsible citizens and leaders of family, community, and work settings

• Promoting optimal nutrition and wellness across the life span

• Balancing personal, home, family, and work lives

• Using critical and creative thinking skills to address problems in diverse family, community,

and work environments

• Functioning as providers and consumers of goods and services

• Appreciating human worth and accepting responsibility for one’s actions and success in

family and work life, and

• Successful life management, employment, and career development

Family and Consumer Science education focuses on coordinating work and family, management

of resources, technology, and application of academic skills. The classes provide students with

the opportunity to apply thinking, learning, and creating abilities. Students use the basic skills of

critical thinking and problem solving which they will need as workers, citizens, and consumers.


RATIONALE STATEMENT

Family and Consumer Science education describes an educational program that

assists individuals and families in obtaining knowledge and skills required to meet

the challenges of everyday life. Family and Consumer Science education prepares

students to be critically reflective of social influences regarding families. Students

are prepared to become proactive community leaders in the economic, social,

political, and technological arenas.

Family and Consumer Science strengthens families and empowers individuals to

take action for the well being of self and others in the home, workplace,

community and world. Using an integrated, systemic approach to the relationships

among individuals, their families, their communities and the environments in

which they function, this course of study will enable students to discover and apply

vocational and personal life skills in authentic modes of inquiry. The discipline

integrates character development, scholarship, and citizenship as it strives to

develop competent, functional individuals and families.

With its unique focus on the relationship between family and careers, Family and

Consumer Science supports individuals and families across the life span to manage

the challenges of living and working in a diverse, global society.



GRADUATE GOALS

As a result of their education throughout the Family and Consumer Science

program, graduates will:

1. Develop and practice positive and appropriate family and personal

relationships.

2. Manage resources to meet physical, emotional, financial, and social needs.

3. Develop critical problem solving techniques to meet personal, family, and

social problems.

4. Demonstrate and implement skills as providers and consumers of goods and

services.

5. Communicate effectively with peers, family members, and/or coworkers.

6. Develop and demonstrate leadership skills needed to participate as a

responsible member of a family and community.

7. Utilize technology in personal and professional life.

8. Investigate career and employment opportunities.


TECHNOLOGY STATEMENT

Technology is an integral component of the life skills that Rockwood students are

developing through the Family and Consumer Science Curriculum. Students have access to

various types of tools and equipment while completing projects in the foods and sewing labs. It

is recommended that the ratio of students to technology/equipment in the FACS labs be 1:1.

Examples of use of technology in the Family and Consumer Science curriculum include:

• preparation of food

• evaluation of nutritional intake

• computerized embroidery machines

• exploration of careers

• consumer education


ROCKWOOD SCHOOL DISTRICT

EXPECTATIONS

As a result of their experience in the Rockwood Schools, students will become

persons:

• Who demonstrate verbal,

quantitative, cultural, and

technical literacy

• Who can utilize community

resources to foster continual

growth and development

• With skills and attitudes

necessary to become self-

directed, life-long learners

• Who understand the value of

effort in realizing their full

educational, vocational, civic,

and personal potential

• Who understand the

principles of physical and

emotional health and the

importance of maintaining

them

• With effective skills in

written and oral

communication

• With positive self-worth

• Who demonstrate critical thinking

and problem-solving skills in all

areas

• Who demonstrate the adaptability

necessary for life in a changing

world

• Who think and express

themselves creatively and

appreciate the creativity of others

• Who have a broad familiarity with

the world of work to develop and

enhance their career potentials

and opportunities

• Who understand and demonstrate

individual, social, and civic

responsibility, including a global

concern, tolerance, and respect for

others

• Who understand and appreciate

the elements and principles of the

arts and their influence on all

areas of life

• Who demonstrate individual and

social ethic

L

E

A

R

N

E

R

E

X

P

E

C

T

A

T

I

O

N

S


DIFFERENTIATION

The Family and Consumer Science Department in the Rockwood School District

recognizes that differentiation is an important process that teachers use to enhance the

learning of all students, building on their individual strengths and level of knowledge.

