Evaluation guide for homemaking education

an evaluation guide
august 1963

Aleene Cross and
Graduate Students
Vocational Division Georgia State Department of Education
and The College of Education The University of Georgia
August, 1963

1 I ; j
Department of Home Economics Education College of Education
University of Georgia - Athens, Georgia
Price - $ 1. 50

FOREWORD
This bulletin is a companion to Homemaking Education in Georgia, A Curriculum Guide published in 1962. Both bulletins utilize the same objectives for Homemaking I, II, III. It is hoped that teachers will use these bulletins as resource guides and will adapt the contents to fit the individual situations in which they teach.
Evaluation is a continuous process and it should be in terms of the goals or objectives formulated by a particular class. The devices included in this bulletin are keyed to one particular objective but can often be used to evaluate more than one objective. Teachers may find a device included in one year of homemaking adaptable for another year.
This compilation of devices and questions was developed by graduate students enrolled in the course, "Evaluation in Home Economics" at the University of Georgia.
Appreciation goes to Sharon Boone Hamner, Joyce Stewart and JoAnn Outler for the additional work they did on the bulletin and to Jean Gambrell for the typing.

TABLE OF CONTENTS
Foreword
CHILD CARE AND DEVELOPMENT Homemaking I Homemaking III
CLOTHING AND TEXTILES Homemaking I Homemaking II Homemaking III
FOODS AND NUTRITION Homemaking I Homemaking II Homemaking III
HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT Homemaking I Homemaking II Homemaking III
HOME NURSING Homemaking II

I
I
Page!
1 ! 23
29
49
79
91 103 127
135 141 157
161

RELATIONSHIPS-- PERSONAL, SOCIAL, FAMILY Homemaking I Homemaking II Homemaking III
HOME PROJECTS Homemaking I Homemaking II Homemaking III

Page
167 181 187
192 196 200

1

Area:

CHILD CARE AND DEVELOPMENT

Homemaking I UNDERSTANDING AND GUIDING YOUNG CHILDREN

Objectives --to develop in pupils:

1. A love and appreciation of children.

2. An appreciation of the rights of children and a realization that children are persons.

3. Some understanding of the behavior of young children and formation of de\sirable habits.

4. Understanding one's responsibility when caring for children.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 53 to page 66.

2

Objective l. To develop a love and appreciation of children.

AN INTEREST INVENTORY FOR PLANNING

Directions:

The questions below will help you decide what your interests are concerning children. Place a check mark (x) in the column that best represents your answer.

Question Yes
1. Do you do baby-sitting? 2. Do you know how to be a good baby-sitter? 3. Do you feel at ease with children? 4. Do you like children and want to have
them around you? 5. Do you know what to expect from child-
ren of different ages? 6. Do you know which toys are best for
children of different ages? 7. Do you know which games and stories
children like? 8. Can you tell a story so it would be
meaningful to children? 9. Do you know how to direct children's
play? 10. Does all music have the same effect on
a child? 11. Are some TV programs too exciting for
children? 12. Should a child be picked up when he cries? 13. Are children born without fear? 14. Do you know how to care for a child in
a temper tantrum? 15. Do you know how much a child should eat? 16. Do you know how to dress a baby? 17. Do you know how to change a diaper? 18. Can you give baby his bottle or baby food? 19. If an accident happens, do you know what
to do? 20. Are you safety-conscious regarding
home accidents?

No Sometimes

3

Objective 2. To develop an appreciation of the rights of children and a realization that children are per sons.

CHECKLIST FOR THE BABY SITTER OR PLAY SCHOOL PARTICIPANT

Directions

Check {x) your answer in the appropriate column.

Question

Yes No

1. Am I interested in this child? 2. Do I show a desire to learn more about
children? 3. Do I cooperate with the parents in handling
their child?
4. Do I set a good example? 5. Do I supervise play intelligently? 6. Do I show tolerance and patience? 7. Do I select toys and other play materials
wisely? 8. Do I help this child to develop good play
habits? 9. Do I help this child to develop habits of
independence? 0. Do I respect the rights and feelings of this
child? 1. Do I try to find the reason why he cries? 2. Am I fair when he quarrels with his friends?

Sometimes

4
Objective 3. To develop some understanding of the behavior of young children and formation of desirable habits.

CHECK LIST FOR OBSERVING A CHILD

Your name

Name of Child

Date--------- Hours observed--------- Age of Child--------------------------

Directions:

Check (x) in the appropriate column each behavior observed. Do not check a behavior you did not observe.

Usually Sometimes Never

Accepts other children

Joins group activities

Smiles or laughs frequently

Is enthusiastic

Trys new activities

Speaks naturally

Rides tricycle with ease Buttons own clothes

Plans own activities

Takes turns willingly

Shares his toys

Willing to compromise

Recognizes rights of others

Talks to adults

Accepts suggestions

5

Objective 4.

Understanding one's responsibility when caring for children.

WILL I DO THIS FOR MY CHILD?

Directions: Write yes, no, or maybe in each blank.

Show confidence in his abilities

---- Encourage his initiative
---- Enjoy his growing skills ---- Give him ways to help
---- Help him feel he belongs
---- Give him space of his own ---- Give him freedom plus responsibility ---- Give him the right to choose ---- Keep your personal fears out of his life ---- Let him speak without fear or shame ---- Discipline him gently and consistently ---- Give him something to believe in

If I can say YES to all of these my child will be truly free to grow.

6
Objective 4. To develop understanding of one's responsibility when caring for children.

Directions:

BABY SITTER'S DIARY
Record the significant happenings in column 1 and your reactions or suggestions for improvement in column 2.

Your name Date
1. What happened

Name of Child Age of Child
2. Your reaction

7

A WELL OF TEST QUESTIONS

Child Care and Development

Directions:

In the blank to the left of the question, place the letter of the best possible answer.

1. Johnnie is not developing as he should. He is 8 months old and is not sitting alone. His mother should not worry because:

a. She did not develop rapidly and children usually follow their parents.
b. All babies grow and develop in the same order, but each does so at his own rate.
c. The age at which babies achieve their steps in growth are the same for all children.
d. His actions compare with the child next door.

2. Mrs. Smith has a very bow-legged baby. She might have prevented this if she had given the baby:

a. Strained cereals b. Strained vegetables c. Corn syrup
d. Fish liver oil

3. When Jimmy's mother calls him to come in, he is usually too busy playing to mind her. The best thing for his mother to do is:

a. Give him a five minute warning, then go and bring him in. b. Call him, and then go inside and pay no attention to him. c. Tell him how badly she feels when he is naughty. d. Go out and bring him in; then make him stay in the rest of
the afternoon.

4. In changing a diaper, you should remove the safety pins and:

a. Stick them in the mattress. b. Hold them in your mouth. c. Lay them down. d. Close them and place them out of baby's reach.

8
5. You have just put Sally to bed. As you leave the room, she begins to cry and continues to do so. You should:
a. Go back and tell her a story b. Make sure all her needs are cared for and cheerfully say
Good Night and leave. c. Ignore her. d. Go get her and allow her to stay up until she becomes sleepy.
6. You are baby sitting with John and he wants to go next door and play. He tells you that his mother always lets him go. His mother has left no directions with you concerning the fact of whether he may go next door or not. You should:
a. Let him go. b. Let him go, but say to him, you'll "tell mother" when she
comes home. c. Call his mother at the P. T. A. meeting and ask her. d. Use your own judgment and decide if he should be allowed
to go.
7. What would you do to keep Jimmy playing contentedly in the yard, without running away?
a. Spank him every time he ran away, so that fear would restrai him.
b. Promise him an ice cream if he would stay in the yard. c. Watch him every moment to make sure he doesn't run away. d. Create a desire in Jimmy to stay in the yard.
8. Sara has now doubled her length at birth. Her approximate age in months is:
a. 48 b. 36 c. 24 d. 56
9. Frank has cut his first tooth. His approximate age in months is:
a. 12 b. 5 or 6 c. 1 or 2 d. 10

9

-

10. Mrs. Smith wants Jane to learn to share her toys with other children. When Jane is selfish, she should:

a. Take her toys away from her for a time. b. Give some of her toys to her friends to play with. c. Send her to bed without her supper. d. Suggest how she and her friends can use the toys together.