The Family and Consumer Science Curriculum was written to facilitate the incorporation

of Differentiation strategies to enhance student learning. The Facilitating Activities of

each course provide flexibility to address the individual learning needs of all students.

The chart below provides a comparison between the traditional classroom and the

Differentiated Classroom. Traditional Classroom Differentiated Classroom

• Student differences are masked or acted

upon when problematic

• Assessment is most common at the end of

learning to see “who got it”

• A relatively narrow sense of intelligence

prevails

• A single definition of excellence exists

• Student interest is infrequently tapped

• Relatively few learning profile options are

taken into account

• Whole-class instruction dominates

• Coverage of texts and curriculum guides

are the focus of learning

• Mastery of facts and skills out-of-context

are the focus of learning

• Single option assignments are the norm

• Time is relatively inflexible

• A single text prevails

• Single interpretations of ideas and events

may be sought

• The teacher directs student behavior

• The teacher solves problems

• The teacher provides whole-class standards

for grading

• A single form of assessment is often used

• Student differences are studied as a basis

for planning

• Assessment is ongoing and diagnostic to

understand how to make instruction more

responsive to learner need

• Focus on multiple forms of intelligence is

evident

• Excellence is defined in large measure by

individual growth from a starting point

• Students are frequently guided in making

interest-based learning choices

• Many learning profile options are provided

for

• Many instructional arrangements are used

• Student readiness, interest, and learning

profile shape instruction

• Use of essential skills to make sense of and

understand key concepts and principles is

the focus of learning

• Multi-option assignments are frequently

used

• Time is used flexibly in accordance with

student need

• Multiple materials are provided

• Multiple perspectives on ideas and events

are routinely sought

• The teacher facilitates students’ skills at

becoming more self-reliant learners

• Students help other students and the

teacher solve problems

• Students work with the teacher to establish

both whole-class and individual learning

goals

• Students are assessed in multiple ways

NOTE: An asterisk by each Facilitating Activity indicates it is designed to be

differentiated to address individual needs. (See the Facilitating Activities for each CCO.)


FAMILY AND CONSUMER SCIENCE, GRADES 9-12 EQUITY STATEMENT

The Rockwood School District believes that it is the right of every student to receive

equal opportunities in all educational programs and activities conducted by the district. It

is the policy of the Board to accord equal considerations and impartial treatment

regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex,

age or disability. In keeping with this policy, the district strives to ensure equitable

programs, course offerings, services, facilities, and educational materials. In addition, the

district promotes equal opportunities for educational development by equipping all

students with technology, research/information processing, and job-preparedness skills.

In order to promote equity, the Rockwood Department of Curriculum and School

Leadership use the following codes* to identify equity and readiness in all curriculum

documents:

GE= Gender Equity

RE= Racial/ Ethnic Equity

D= Disability Equity

T= Technology Skills

R= Research/ Information Processing

W= Workplace/ Job Preparedness

A resource selection committee for each content area will evaluate educational material

based on specific criteria including equity and readiness. The criteria checklist for this

curriculum adoption is included in the Appendix.

*Codes in this document will appear in the Facilitating Activities.


BASIC AND ESSENTIAL SKILLS

BASIC SKILLS

Those skills with lay the basis/foundation for all future learning:

� Reading

� Writing

� Math

� Problem solving

� Working with others

� Analytical skills

� Effective communication

ESSENTIAL SKILLS

Those skills which are vital to future learning (specific to each content area):

� Specific skills listed by grade level/course

� Scope/sequence

� Critical to mastery of the course

All content and skills of a curriculum document are classified as either

BASIC or ESSENTIAL according to the definitions set forth by the Rockwood

Curriculum and Instruction Department.



SCOPE AND SEQUENCE

6 7 8 9 10 11 12

6th

Grade Exploring FACS Life Skills

(quarter elective)

7th

& 8th

Grade FACS Life Skills I

(semester elective)

8th

Grade FACS Life Skills II

(semester elective)

Foods and Nutrition I

Foods and Nutrition II

Foods and Nutrition III

Culinary Arts I

Culinary Arts II

Fashion Construction I

Fashion Construction II

Fashion Construction III

Fashion Design and Merchandising

Child Development I

Child Development II

Family Relations

Housing and Interior Design

Personal Finance

Life After High School

6 7 8 9 10 11 12


Depth of Knowledge

Definition: Measurement of the degree to which the knowledge and skills elicited

from students on assessments are as complex as what students are expected to

know and do as stated in the curriculum/GLEs/Show-Me Standards.

Bloom’s to DOK Conversion Chart


Level One Activities Level Two Activities Level Three Activities Level Four Activities

Define cooking terms

Identify the basic parts

of a conventional sewing

machine

Research a career related

to the fashion industry

Relate the life cycle to

housing needs

Analyze the pros and

cons of renting verses

buying

Compare and contrast

guidance techniques

Distinguish between

situations in which

contamination and

cross contamination

occur

Critique various

resumes, determine

employability, and

write an essay

defending position

Investigate the different

patterns of conflict

resolution and decide

which would fit his/her

own style

Address body flaws by

designing and creating

a flattering fashion

Note: All facilitating activities are coded with a 1-4 for DOK

level.


Depth of Knowledge

Level One

Recall requires recall of information, such as a fact, definition, term, or

simple procedure, as well as performing a simple process or procedure.

Level 1 problems involve only one step. A student answering a Level 1 item

either knows the answer or does not: that is, the answer does not need to be

“figured out” or “solved.” The answer to the question is found verbatim in

the text.

Content Examples of Level 1 Depth of Knowledge

• Recall elements and details of story structure, such as sequence of

events, character, plot and setting

• Conduct basic mathematics calculations

• Label locations on a map

• Represent in words or diagrams a scientific concept or relationship

• Perform routine procedures like measuring length or using

punctuations marks correctly

• Describe the features of a place or people


Depth of Knowledge

Level Two

Skills and Concepts includes the engagement of some mental processing

beyond recalling or reproducing a response. The content knowledge or

process involved is more complex. These actions imply more than one

step. Level 2 activities include making observations and collecting data.

Content examples of Level 2 Depth of Knowledge

• Identify and summarize the major events in a narrative

• Use context clues to identify the meaning of unfamiliar words

• Solve routine multiple-step problems

• Describe the cause/effect of a particular event

• Identify patterns in events or behavior

• Formulate a routine problem given data and conditions

• Organize, represent and interpret data


Depth of Knowledge

Level Three

Strategic Thinking requires deep knowledge using reasoning,

planning, using evidence, and a higher level of thinking than the

previous two levels. The cognitive demands at Level 3 are more

complex and abstract than at Level 2. The multi-step task requires

more demanding reasoning skills. In most instances, requiring student

to explain their thinking is at Level 3. Other Level 3 activities include

drawing conclusions from observations; citing evidence and

developing a logical argument for concepts; explaining phenomena in

terms of concepts; and using concepts to solve non-routine problems.


• Support student thinking/ reasoning with details and examples

• Use voice appropriate to the purpose and audience

• Identify research questions and design investigations for a

scientific problem

• Develop a scientific model for complex situation

• Determine the author’s purpose and describe how it affects the

interpretation of a reading selection

• Apply a concept in other context


Depth of Knowledge

Level Four

Extended Thinking/Reasoning requires high cognitive demand and is

very complex. Students are required to make several connections- relate

ideas within the content area or among content areas – and have to select

or devise one approach among many alternatives on how the situation

can be solved. Performance assessments are open-ended / constructed

response type assessment activities requiring significant thought will be

Level 4.