11. Which of the following breakfasts would you select for a four year old?

a. Orange juice, oatmeal and cream, toast and butter, and milk. b. Griddle cakes, maple syrup, bacon, cornflakes. c. Fried eggs, ham, bread and butter, banana. d. Sandwich, milk, and crackers.

12. The baby's chief source of Vitamin Dis:

a. Cereal b. Egg c. Cod-liver oil d. Orange juice

13. Which of the following breakfasts would you choose for a child who is one year old?

a. Orange juice, cooked cereal, dry toast, milk. b. Fried egg, ham, toast, juice. c. Griddle cakes, syrup, coffee. d. Milk and juice.

14. You are buying a toy for a one-year old. Which would be the most suitable one?

a. A wagon. b. An electric train. c. A wind-up automobile. d. A paper story book.

15. Judy can walk alone and climb stairs and uses a spoon without much spilling. Her approximate age in months is:

a. 18. b. 12 c. 10 d. 30

10
16. Dorothy did not like to eat new foods, but her mother thought she should learn to eat beets. She offered Dorothy a small spoonful which she refused. What should she do?
a. She should force Dorothy to eat the beets, so she will know what they taste like.
b. She should offer the beets to Dorothy again a few days later. c. She should say, "Well, I don't like them either. 11 d. She should make facial expressions indicating that she
doesn't like them.
17. Kay now sits with support and can roll from back to stomach. She now uses her hands to reach, grasp, crumble, bang, and splash. Her approximate age in months is:
a. 12
b. 6 c. 9
d. 16
18. Which of the following dinners would you select for a four year old?
a. Pork chops, mashed potatoes, bread and butter, baked beans, and tea.
b. Lamb chops, baked potato, spinach, whole wheat bread, stewed prunes, milk.
c. French fried potatoes, bread and butter, cocoa, ice cream, chocolate milk.
19. Which of the following suppers would you select for a four year old?
a. Veal stew, mashed potatoes, boiled cabbage. b. Cheese sandwiches, canned peaches, pumpkin pie. c. Cream of pea soup, crackers, apple sauce, cocoa, sponge
cake.
20. The babysitter's primary job is:
a. To help the child accept the absence of his parents without being worried.
b. To improve the child's behavior. c. To have a good time and invite her friends over. d. To exercise strict authority with the child and to make him
over in one night.

11

-

2 l. If a small child asks about birth or sex, should you:

a. Answer as many questions as he asks, briefly but accurately. b. Tell him everything he will need to know. c. Tell him you will tell him when he is older. d. Answer only questions you think he should know.

22. If a child has difficulty getting to sleep, should you:
a. Insist that he go to sleep in the dark immediately without toys. b. Let him play in bed with any toys he wants until he tires and
falls asleep. c. Leave a light in the hall and let him take a soft teddy bear
or other soft toy to bed with him. d. Insist that he go to sleep in the dark immediately with his favorite
toys.

23. If a child has trouble getting along with other children should you:

a. Remove him because the other children have been unkind to him. b. Try to discover and treat the causes of the difficulty. c. Tell him he has to learn to fight for his rights. d. None of the above.

24. If a child begins bed-wetting again at the age of five or six, and a medical examination has proven him to be all right physically, should you:

a. Punish him every time it happens by depriving him of something

he likes.

b. Try to discover what has upset him, or if you have neglected

to express love or approval.

c. Tell him you know he can be a "good boy" if he wants to and

that you are depending on him.

-

25. If a three year old hits his baby sister, should you:

a. Do something just for him. b. Smack him. c. Tell him that it is wrong and make him promise never to do
it again. d. Let his sister hit him back.

12
26. If a five year old takes something that does not belong to him, should you:
a. Whip him. b. Punish him by depriving him of something he enjoys. c. Explain that it is wrong to steal. d. Give him more loving attention.
27. If a child destroys something you treasure, should you:
a. Whip him and tell him he is bad. b. Show no sign of anger but patiently tell him to be more
careful. c. Show him your annoyance but explain to him that you love
him even when he makes mistakes. d. Ignore the whole situation.
28. If a child becomes annoyed with necessary restrictions and says that he hates you, should you:
a. Tell him that children often feel they dislike the people who set up rules, that you love him anyway, but he must obey.
b. Tell him that he should be ashamed to hate because it is wrong. c. Smack him for being such a hateful child.
29. If a child is very quiet and exceptionally good, should you:
a. Be proud that he is so well behaved. b. Put fewer restrictions on him and blame him less for any
mistakes he may make. c. Tell him to be more like other children. d. If he does misbehave, punish him.
30. The most important time in life to lay a good foundation for health is the:
a. First year b. Second year c. First 6 months d. Fourth year

13
31. From six months to a year, a baby should sleep:
a. 10-12 hours a day b. 14-16 hours a day c. 18-20hours a day d. None of the above
32. A good mattress filling for a baby's bed is:
a. Cotton batting b. Kapak c. Feathers d. Foam rubber
33. The water a baby drinks should be:
a. Cold b. Boiled and cooled c. Ice cold d. Warm tap water
34. A baby usually has his bath:
a. Before eating b. After eating c. Either time d. At night
35. The disease rickets may be prevented in babies and small children by giving them:
a. Olive oil b. Cottonseed oil c. Cod-liver oil d. Baby oil
36. A baby should be given tomato juice or orange juice because:
a. It is rich in Vitamin C. b. It is colorful c. It tastes good d. It is rich in Vitamin D.

14
37. Pasteurizing milk is:
a. Boiling the milk b. Heating the milk in a double boiler c. Heating the milk to 145 for 30 minutes and cooling quickly. d. None of the above
38. A convenient and satisfactory way of testing the temperature of milk for a baby is:
a. Tasting it b. Shaking a few drops on one's wrist c. Using a thermometer d. Letting the baby decide
39. Sterilized bottle nipples should be stored in:
a. Cup b. Saucer c. Covered sterilized feeding bottle d. Plastic container with tight lid
40. Fearful children can be helped by
a. Examples of children their age or of older people. b. Forcing them to take part in the activity, thus teaching
there is nothing to fear. c. Reasoning with him when he becomes frightened. d. None of the above.
41. The average American baby is approximately:
a. 19 inches in length b. 20 inches in length c. 22 inches in length d. 25 inches in length
42. The average birth weight of a baby is:
a. 5 lbs. b. 7 lbs. c. 10 lbs. d. 6 lbs.

15

-

43. The newborn baby's head is:

a. 1/4 of his entire body b. 1/8 of his entire body c. 1/2 of his entire body d. 3/4 of his entire body

44. Direct exposure to sun ray's should not take place until a baby is at least:

a. One month old b. Two months old c. Three months old d. Four months old

45. The best age to start toilet training is:

a. 6 months
b. 1 year c. 2 years d. 2 1/2 to 3 years

46. At birth, a baby is very sensitive to:

a. Heat b. Sight c. Hearing d. Odors

47. By the end of the first year a child's weight should be:

a. 2 times birth rate b. 3 times birth rate c. 4 times birth rate d. 5 times birth rate

-

48. A reason for shifting a baby's sleeping position is:

a. To make the baby more comfortable b. So the head won't shape wrong c. So the sheets will get even wear d. None of the above

16

49. Fundamental control OV"er the muscles comes first in the:

a. Trunk region b. Head region c. Legs only d. Arms only

50. The most effective way to stop a well baby's crying is to:

a. Pick him up b. Ignore him c. Give him a favorite toy d. None of the a hove

Directions:

To the left of each statement place an~ if you think the
statement is true. Place an .Q_ if you think the statement
is false.