• Conduct a project that requires specifying a problem, designing

and conducting an experiment, analyzing its data, and reporting

results/ solutions

• Apply mathematical model to illuminate a problem or situation

• Analyze and synthesize information from multiple sources

• Describe and illustrate how common themes are found across texts

from different cultures

• Design a mathematical model to inform and solve a practical or

abstract situation


FAMILY RELATIONS

Semester Course 1/2 unit credit Grades 11-12

Prerequisite: None

Course Description: Family Relations focuses on the family as a system for developing meaningful

relationships that can provide feelings of trust and well being. This course highlights the

rights and responsibilities of partners as well as the kinship bonds with other family

members, who are at different developmental levels and whose fates are interdependent.

Students of Family Relations are interested in how families change over time and will

study the pattern of change in family structure, roles and adaptation to life’s stresses.

Rationale: Every society has four common goals: to insure the survival and growth of infants and

children into adulthood; to channel critical resources to its members; to provide the skills

and knowledge needed to adapt to changing demands; and to foster the succession of

generations so that as one generation of adults ages and dies the next generation is ready

to assume leadership. Families perform critical functions that help to achieve each of

these four goals. Families are one of the few institutions in which people have the

opportunity to form long-term, intimate relationships. The quality of family relationships

plays a key role in the well being of family members, the effectiveness of the

socialization process, and the ability of individuals from each family to be effective in

school, work and community. The family relationships one observes and experiences as

a child provide the initial script for enacting adult family roles such as spouse or parent.

CCO #1 Students will analyze the roles and relationships within families.

(1.0, 1.6, 4.2, 10.1, 4.6, 4.9)

CCO #2 Students will identify factors that influence personality, shape values and goals, and lead

to mature decision making.

(1.2, 4.5, 1.9, 1.3, 1.6, 3.1, 3.3, 3.4, 3.6, 4.1, 4.5)

CCO #3 Students will investigate the correlation between communication skills and conflict

resolution as related to the health of a relationship. (CA4, CA6, HP5, 2.2, 2.5, 2.6, 3.1,

3.2, 3.3, 4.4)

CCO #4 Students will evaluate individual criteria for making healthy relationship choices and

lifetime decisions. (CA4, CA6, HP5, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 4.4)

CCO #5 Students will evaluate stressors and crises that effect families. (1.10, 2.2, 2.5, 3.1, 3.2,

3.3, 4.4, 4.6, 4.7)


Family Relations CCO#1: Students will analyze the roles and relationships within families.

Family Relations CCO#1 Essential Content and Skills: Students will learn about the:

1. Meaning of family

2. Functions of family

3. Roles in families

4. Stages of the family life cycle

5. Various family systems

6. Current and past trends in family composition

Family Relations CCO#1 Facilitating Activities: Students may: (R)

1. Explore and explain the meaning of family. (1, 3)

2. Analyze the functions of the family through class discussion. (2)

3. Identify roles and role interactions in families. (1)

4. Identify stages of the family life cycle and changes that occur in each stage. (1)

5. Compare and contrast various family systems. (2)

6. Explore trends in family composition. (3)

7. Interview people in various stages of the family life cycle. (3)

8. Research family history. (1)

9. Research a family topic and produce a written document. (2)

Family Relations CCO#1 Application Level Assessment: Students will analyze the roles and relationships within families based on the

development and completion of an interview with an adult.


Family Relations CCO#1 Application Level Assessment: Scoring Guide Students will analyze the roles and relationships within families based on the

development and completion of an interview with an adult.

Criteria 4 3 2 1 Preparation Before the interview,

the student prepared

at least fifteen in-

depth questions

based on family roles

and relationships

Before the interview,


at least fifteen

questions lacking

depth but based on

family roles and

relationships

Before the interview,


ten questions based

on family roles and

relationships

The student prepared

ten questions before

the interview without

any relationship to

family roles.

Note taking Interview notes are

thorough and

detailed with

evidence of

discussion

Some interview

notes are thorough

and detailed with

evidence of

discussion

Few interview notes

are thorough and

detailed with little

evidence of

discussion

Interview notes lack

substance

Content Family roles and

relationships are

clearly analyzed

based on interview

results

Family roles and

relationships are

somewhat analyzed

based on interview

results

Family roles and

relationships are

vaguely analyzed

based on interview

results

Family roles and

relationships are

vaguely analyzed

without referring to

interview

Report Writing The report is well

organized and

contains accurate

quotations and facts

taken from the

interview.

The report is well

organized and

contains accurate

facts taken from the

interview but lacks

quotations

The report contains

accurate quotations

and facts taken from

the interview but

lacks organization.

The report is lacking

facts and quotations

from the interview

OR the quotes and

facts are not accurate


Family Relations CCO #2 Students will identify factors that influence personality, shape values and goals, and lead

to mature decision making.

Family Relations CCO#2 Essential Content and Skills: Students will learn about:

1. The definition of self-concept

2. Types of maturity

3. Defense mechanisms

4. Values and Goals

5. Decision making

Family Relations CCO#2 Facilitating Activities: Students may:

1. Complete a self-evaluation inventory such as the Myers-Briggs Personality

Inventory. (1)

2. Interpret various types of values, goals, and decision-making skills and apply

these principles to their own personal value system. (4)

3. Use case studies to follow the decision-making process. (2)

4. Evaluate themselves in order to determine their own level of maturity. (4)

5. Role-play types of defense mechanisms. (2, 3)

6. Evaluate personal needs, wants, values, and short and long-term goals. (3)

7. Examine factors influencing personality development. (2)

8. Evaluate personal decision-making skills. (4)

Family Relations CCO#2 Application Level Assessment: Students will complete a personality inventory and assess how individual traits affect

relationships.


Family Relations CCO#2 Application Level Assessment: Scoring Guide Students will complete a personality inventory and assess how individual traits affect

relationships.

Criteria 4 3 2 1

Sentences & Paragraphs All sentences and

paragraphs

support the

personality

inventory and

assessment.

Most sentences

and paragraphs

support the

personality

inventory and

assessment.

Some sentences

and paragraphs

support the

personality

inventory and

assessment.

Few sentences and

paragraphs

support the

personality

inventory and

assessment.

Content/Details/Length All supporting

content and

details are present

in the assessment.

Most supporting

content and

details are present

in the assessment.

Some supporting

content and

details are present

in the assessment.

Few supporting

content and details

are present in the

assessment.

Format Completely

follows the format

of assignment

given.

Mostly follows

the format of

assignment given.

Somewhat

follows the format

of assignment

given.

Inadequately

follows the format

of assignment

given.


Family Relations CCO #3 Students will investigate the correlation between communication skills and conflict

resolution as related to the health of a relationship.


1. Types of communication

2. Effective communication skills

3. Components of listening skills

4. Conflict resolution skills


1. Role-play using a variety of communication methods, forms, and techniques. (3)

2. Distinguish between effective and ineffective communication skills. (2)

3. Compare and contrast barriers to healthy communication. (2)

4. Examine developmental, individual, and gender differences in communication

skills. (1, 2)

5. Practice communication skills, including listening and questioning, which

encourage healthy interaction. (2) (W)

6. Discover and apply appropriate time settings and circumstances to communicate

with others. (2, 3)

7. Investigate the different patterns of conflict resolution and decide which would fit

his/her own style. (1, 4)

Family Relations CCO#3 Application Level Assessment Students will reflect on a personal experience in order to evaluate how effective

communication and conflict resolution skills affect relationships.


Family Relations CCO#3 Application Level Assessment: Scoring Guide Students will reflect on a personal experience in order to evaluate how effective

communication and conflict resolution skills affect relationships.

Criteria 4 3 2 1

Sentences & Paragraphs In reflection of

their personal

experience, all

sentences and

paragraphs

demonstrate how

communication

and conflict

resolution affect

relationships.

In reflection of

their personal

experience, most

sentences and

paragraphs

demonstrate how

communication

and conflict

resolution affect

relationships.

In reflection of

their personal

experience, some

sentences and

paragraphs

demonstrate how

communication

and conflict

resolution affect

relationships.