51. An older person is likely to be a more self-confident, firm baby sitter than a young person.

52. A temper tantrum is more constructive than a fight because it does not hurt others.

53. Teasing helps children get along in the world.

54. Parents need to get to the bottom of the difficulties of their children and discuss these things among themselves.

55. Mild fears which cause us to be cautious are good for us.

56. Children enjoy fear in stories and games when they end well.

57. Fears caused by stories on TV can be overcome easily through play.

58. You can't reason with a jealous child.

59. Parents can keep children from being jealous if they manage in, the right way.

60. Jealousy is easier to prevent than cure.

61. Environment does not hold importance until a child is born.

17

62. Environment can change heredity.

63. Most children "take after" their parents in looks, actions, and attitudes.

64. A child's personality depends largely on how his needs are met.

65. What children can do with their bodies is closely related to their proportions.

66. Growth is slower during elementary school years than during infancy.

67. The 6-8 year old needs help and instruction in how to use toys before he can enjoy play.

68. Group play encourages mental and social development as well as physical development.

69. With other children, a child first learns how to make friends and how to be won as a friend.

70. The size of a child is important as far as health is concerned but it is important in group play.

71. Children enjoy using their minds as well as their bodies.

72. Children prefer pale colors.

73. A sitter shculd allow a child to use a toy his own way unless it is harmful.

74. It is well to know when the child becomes tired of a game so it can be changed.

75. A sitter does not need any imagination as the child will have plenty of his own.

76. Every child, given a chance, enjoys making things, listening to music and dancing.

-

77. What the child learns in play activity is more important than

what he has painted or made.

18

78. It is better for you to draw outlines for a child than to give him a color book.

79. A child of two doesn't enjoy books when alone.

80. Mother Goose stories are safe for children to hear.

81. Children like the personal attention derived from a story at bedtime.

82. Stories for children should make the most of action words, such as "puff. 11

John is six, but he takes no interest in doing things for himself. He leaves his clothes scattered all over his room and his mother has to put them away. In the blank at the left, mark X each suggestion which you believe might be desirable for John's mother to use; mark 0 in each one which would not.

83. Put a low rod in the closet.

84. Give him the bottom drawer in the dresser for his own use.

85. Recognize that he is still too young to put his own things away and not worry about it.

86. Provide a stool so that he can climb up and hang his clothing on the rod in the closet.

87. Help him to learn that putting away his things is a part of his daily routine.

Directions: Classify the following according to age group.

a. 2 years old b. 3 years old c. 4 years old d. 5 years old e. 6-8 years old

88. Can pronounce words correctly.
89. Can cooperate, likes 1-2 other children.
90. No sense of ownership; doesn't concentrate long.

91. Eager for companions.

a. 2 years old b. 3 years old c. 4 years old d. 5 years old e. 6 years old

19

Group II

92. Has developed more adult propar tions; legs still short for body.
93. Prefers to be alone, but interested in others.
94. Hard to supervise at play.
95. Can roller skate, ride bicycle.
96. Physical skills help them to get along with other children.
97. Have learned several hundred words. 98. Can pretend at play; draws rather
than scribbles.
99. Posture good; more curves in lower part of back than later.
100. Runs and hops more than walks.
101. Does a lot of kidding about hurting people but doesn't mean it.
102. Legs short for body; squatting easiest posit ion.
103. Begin to lose teeth.

20

1.

B

2.

D

3.

A

4.

D

5.

B

6.

D

7.

D

8.

D

9.

B

10.

D

11.

A

12. c

13. A

14.

A

15.

D

16.

B

17.

B

18.

B

19. c

20. A

21. A
22. c

23. B

24. B

25. A

26. C&D
27. c

28. A

29. B

30. A

31. B

32. B

33. B

34. A
35. c

36. A
37. c

38. B

39. A

40. A

41. B

42. B

ANSWER SHEET

43. A 44. A 45. B 46. B 47. B 48. B 49. B 50. D
TRUE- FALSE
51. X 52. 0 53. X 54. X 55. X 56. 0 57. X 58. 0 59. X 60. 0 61. 0 62. X 63. X 64. X 65. X 66. 0 67. X 68. X 69. 0 70. X 71. 0 72. X 73. X 74. X 75. 0 76. X 77. X 78. X 79. 0 80. 0

81.

X

82.

X

83.

X

84

X

85.

0

86.

0

87.

X

MATCHING

88.

D

89.

B

90.

A

91. c

92. c

93.

A

94. c

95.

E

96.

E

97.

D

98.

B

99. c

100.

B

1 01.

c

102.

A

103.

D

21
Caring for the Young Child 32, 33, 34, 38, 39, 44, 46, 48, 50, 54, 55
Understanding Behavior of Young Children 7,22,24.
Guidance of Young Children 3, 5, 10,16,21,23,25,26,27,28,29,40,45, 52, 53, 58,59,60,61,62,63,64,74.
Work and Play Activities of Young Children {Guidance, toys, etc.) 7, 14, 56, 57, 68, 69, 76, 77, 78, 79, 80, 81, 82.
Nutritional Needs of Young Children 2, 11, 12, 13, 18, 19, 30, 35, 36, 37.
Qualifications and Responsibilities of a Baby-Sitter 6, 20, 51, 73, 75. Physical and Emotional Development of Young Children 1, 8, 9, 15,17' 31, 41, 42, 43, 47' 49, 65, 66, 67' 70, 71, 72, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97' 98, 99, 100, 101, 102, 103. Developing a Sense of Responsibility in Young Children 83, 84, 85, 86, 87.

22

23

Area:

CHILD CARE AND DEVELOPMENT

Homemaking III ACCEPTING THE RESPONSIBILITY FOR CHILDREN IN THE FAMILY.

Objectives- -to develop in pupils:

1. An increasing under standing of responsibilities and satisfactions of parenthood.

2. An understanding of the factors affecting the development of children.

3. An increased ability to provide for the needs of infants and small children.

4. An understanding of and a wholesome attitude toward prenatal care.

This unit developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 67 to page 78.

24

Objective 2. To develop an understanding of the factors affecting the development of children.

OBSERVATION SHEET

l

Directions: Observe children of different ages, record how they differ

in each area of development, and give reasons why they differ.

I

Area of Development

BEHAVIOR AND REASONS WHY

Three Year Old

Four Year Old

Five Year Old

1
.:

Physical

1

l



r
Mental

Social

Emotional

; .I

25

Objective 3. To develop an increasing ability to provide for the needs of infants and small children.

QUESTIONS FOR CHILD CARE

Directions:

Find the correct word or words to fit in the blanks. Put the letter before the statement where the word fits. All of the words will not be used.

1.

Is an important factor for the health of the

baby.

2. The baby should have a

bath.

3. A baby's bath should be given quickly, and the

body dried by patting, not ---.,----

4. Feed the baby at

intervals on a clock

schedule.

5. If a baby cannot have a room of his own, he must

have a

of his own.

6. Fresh air and

are essential for the

growth and health of the baby.

7. Unnessary

is not good for the infant.

- - - - 8. A baby should be allowed to develop as as possible.

A. .daily
B. cleanliness
c. sunshine
D. bed E. after F. rubbing G. head H. naturally I. fondling J. fourteen K. regular

9. When dressing the baby, draw the clothing over

the

, not over the ----

10. All the baby's clothes should be

, washable,

and simple and dainty in design.

11. Teach children to wash their hands

, and

eating.
:::::--:-:--:---
12. Children like to be treated as 13. Children should not be made a- fr= a- id~i~ n~o-rder to be

made to
- - - 14. Fabrics made of - - - - children's clothing.

fibers are desirable for

15. The

is a child who is between babyhood

and school age.