In reflection of

their personal

experience, few

sentences and

paragraphs

demonstrate how

communication

and conflict

resolution affect

relationships.

Content/Details/Length All supporting

content and

details are present

in the reflection.

Most supporting

content and

details are present

in the reflection.

Some supporting

content and

details are present

in the reflection.

Few supporting

content and details

are present in the

reflection.

Format Completely

follows the format

of assignment

given.

Mostly follows

the format of

assignment given.

Somewhat

follows the format

of assignment

given.

Inadequately

follows the format

of assignment

given.


Family Relations CCO#4 Students will evaluate individual criteria for making healthy relationship choices and

lifetime decisions.


1. Principles of dating

2. Infatuation

3. Love

4. Violence and abuse in relationships

5. Preparation for marriage

6. Engagement

7. Marriage


1. Investigate obligations and ramifications of the dating relationship. (2) (GE)

2. Compare/contrast infatuation and love. (2)

3. Explore the characteristics of a person who is ready for marriage and devise

personal criteria for a successful relationship. (3)

4. Recognize the significance of relationships during adolescence and early

adulthood. (1)

5. Evaluate factors to consider in choosing a partner. (1) (GE)

6. Analyze expectations and division of tasks in relationships. (2)

7. Assess responsibilities of and personal readiness for parenthood. (4)

8. Analyze implications of power and authority in relationships. (3)

9. Evaluate the use of money, time and other resources needed to achieve goals.

(3)

10. Evaluate sources of support available for family members. (2)

11. Recognize danger signals of date/acquaintance rape. (2)

12. Use “Cycle of Violence” to evaluate whether behaviors in relationships are

healthy or unhealthy. (3)

13. Evaluate topics pertinent to the marriage relationship such as children, careers,

living arrangements, and finances. (2)

14. Participate in, examine, and evaluate the preparation of marriage through a

simulation project. (4)

Family Relations CCO#4 Application Level Assessment: Students will evaluate healthy relationship choices and lifetime decisions through a

written/oral presentation.


Family Relations CCO#4 Application Level Assessment: Scoring Guide Students will evaluate healthy relationship choices and lifetime decisions through a

written/oral presentation.

Criteria 4 3 2 1 Organization Information is very

organized with well-

constructed

statements.

Information is

somewhat organized

with well-

constructed

paragraphs.

Information is

somewhat organized,

but statements are

not well-constructed.

The information

appears to be

disorganized.

Amount of

Information

The topic is

addressed

completely and all

questions answered.

The topic is mostly

addressed and most

questions answered.

The topic is

somewhat addressed

and some questions

answered.

The topic is

inadequately

addressed and few

questions answered. Quality of

Information

The topic includes

several supporting

details and/or

examples relating to

healthy relationship

choices and

decisions.

The topic includes

many supporting

details and/or



choices and

decisions.

The topic includes

some supporting

details and/or



choices and

decisions.

The topic is

inadequate and has

little or nothing to do

with healthy

relationship choices

and decisions.

Sources All sources

(information and

graphics) are

accurately

documented in the

desired format.

Most sources

(information and

graphics) are

accurately

documented, but a

few are not in the

desired format.

Some sources

(information and

graphics) are

accurately

documented, but

many are not in the

desired format.

Few sources are

accurately

documented.


Family Relations CCO #5 Students will evaluate stressors and crises that affect families.


1. Children

2. Maturing marriage

3. Divorce and remarriage

4. Aging parents

5. Community and private resources

6. Death and dying

7. Types of stress

8. Finances


1. Identify characteristics of families who strive to meet needs of all family

members. (1, 2)

2. Investigate ways to assure adequate time for family activities. (1)

3. Identify potential sources, indicators, and consequences of family stress, conflicts

and crises. (3)

4. Develop strategies for resolving family stress, conflicts and crises. (3)

5. Examine the family dynamics associated with aging parents. (1)

6. Investigate community and private resources to support the family. (1)

7. Study the effects of death and dying on the family. (1, 2)

8. Recognize the impact of parenthood on the family. (3)

9. Examine changes that occur with aging children. (1)

10. Assess changes to the family as children marry and start their own family. (4)

11. Evaluate the effects of divorce and remarriage on children of all ages. (3)

12. Evaluate your financial plan and how it impacts the family as a whole. (4)

Family Relations CCO#5 Application Level Assessment: Students will select and research family topics which encompass stress and crisis.