A. eighteen B. pre-school C. before D. feet E. after F. comfortable G. head H. daily I. obey J. regular K. grown-ups

26

Directions:

Classify the following according to the type learning they foster.

16. Cowboys and Indians 17. Playing in sand pile
18. Dramatic play 19. Roller skating 20. Spinning top 21. "Going to Boston" 22. Box Games 23. Puzzles 24. Modeling clay 25. Stringing beads 26. Electric train 27. "Who Am I? " 28. Dolls 29. Erection sets

A. Coordination B. Teach texture,
size, shape
c. II I Spy"
D. Use of 3 R' s E. Observation and
memory recall

Directions:

Label the following characteristics as A if inherited and as B if learned.

30. color of eyes 3 1. height and build 32. honesty 33. colorblindness 34. resistance to disease 35. temper 36. fear

27

ANSWER SHEET

1.

B

2.

A

3.

F

4.

K

5.

D

6.

c

7.

I

8.

H

9.

D, G

10.

F

11.

c, E

12.

K

13.

I

14.

A

15.

B

- - -- - - - - -

16.

c

17.

B

18.

E

19.

A

20. A

21.

F

22.

D

23.

B

24.

B

25. A
26. c

27.

E

28. c

29. A

30. A

31.

A

32.

B

33.

A

34.

A

35.

B

36.

B

28

29

Area:

CLOTHING AND TEXTILES

Homemaking I MAKING SIMPLE GARMENTS AND CARING FOR MY CLOTHES

Objectives-- to develop in pupils: l. An appreciation for and a desire to be an appropriately dressed
and well-groomed person. 2. Some ability to purchase fabrics and small equipment. 3. Some ability to use and care for sewing equipment. 4. The desire and ability to press correctly. 5. A desire and ability to plan and construct simple garments. 6. Some understanding of the ability to plan, select and care for
clothing. 7. Desirable habits of work. 8. Some understanding of self evaluation.

This unit is developed in detail in Homemaking Education in Georgia,~ Curriculum Guide on page 81 to page 100.

30
Objective 2. To develop some ability to purchase fabrics and small equipment.

CHECKLIST FOR SELECTING SMALL SEWING EQUIPMENT

Directions: Place a check {x) in the column on the right that best answers each question.

Yes

No

1. Do your scissors meet all your sewing ne eds?

2. Is your thimble comfortable as far as size is concerned?

3. Do you have on hand at all times, needles for all hand sewing jobs?

4. Are your pins straight and smooth and slender?

5. Does your pin cushion have an emery bag attached for pin and needle sharpening purposes?

6. Does your sewing box contain threads of a ll sizes and colors for basting purposes?

7. Do you own more than one tape measure ofa good quality?

8. Does your basket contain an adjustable hem guage?

9. Is your sewing basket adequate {large) enough to hold all your sewing supplies?

10. Do you have a 12" ruler or yardstick at your disposal?

11. Do you own a tracing wheel and paper for marking purposes?

12. Do you own a good pressing cloth?

TOTAL

!AVERAGE

31
Objective 2. To develop some ability to purchase fabrics and small equipment.

EVALUATION OF APRON FABRIC
Name
------------------------~
Date

DIRECTIONS:

Put a check (x} in the column that best answers each question concerning your choice of fabric for an apron.

auestions In buying the fabric for your apron, did you:

Yes

No

1. Buy a fabric suitable for you?

2. Buy a fabric suitable for the pattern?

3. Buy a fabric suitable for an apron?

4. Buy a fabric that is easy to care for?

5. Buy a fabric that is colorfast?

6. Buy a fabric that is easy to sew and handle?

7. Buy trimmings that match the fabric chosen?

32 Objective 2.

EVALUATION OF A BLOUSE FABRIC
Name__________________________.
Date

Directio11s: In evaluating your choice of fabric for a blouse, rate each of the characteristics listed below:

5 excellent

4 good

3 average

2 fair

1 poor

Total your score when you have finished

------~l~---------2~----------~3~------~4~----------~5~------~~

1. The fabric is a

The fabric is a

The fabric is an

poor color for

fair color for

excellent color for

your skin tone.

your skin tone.

your skin tone.

Rating

2. The fabric is not at all appropriate for the pattern chosen.

The fabric is fairly appropriate for for the pattern chosen.

The fabric is very appropriate for the pattern chosen.

3. The fabric is not at all appropriate for a blouse.

The fabric is fairly appropriate for a blouse.

The fabric is very appropriate for a blouse.

4 The fabric is not at all colorfast and fades a great deal in sun and water.

The fabric fades somewhat in sun and water.

The fabric is colorfast.

5 The fabric is very difficult to sew and handle.

The fabric is fairly easy to sew and handle but sometimes slips and puckers.

The fabric is very easy to sew and handle.

6 The fabric must have much special care.

The fabric requires The fabric is very some special care. easy to care for.

33
Objective 2. To develop some ability to purchase fabrics and small equipment.

EVALUATION OF SKIRT FABRIC
Name------------------------Date--------------------------

Directions:

Score yourself from 1 to the maximum number of points given for each characteristic of your choice of fabric for a skirt. Total the points when you have finished. The maximum number of points is 50.

Characteristics

Standard Score

Your Score

1. The fabric is very appropriate

for the pattern chosen.

9

2. The fabric is very appropriate

for a skirt.

6

3. The fabric is very easy to sew

and handle.

5

4. The fabric is colorfast.

6

5. The fabric will hold its shape.

8

6. The fabric is easy to care for.

8

7. The color is pleasing and does

not show soil quickly.

8

.._

TOTAL

50

34

Objective 3

~ - tr'
- ':--
i

HOW DOES YOUR MACHINE STITCHING MEASURE UP ?
(A checklist for standards of machine stitching)

r-

Directions: Place a check in the appropriate column which best

describes your machine stitching. Check at the

beginning of a clothing unit and at the end, in order

to see your improvement.

flst check

2nd check

Yes No

Yes No

1. Did you begin at a stitch from

--

the edge of the seam and end at a stitch from the end?

-.!}
--
- 1-
--
l.r)
-
- ~
-
"::1-
-- 1-
-
~
1-
- 1--
-
- {'(
f.-
---
--
-

2. Did you use the size and length of stitch that is right for the texture of your fabric?
3. Do the stitches blend with the fabric inconspicuously?
4. Did you use the correct tension?
5. Is your stitching free from skipked or broken stitches?
6. Did you follow the line accurately?
7. Did you secure threads so that retracing looks exactly like one line of stitching?
8. Did you secure the ends of seams, darts and/ or pleats properly?
9. Is your stitching neat?

35 Objective 3. To develop some ability to use and care for sewing
equipment.

NDTCiaalmatmese-es------------------------------------------------------------------------------

ARE YOU ALL HERE?

See if you have all the necessary equipment for sewing. Put an X in the first column if you have the article at school today. Put an X in the second column if you have your name on the article or package.

HAVE EQUIPMENT

NAME ON ARTICLE

l. Package of m edium- sized needles

2. Package of sharp pointed pins

3. Thimble that fits my finger

4. Pincushion that pins go into easily

5. Tape measur e with numbers that start on opposite ends

6. Scissors that are sharp pointed and will cut cloth

7. Thread to match material

8. Thread to bas te of contrasting color

9. Sturdy box to hold sewing supplies

10. Suitable pa tte rn (name on each piece}

Did you have X's in each column? If you do not have some article, please explain why you do not
-----------------------------------------------------------

36
Objective 3. To develop some ability to use and care for sewing equipment.

SEWING MACHINE OPERATOR'S LICENSE

SEWING MACHINE OPERATOR'S LICENSE

Name Date

Period

Grade

School

The above named person has met the requirements for operating the sewing machine.

Homemaking Teacher

Check off the requirements for operating the sewing machine: Check
(1) Naming the parts of the machine 2) Winding bobbin 3} Threading the machine 4} Threading the bobbin 5) Bringing up the bobbin 6} Regulating the stitch (7} Stitching Straight line using guide (8) Tying threads at end and start of stitching
(Back of'Licensej

i

37

Objective 4. To develop the desire and ability to press correctly.

A CHECKLIST OF YOUR PRESSING HABITS

Questions (Directions: Place an X in the appropriate column on right. )
1. Did you read the label on the garment (or information on the bolt) to get information concerning pressing and temperatures?
2. Did you test the temperature of the iron on a seam or other hidden place before you began pres sing?
3. Did you press with the grain of the material? 4. Did you press silk, wool, and most synthetic materials on
the wrong side to prevent shine? 5. Did you use a press cloth or steam iron when necessary? 6. Did you press trimmings, collar and sleeves first, in
order to prevent wrinkling of the body of the garment? 7. After pressing, did you check to see if any parts need
retouching? 8. Did you hang the garment on a hanger and close all
fasteners? 9. Did you press rather than iron at all times? 10. Did you use the needle board when necessary?

Yes No

38

Objective 5.

To develop a desire and the ability to plan and construct simple garments.

PREPARING TO SEW BY ~ PAT TERN

Directions:

Name----------------------------
I Before you lay your pattern on your material, check off each
item and give checklist to teacher.

l. Circle the view you are making on your envelope and on guide

sheet.

J

1

2. Circle your size and corresponding body measurements on

envelope.

I

3. Write your actual measurements beside_ the measurements on envelope.

l

1

4. Write your name on the envelope, guide sheet and all pieces

l

of pattern.

l

5. Select all pattern pieces you will be using; fold extra pieces together.

6. Circle the pattern layout you plan to use.

7. Check where your directions begin for making your view. (As you sew, check each step as you complete it.)

8. Study entire front of guide sheet and direction for your view.

9. Make pattern alterations. Then layout pattern.

Objective 5.

39
EVALUATION OF APRON
DNaatme-e--o-f--S-t-u-d-e-n--t----------------------------------+-r

Directions: Put a check (X) in the column that best answers each question concerning the construction of your apron.

Questions

Yes

No

Construction: In evaluating the construction of your apron, did you:

1. Gather the skirt neatly and evenly with few puckers?

2. Put the hem in evenly with few puckers?

3. Put pockets on the skirt correctly?

4. Join waistband to skirt neatly and correctly?

5. Join top and bottom correctly?

6. Make the sashes neat and attach them to skirt correctly?

7. Baste, when necessary?

8. Sew straight?

9. Use matching thread?

10. Backstitch and clip threads?

11. Put on bias and/ or trimming neatly?

12. Press finished garment?
~ppearance and Fit: In evaluating the finished apron, would you say:
13. The style and color suit you?
14. The fabric suits you?

The apron fits you well?

40 Objective 5.

EVALUATION OF BLOUSE

1

Name of Student

'ff''::~t;

Date

----------------,~"

"1 ------------------------------~~

Directions: In evaluating your blouse, rate each of the characteristics

listed below according to this scale:

.:

5 Excellent

4 Good

3 Average

2 Fair

l Poor

.~

Total your score when you have finished.

5

4

3

2

l

l) Stay stitching not done on all areas indicated and not done in right direction.
~) lla..tl_s stitched but not too even and notalways in right direction; threads left hanging at end; not pressed.

l) Staystitching done on almost all areas indicated, but not always in right direction.

l) Staystitching done on all the areas indicated and in the right direction.

---- 2) Darts stitched fairly evenly in right direction; backstitched sometimes; thread cut at end and darts pres sed.

~) Darts stitched correctly and evenly from the wide to narrow end; backstitch and threads cut at end; pressed correctly.

3) Seams stitched somewhat crooked and correct seam allowance not used; notches do not match; not pressed open or stitched with grain; not pinked

3) Seams stitched

3) Seams stitched

fairly evenly us-

evenly and neatly;

ing 5/ 8"; notches

notches match;

match somewhat;

seam is 5/ 8";

usually pres sed open stitched with grain;

and stitched with

pressed open and

grain pinked .

pinked.

Rating

;

'~

----1

4) Zipper not put in correctly; uneven stitching; messy work with many puckers.

4) Zipper put in fair- 4) Zipper in back of

ly correct; stitches

blouse put in

fairly even and neat; correctly; stitch-

a few puckers.

es neat and even;

no puckers.

r
41

5

4

3

2

1

Rating

5) Neck and Arm-
bQl~ fa.~in~
clean finished but messy; homemade appearance; puckering; improper clipping and grading; no understitching.

5) Neck and Armhole facing have outer edge clean finished fairly neatly; seams graded, clipped somewhat; understitched fairly well; appearance fairly good.

5) Neck and Armhole facing have outer edge clean finished; seams graded and clipped; understitched; neat and finished appearance.

,6) Fit and General 6) Fit and General

6) Fit and General

~pearance are

Appearanc~ is

AEEearance o

not good; does

fairly good; style

blouse is excel-

not fit well; style

and color are suit-

lent; fits well and

and color are

able but could be

looks good on you;

unsuitable for

better; fits fairly

style and color

you.

well.

are suitable.

TOTAL SCORE

'

42
Objective 5. To develop a desire and the ability to plan and construct simple garments.

A CHECKLIST FOR EVALUATION OF A SKIRT

Directions: Place a check (x) in the appropriate column which best describes your skirt.

Yes
1. Is the material attractive and appropriate? 2. Did you follow directions well? 3. Did you cut the fabric correctly and ac-
cording to grainline? 4. Did you stayline stitch in the right direction? 5. Is the stitch length suitable and tension
well adjusted? 6. Does the thread match the material? 7. Are the seams even in width? 8. Are the seams correctly finished? 9. Are the seams pressed open? 10. Is the zipper put in correctly and is it well
covered? 11. Is the band smooth with even top stitching? 12. Is the buttonhole well done? 13. Is the button and/ or fasteners sewed on
correctly? 14. Are the threads tied and cut off or back-
stitched? 15. Are bastings removed? 16. Is the hem even in width, flat and incon-
spicuous? 17. Is the skirt neatly pres sed? 18. Does the skirt fit well?

Somewhat No
1 I''' I
I
i
i

43 Objective 5. To develop some ability to construct simple garments.

Directions:

On the following pattern pieces, mark the direction of stayline stitching using arrows.

I
I ' '
I
I
I c.,I ~
I ' '
I
I '
I I I
'I'
I
Ski..~ "Bca.ek

I
c:e
"Bodice. &.ek

~\eeve'

44 Objective 5. To develop some ability to construct simple garments.

Directions:

On the following pattern layout are three (3) errors concerning correct pattern placement on grainline. Locate these errors, mark them, and explain why they are incorrect. (Be sure to use your ruler).

r
~ w
c ~
0
ff
-Yv l
0
0

---------- - .

''

45

Objective 6. To develop some ability to plan, select and care for

I '

clothing.

J

"SUE AND WASHDAY BLUES"

Mrs. Greene was spending a week in the hospital and Sue had to do the family laundry. When Sue went into the laundry room she was faced with numerous boxes, bottles, and cans of which she was very unfamiliar. Please help Sue through her "Washday Blues" by selecting the most appropriate answers from the column at the right. An answer may be used more than once or not at all.

The water at the Greene household is extremely

Answers

hard so Sue should add some (1)
------------------------------------
for maximum use of the detergent. Since she is

Heavy Duty Detergent Water Conditioner

washing her father's greasy work clothes first, she

Chlorine Bleach

should use a (2)

detergent and

----------------------------

hot water. (Later when she washes her delicate lingerie

Fabric Softener Peborate Bleach

a (3)----------------- detergent should be used. ) Since
her father's coveralls are cotton and are extremely

Mild Detergent Bluing

soiled she can add some (4)---------------- bleach, ac-
cording to directions, to help get them clean, but a

Powdered Bleach Stain Remover

rnilder (5)--------------- bleach should be used on more
delicate fabrics. In order to make the laundry softer

and keep nylons and other synthetics free of static

electricity, Sue should add some (6)
----------------------

------- _

to the final rinse.