Family Relations CCO#5 Application Level Assessment: Scoring Guide Students will select and research family topics which encompass stress and crisis.

Criteria 4 3 2 1 Organization Information is very


constructed

paragraphs and

subheadings.

Information is


constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.

Amount of

Information

The family topic is

addressed completely

and all questions

answered.

The family topic is

mostly addressed and

most questions

answered.

The family topic is

somewhat addressed

and some questions

answered.

The family topic is

inadequately

addressed and few

questions answered. Quality of

Information

The family topic

includes several

supporting details

and/or examples

relating to stress and

crisis.

The family topic

includes many

supporting details

and/or examples


crisis.

The family topic

includes some

supporting details

and/or examples


crisis.

The family topic is

inadequate and has

little or nothing to do

with stress and crisis.

Sources All sources

(information and

graphics) are

accurately

documented in the

desired format.

Most sources

(information and

graphics) are

accurately

documented, but a

few are not in the

desired format.

Some sources

(information and

graphics) are

accurately

documented, but

many are not in the

desired format.

Few sources are

accurately

documented.


SHOW-ME STANDARDS

THE SHOW-ME STANDARDS

Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the

Code of State Regulations, 5 CSR 50-375.100

PERFORMANCE (PROCESS) STANDARDS

GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to

gather, analyze and apply information and ideas.

Students will demonstrate within and integrate across all content areas the ability to

1.1 develop questions and ideas to initiate and refine research

1.2 conduct research to answer questions and evaluate information and ideas

1.3 design and conduct field and laboratory investigations to study nature and society

1.4 use technological tools and other resources to locate, select and organize information

1.5 comprehend and evaluate written, visual and oral presentations and works

1.6 discover and evaluate patterns and relationships in information, ideas and structures

1.7 evaluate the accuracy of information and the reliability of its sources

1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)

for analysis or presentation

1.9 identify, analyze and compare the institutions, traditions and art forms of past and present

societies

1.10 apply acquired information, ideas and skills to different contexts as students, workers,

citizens and consumers


communicate effectively within and beyond the classroom.


2.1 plan and make written, oral and visual presentations for a variety of purposes and

audiences

2.2 review and revise communications to improve accuracy and clarity

2.3 exchange information, questions and ideas while recognizing the perspectives of others

2.4 present perceptions and ideas regarding works of the arts, humanities and sciences

2.5 perform or produce works in the fine and practical arts

2.6 apply communication techniques to the job search and to the workplace

2.7 use technological tools to exchange information and ideas


SHOW-ME STANDARDS


recognize and solve problems.


3.1 identify problems and define their scope and elements

3.2 develop and apply strategies based on ways others have prevented or solved problems

3.3 develop and apply strategies based on one’s own experience in preventing or solving

problems

3.4 evaluate the processes used in recognizing and solving problems

3.5 reason inductively from a set of specific facts and deductively from general premises

3.6 examine problems and proposed solutions from multiple perspectives

3.7 evaluate the extent to which a strategy addresses the problem

3.8 assess costs, benefits and other consequences of proposed solutions

GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make

decisions and act as responsible members of society.