46
Objective 7. To develop desirable habits of work.

CHECKLIST FOR ATTITUDES AND WORK HABITS IN
CLOTHING .LA.Ji

Directions: Answer each question as honestly as you can by placing a check after each question in one of the three columns at the right.

Yes

No Sometimes

l. Did I ask for unnecessary assistance?

2. Did I habitually ask what to do next?

3. Did I make good use of classroom illustrative material?

4. Did I work to be independent?

5. Did I share in the responsibility for the care of classroom equipment?

6. Did I share generously in the use of classroom equipment?

7. Did I assist others willingly in fitting, marking hems, etc. ?

8. Did I accept guidance and criticism generously?

9. Did I rush ahead with new construction processes before receiving adequate instruction?

10. Was my equipment complete and in good condition?

,.
47
Objective 7. To develop desirable habits of work.

CHECKING ON YOUR HABITS
Questions
l. Am I forming the correct habits?
2. Am I taking the proper care of my work so as to have a clean garment when I finish?
3. Am I putting my work away correctly so that it will be free from wrinkles when I start sewing again?
4. Am I careful to close the sewing machine and to return all sewing equipment to the school before I put my own work away?
5. Does my work each day improve over the previous day's work?
6. Am I quick and careful in correcting my mistakes?
7. Am I willing to help the other girls whenever necessary without doing their work for them?
18. Do I receive help from other girls without asking them to do my work?

Yes

No

j

I ' I

!
I
I
!
I
I i
I

48
,,I

49

Area:

CLOTHING AND TEXTILES

Homemaking II BUYING, MAKING AND ALTERING CLOTHES

Objectives- -to develop in pupils:
1. Increased ability to select clothes and accessories wisely for self and family in keeping with the family income.

2. Increased skill in constructing and maintaining clothes. 3. Some understanding of how to make wise clothing purchases. 4. Some ability to make simple alterations.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 101 to page 122.

50 A PRETEST FOR SECOND YEAR HOMEMAKING CLASSES IN CLOTHING

Directions:

Do not write on these pages. Mark your answers on the answer sheet provided. Match the definitions in the right hand column with the terms in the left hand column. Write the letter of the term by the number on the answer sheet.

Group I 1. Seam Allowance 2. Seam Line 3. Notches 4. Selvages
5. Woof Threads 6. Standard Seam Allowance 7. Raw Edges
8. Warp Thread

Group II
A. Tightly woven edge of fabric
B. The line where seam is stitched.
c. 5/8 of an inch
D. Shows which seams are to be joined and where
E. Crosswise threads
F. Lengthwise threads
G. Edge of fabric that is torn or cut from bolt.
H. Area between cutting line and stitching line.

Group I
9. Pinking
10. Bobbin ll. Tailor's tacks 12. Sharps 13. Ores smakers
14. Tracing wheel and paper 15. Ham 16. Sleeve board
17. Pounding block

5 l
Group II A. Holds thread for bottom stitching B. Pressing hem and pleats C. Seam finish D. Name of needles E. Pressing parts that won't fit over
head. F. Name of pins G. Pres sing darts and curves H. Used to transfer pattern markings
to fabric.

Directions: The following is a list of equipment used in sewing. On your answer sheet write the letter of the tool that matches the task.

Task

Tool

18. Polish and sharpen needles

A. Guage

19. Mark construction line

B. Tailor 1s Chalk

20. Mark straight lines

C. Yardstick

2 l. Mark length of skirt from floor.

D. Ruler

22. Measure seam allowance

E. Emery bag

52

Directions: If you would use a double thread for doing the following, mark an A on the answer sheet. ~if you would use a single thread.

23. Sewing on button

A. Double Thread

24. Hemming a skirt

B. Single Thread

25. Tacking down a facing

26. Sewing on snaps

27. Basting

28. Making tailor's tacks

29. Hand gathering

30. Sewing on hooks and eyes

Directions: Match the clothing in Group I with the method of storing or caring for them in Group II. Each method may be used more than once or not at all.

Group I

Group II

31. Sweaters

A. Hang in closet with clamp hangers

32. Skirts 33. Knitted suits

B. In bag, rack or box
c. Fold and place in drawer or on shelf.

34. Long coats
'
35. Hats

D. Hat box E. Hang on hook or nail

36. Shoes

F. Hang on heavy wooden hangers

37. Belts

G. Leave in belt loops on dress

38. Dressy shoes

H. Hang on padded hanger

39. Silk blouses

I. Hang by buckle on dress hangers

53

Directions:

The following are costumes and accessories. On your answer sheet write the letter of the accessory in the right hand column which would brighten the costume in the left hand column.

Costume

Accessories

40. Old brown skirt

A. White pique collar

41. Gray dress 42. Black dress

B. Brown and blue plaid weskit
c. Double strand of beads

43. Plain sweater

D. Rose colored cummerbund

Directions: What accessory should you choose to wear to the occasion listed in the right hand column. Write your answer on the answer sheet. The occasion may be used more than once.

Accessories

Occasions

44. Knitted wool gloves

A. Formal party

45. Velvet purse 46. Rhinestone bracelet

B. Church
c. Shopping

47. Tailored costume jewelry

D. School

48. Chiffon scarf

49. Socks

50. Elbow length gloves

54

Directions:

Match the items in the right hand column with the correct item in the left hand column. Items in the right hand column may be used more than once if necessary. Write the letter of the correct answer by the corresponding number on the answer sheet.

Characte ri s tics

Fabrics

51. Wrinkles badly unless treated with a special wrinkle resistant finish.

A. Wool

52. Has a tendency to retain odors

B. Cotton

53. Sunlight weakens it rapidly

C. Linen

54. Weaker when wet so much care should be exercised in laundering.

D. Silk

55. Very absorbent so a good choice for warm weather.

E. Plastics

56. Most difficult of all natural fibers to dye.

F. Synthetics

57. Most hygienic of all because it can be boiled during laundering.

58. Greatest asset is ease of care.

Item

Description or Definition

59. Hue

A. Brightness or dullness of color

60. Tint

B. The values of the color appear darker than the one on the color wheel.

61. Value

C. The name by which we know a color

62. Shades

D. Lightness or darkness

63. Intensity

E. The value of the color appears lighter than the one on the color wheel.

F. Primary hues

r
55

,Uirections:

The following are multiple choice items. Choose the best answer. Write the letter of your response on the answer sheet.

64. The finger we wear the thimble on is the:

A. Index finger

B. Middle finger

C. Second finger

D. Little finger

65. In most stores, wool is usually folded on the bolt:

A. Wrong sides together

B. Right sides together

C. A right side next to a wrong side

D. None of the above

66. The best way to straighten the edges of cotton fabric is to:

A. Tear it

B. Pull a thread and cut on line

C. Measure and cut

D. Fold fabric and cut on fold

67. The part of the machine which pushes the fabric along is called the:

A. Presser foot

B. Feed dog

C. Treadle

D. Throat plate

56
68. Staystitching is done because it will: A. Prevent seams from raveling B. Reinforce seams C. Reduce stretching of fabric D. Provide a guide for permanent stitching.
69. Staystitching is done: A. On seam line B. 1/8" within seam line C. 1/ 4" from cut edge D. 1/2" within the seam allowance
70. If you have heavy legs, you should select hosiery: A. In lighter shades B. That is seamless C. In bright colors D. That has seams
71. If you have round shoulders or a humped back, you should: A. Wear raglan or kimona sleeves B. Avoid shoulder pads C. Choose peasant blouses with their collarless necklines D. Place shoulder seam back of its normal position.