4.1 explain reasoning and identify information used to support decisions

4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the

United States

4.3 analyze the duties and responsibilities of individuals in societies

4.4 recognize and practice honesty and integrity in academic work and in the workplace

4.5 develop, monitor and revise plans of action to meet deadlines and accomplish goals

4.6 identify tasks that require a coordinated effort and work with others to complete those

tasks

4.7 identify and apply practices that preserve and enhance the safety and health of self and

others

4.8 explore, prepare for and seek educational and job opportunities


SHOW-ME STANDARDS

KNOWLEDGE (CONTENT) STANDARDS

Communication Arts

In Communication Arts, students in Missouri public schools will acquire a solid foundation that

includes knowledge of and proficiency in

CA 1 speaking and writing standard English (including grammar, usage, punctuation, spelling,

capitalization)

CA 2 reading and evaluating fiction, poetry and drama

CA 3 reading and evaluating nonfiction works and material (such as biographies, newspapers,

technical manuals)

CA 4 writing formally (such as reports, narratives, essays) and informally (such as outlines,

notes)

CA 5 comprehending and evaluating the content and artistic aspects of oral and visual

presentations (such as storytelling, debates, lectures, multimedia productions)

CA 6 participating in formal and informal presentations and discussions of issues and ideas

CA 7 identifying and evaluating relationships between language and culture

Fine Arts

In Fine Arts, students in Missouri public schools will acquire a solid foundation that includes

knowledge of

FA 1 process and techniques for the production, exhibition or performance of one or more of

the visual or performed arts

FA 2 the principles and elements of different art forms

FA 3 the vocabulary to explain perceptions about and evaluations of works in dance, music,

theater and visual arts

FA 4 interrelationships of visual and performing arts and the relationships of the arts to other

disciplines

FA 5 visual and performing arts in historical and cultural contexts

Health/Physical Education

In Heath/Physical Education, students in Missouri public schools will acquire a solid foundation

that includes knowledge of

HP 1 structures of, functions of, and relationships among human body systems

HP 2 principles and practices of physical and mental health (such as personal health habits,

nutrition, stress management)

HP 3 diseases and methods for prevention, treatment and control

HP 4 principles of movement and physical fitness

HP 5 methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as

violence, tobacco, alcohol and other drug use)

HP 6 consumer health issues (such as the effects of mass media and technologies on safety

and health

HP 7 responses to emergency situations


SHOW-ME STANDARDS

Mathematics

In Mathematics, the students in Missouri public schools will acquire a solid foundation that

includes knowledge of

MA 1 addition, subtraction, multiplication and division; other number sense, including

numeration and estimation; and the application of these operations and concepts in the

workplace and other situations

MA 2 geometric and spatial sense involving measurement (including length, area, volume),

trigonometry, and similarity and transformations of shapes

MA 3 data analysis, probability and statistics

MA 4 patterns and relationships within and among functions and algebraic, geometric and

trigonometric concepts

MA 5 mathematical systems (including real numbers, whole numbers, integers, fractions),

geometry, and number theory (including primes, factors, multiples)

MA 6 discrete mathematics (such as graph theory, counting techniques, matrices)

Science

In Science, students in Missouri public schools will acquire a solid foundation that includes

knowledge of

SC 1 properties and principles of matter and energy

SC 2 properties and principles of force and motion

SC 3 characteristics and interactions of living organisms

SC 4 changes in ecosystems and interactions of organisms with their environments

SC 5 processes (such as plate movement, water cycle, airflow), and interactions of Earth’s

biosphere, atmosphere, lithosphere and hydrosphere

SC 6 composition and structure of the universe and the motions of the objects within it

SC 7 processes of scientific inquiry (such as formulating and testing hypotheses)

SC 8 impact of science, technology and human activity on resources and the environment

Social Studies

In Social Studies, students in Missouri public schools will acquire a solid foundation that

includes knowledge of

SS 1 principles expressed in the documents shaping constitutional democracy in the United

States

SS 2 continuity and change in the history of Missouri, the United States and the world

SS 3 principles and processes of governance systems

SS 4 economic concepts (including productivity and the market system) and principles

(including the laws of supply and demand)

SS 5 the major elements of geographical study and analysis (such as location, place,

movement, regions) and their relationships to changes in society and environment

SS 6 relationships of the individual and groups to institutions and cultural traditions

SS 7 the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

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