57
72. Which of these fibers permits the highest temperature for ironing: A. Nylon B. Cotton C. Cotton-Dacron blend D. Rayon
73. The size dress pattern you buy is determined by: A. Your age B. The size ready-made garment you wear C. Your waist, hip and bust measurement D. Your bust measurement
74. Darts in the back of the skirt are there: A. For decoration B. To shape cloth to fit curves of the body C. For taking up in the waist D. To control fullness
75. When pinning a seam together to stitch, pins should be placed: A. Horizontally on the seam line B. 1/ 2" from seam line within seam allowance C. 1/ 4" outside seam allowance D. Perpendicular to raw edge
76. The most elastic of fibers is: A. Cotton B. Wool C. Linen D. Silk

58

77. An example of a warm hue is:

A. Blue

B. Purple

C. Yellow

D. Green

78. The best thing to do to keep a seam from coming unstitched at the ends is to:

A. Tie a knot in the ends of thread

B. Backstitch over last few stitches

C. Turn fabric and restitch over first row of stitches

D. Tack end of each seam with needle and thread

79. If your girlfriend was going to sew for the first time, which of the following fabrics would you suggest her to try for a skirt and blouse?

A. Medium weight linen

B. A blue plaid cotton

C. A solid color cotton broadcloth

D. Light weight wool crepe

80. Jane is making a cotton blouse with a center back opening and one fastener at the neckline. Which of these fasteners should she use?

A. Bound buttonhole

B. Worked buttonhole

C. Hook and curved metal eye

D. Snap



59
81. If your dress pattern is a very plain and simple one, the material you select should be: A. Plain and simple also B. Of a plaid, figured, or textured material C. Of a plain weave only D. None of the above
82. The best buy in hosiery would be: A. Three pair in a neutral shade B. Three pairs -each in a different shade C. One pair of very expensive ones D. One pair of the cheapest ones you could find
83. To make sure your thread matches your fabric, when buying you should: A. Place one strand of thread directly on fabric in good daylight B. Buy thread that is slightly darker than your fabric C. Buy thread that is lighter than your fabric D. Buy thread that is darker but has same color tones
84. Jane is making a blouse with plain sleeves. When she pinned the sleeve to the armhole she found that the sleeve was about an inch larger than the armhole. What should she do? A. Cut the armhole slightly larger B. Make the sleeve seam wider C. Make darts and tucks in top of sleeve D. Ease in fullness over cap of sleeve

60
85. The reason for pressing a garment while constructing it is to: A. Remove wrinkles, save time, improve work habits. B. To keep from having to baste. C. Shape fabric to fit curves of the figure. D. Pre-shrink fabric.
86. The satin weave: A. Is used in weaving decorative fabrics. B. Is most suitable for school clothes C. Is extremely durable. D. Is a variation of the basket weave.
87. Slips should be purchased according to: A. Bust size B. Waist measurement C. Length from neck to hem D. None of the above.
88. Enclosed circular seams, such as the one made on a Peter Pan collar, should be trimmed and narrow v-shaped notches cut in the seam. This is done to: A. Make the undercollar smaller than the upper collar B. Eliminate bulkiness C. Prevent the seams from pulling D. Keep staystitching line from showing.
89. In purchasing supplies for your sewing labs: A. The fabric should be purchased first B. The pattern should be purchased first C. The sewing notions should be purchased first D. The pattern should be purchased first.

61
90. In pinning pattern pieces to the fabric you should: A. Pin small pieces fir st. B. Pin large pieces first C. Pin pieces to be placed on fold first. D. Pin large pieces last
91. Which of the following fabrics would be best for making a pleated skirt: A. Wool and Dacron blend B. Taffeta C. Polished Cotton D. Jersey
92. Brassieres should be purchased by: A. Bust measurement and cup size B. Dress and sweater size C. Slip size D. None of the above
93. To make sure your pattern is placed on the straight of the grain of fabric you should: A. Shift pattern until it looks straight B. Measure from each end of grain line to selvage C. Measure until grain line is parallel with fold D. Match the fold line of your pattern with fabric fold

62
94. Understitching on facings is done: A. As a decorative stitch B. To make the facing fit better C. To keep the facing from extending beyond the blouse edge D. To make pressing easier.
95. Which of the following fabrics have a nap? A. Silk
B. Velveteen
c. Wool tweed
D. Polished cotton 96. In a blouse, the bust line darts are:
A. Pressed up
B. Pressed down
C. Split and pressed open D. Pres sed like a pleat 97. A good label on ready-made clothes and materials should state all the following except: A. The fiber or fibers the material is made of B. The kind of finish which the fabric has C. How long the fabric will last D. Laundering instructions

63
98. Kitty is 16 years old. She is 5'3" and rather slim, but well developed. Misses sizes are too long-waisted for her; junior sizes are too shortwaisted and sometimes too tight across the chest. She should try: A. Misses Petite size B. Junior Petite size C. Teen size D. None of the above
99. Rose is 14 years old. She is 5'6" and has a slim, well-developed figure. Teen and Junior sizes run too short-waisted for her. She should try: A. Misses B. Misses Petite C. Tall size D. None of the above
100. Which of the following is not a pattern brand name? A. Vogue B. McCall C. Singer D. Simplicity
101. Bias is cut in the following direction: A. On straight of lengthwise grain B. On straight of crosswise grain C. On diagonal between the warp and filling D. In a circle.
Directions: Mark on your answer sheet a X by the following things listed that may be found on the pattern envelope. ~by the things that cannot be found.
102. Amount of fabric to buy

64
103, Sewing notions to buy 104. Cutting layout guide 105. Standard body measurements 106. Pattern pieces used for each style 107. Pattern styles
Directions: If the information listed below can be found on the guide sheet, mark an X on the answer sheet. If the information is not on the guide sheet, mark an 0.
108. Cutting layout guide 109. Amount of fabric to buy 110. Pieces of pattern used for each view 111. Seam allowance for pattern 112. Directions for making garment 113. Sewing notions needed
Directions Read the situations and the responses written below. If you think the response is true, mark an ~on the answer sheet. Mark an 0 if you think the response is incorrect. If the machine fails to sew or make a good stitch the reason may be:
114. Needle has dull point 115. Bobbin is not in right position 116. The thread is not the right size 117. The machine is not threaded correctly. 118. The stitch regulator has been moved.

65
Jane has to choose a school outfit. Which of the following would be attractive school outfits? ll9. A green taffeta dress with a low neckline and a velvet belt. 120. A bright floral polished cotton with rhinestones decorating bodice 121. A blue-checked gingham shirt-waist dress 122. A cotton blouse and wool skirt 123. A light blue cotton dress with matching lace jacket.
Betty who is rather short and plump, has chosen a solid color blouse with a striped skirt for school wear. The stripes in the skirt are horizontal. 124. The horizontal lines of the skirt will tend to make Betty appear shorter. 125. Betty should have chosen a striped blouse to match the skirt. 126. A skirt with vertical stripes would have been a better choice. 127. If Betty had chosen a solid color skirt to match the blouse, this would
have made her appear smaller.

66
1. H 2. B 3. D 4. A 5. E
6. c
7. G 8. F
9. c
10. A 11. H 12. D 13. F 14. H 15. G 16. E 17. B 18. E 19. B 20. D
21. c
22. A 23. A 24. B 25. B

ANSWER SHEET

26. A

51. B

76.

B 10 1.

c

27. B

52. A

77.

c 102.

+

28. A

53. D

78.

B 103.

+

29. A

54. D

79.

c 104.

0

30. A

55. B

80.

c 105.

+

31. c

56. c

81.

B

106.

0

32. A

57. B

82.

A

107.

+

33. c

58. B

83.

A 108.

+

34. F

59. c

84.

D 109.

0

35. D

60. E

85.

A

110.

+

126.

+

+ 127.

36. B

61. D

86.

A

111.

0

37. I

62. B

87.

A

112.

+

38. B

63. A

88.

B

113.

0

39. H

64. B

89.

B

114.

0

40. B

65. A

90.

B

115.

0

41. D

66. A

91.

A

116.

+

42. A

67. B

92.

A

117.

+

43. c

68. c

93.

B

118.

+

44. D

69. B

94.

c

119.

0

45. A

70. D

95.

B

120.

0

46. A

71. D

96.

B

121.

+

47. c

72. B

97.

c

122.

+

48. A

73. c

98.

A

123.

0

49. D

74. B

99.

A

124.

+

50. A

75. A

100. c

125.

+

67

Summary Sheet for Clothing Pretest Clothing Construction l,2,6,7,9,ll,23,24,25,26,27,28,29,30,68, 69,74,75,78,80,84,85,88,94,96

Sewing Equipment 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22,64

Sewing Machine 10, 67' 114, 115, 116, 117' 118

Clothes Care 31, 32, 33, 34, 35, 36, 37, 38, 39

Study of Fibers and Weaves 51, 52,53,54,55, 56, 57, 58,72,76,86

Buying Practices 82,87,92,97

Color 59,60,61,62,63, 77

Study of Line and De sign 70, 71,119, 120,121,122,123,124,125,126,127

Accessories 40,41,42,43,44,45,46,47,48,49, 50
Fabric Study, Purchasing and Choice of Material 4, 5, 8, 65, 79, 81, 83, 89, 91, 95
Preparing Material and Cutting Garments 3, 66, 90, 93, 101

Pattern Study
73, 98, 99, 100, 102, 103, 104, 105, 106, 107, 108, 109, no, 111, 112, 113

68

Objective 1.

To develop increased ability to select clothes and accessories wisely for myself and family in keeping with the family income.

h_ CHECKLIST FOR BUYING READY-MADE CLOTHING (Skirts, Houses, Dresses}
Directions: Place a check (x} in the appropriate column on the right.

Yes

No

1. Is the fabric of good quality?

2. Is it serviceable for my needs?

3. Does the labe1 give adequate information about fiber content and care?

4. Is the workmanship of good quality?

5. Are the fastenings and placket serviceable?

6. Is the garment cut correctly according to the grain of the fabric?

7. Are plaids, stripes, and checks accurately matched?

8. Are the trimmings of good quality and the belt well made?

9. Is the price in line with the quality of the garment?

10. Is the hem wide enough for lengthening?

11. Is there ample seam allowance and are the seams finished to prevent raveling?

12. Is the fit perfect for me?

69

Objective 2.

To develop increased skill in constructing and maintaining clothes.

PRETEST

PRACTICAL EXAMINATION ON SEWING MACHINE>!<

Materials:

Machine with tension and stitch correctly set Pieces of cloth 3 x 5 inches Spool of thread Round bobbin

Directions:

1. Thread machine and make ready for stitching. 2. Stitch according to diagrams furnished.
a. one-half inch seam b. five-eighths inch seam c. square corners d. circle e. diagonal line f. retraced 'stitching g. ends tied h. one-quarter inch hem 1. one -inch hem j. change needle

70 Objective 2. Increased skill in constructing and maintaining clothes.

Directions:

On the following pattern piece indicate the following things by placing the corresponding number in the appropriate place.

1. Arrows showing cutting and stitching direction
2. 5/ 8" seam allowance 3. Pattern number, size,
name of piece 4. Dot for adjusting sleeve
ease.
5. Outside margin of
pattern.
6. Cutting Line
7. Seam Line
8. Straight-Grain- of Fabric Line
9. Line for lengthening or shortening.
10. Center Front
ll. Fold Line 12. Notches
13. Darts
14. Buttonhole Markings 15. Location line for Pocket

A
So PIC~ fll,ONT VI e.vv
\
)

-- ....

\

I \

I \

I \

r I

I
I

I \

I

\

I

\



1

7 1

Objective 2.

To develop increased skill in constructing and maintaining clothes.

RATING SCALE FOR EVALUATING DRESS

Directions:

Rate each characteristic listed. If the evaluation falls between the description labeled 1 and the description 3, the rating scale should be 2; the same applies to rating of 4. 1 is the poorest score, 5 being the highest score.

NDaamtee-------------------------

1

2

3

1. Color is not appropriate for your coloring; is unbecoming; unharmonizing.
2. Style is not appropriate for your figure type; is not be coming on you.

Color is not best for you; but you can wear it with a medium degree of harmony.
Style is not best for you; but is not particularly unbecoming.

3. Dress is ill fitting, hangs or is too tight in places or too loose.
4. Seams are crooked, wrinkle or weave in and out, not in a straight line; puckers out.
5. ..&ill. is not level,
stitches show on right side, is too deep or too narrow.
6. Zipper is very puckered; is not sewn in straight; machine stitching is not straight.

Dress fits considerably well, but needs alterations at certain places. Seams are somewhat straight, but could be improved as far as straightness is concerned. Hem is somewhat level; some stitches show on right side, depth of hem could be more correct. Zipper is somewhat puckered, somewhat straight, machine stitching is not entirely straight.

4

5

Rating

Color is pleasant on you and is very becoming; harmonizes.

Style is very becoming to your figure type; compliments your figure. Dress fits perfectly; is neither too tight or too loose. Seams are straight on grain, do not pucker or weave in and out.

Hem is perfectly level, stitches do not show on right side, is correct depth. Zipper is not puckered; is sewn in straight; machine stitching is straight.

72

1

3

4

5

Rating

7. Fabric is inappropriate for pattern style, is too bulky or too flimsy.
8. Sleeve is puckered, is not smoothly sewn in, fits arm too tight or too loose.
9. Length of dress is too long or too short, is not becoming to figure type or to shape of legs.
10. Hand stitches are not neat, stitches show and are inappropriate for garment or for place on garment.
11. Machine stitching is crooked, is not straight, tension was too tight or too loose.
12. ~ and other parts of garments are extremely off grain, hangs in ungracefully.
13. ~ are extremely puckered at points, are not sewn straight.
14. Stitching on belt is crooked, buckle is not neatly and correctly covered.

Fabric is not exactly appropriate for pattern style, but will pass if not in too critical a situation. Sleeve has small amount of puckers, does not correctly fit, but is somewhat smooth. Length is not really appropriate for figure type but is not really unbecoming to shape of legs. Hand stitches could be neater, could be more concealed, and are somewhat inappropriate for positions on garment. Machine stitching is not entirely straight, tension needed to be adjusted. Skirt and other parts of garments are somewhat on grain, do not hang in graceful lines.
Darts are somewhat puckered at points, are not entirely straight. Stitching on belt is somewhat crooked, buckle could be neater and more correctly covered.

Fabric is appropriate for pattern style, is the right weight and texture for style
Sleeve is not puckered, is smoothly sewn in, fits arm perfectly. Length of dress is very becoming to figure type and shape of legs, is the right length. Hand stitches are neat, stitches do not show and are correctly used for different places on garment. Machine stitching is not crooked, is straight, tension was correct. Skirt and other parts of garment are cut on grain, hang in graceful lines. Darts are not puckered at points, are sewn straight.
Stitching on belt is straight, buckle is neatly and correctly covered.

73

1

2

15. Fasteners are not neatly sewn on and are not correctly placed.
16. Facings are not neat, show on right side.

17. Buttonholes are not correctly placed, are not neatly worked or bound, are not correct size for button.

3
Fasteners are somewhat incorrectly sewn on and are not entirely correctly placed. Facings are somewhat neat, but tend to show on right side.
Buttonholes are somewhat incorrectly placed, are not entirely neat and are somewhat too large or too small for buttons.

4

5

Rating

Fasteners are neatly sewn on and are correctly placed.

Facings are neatly sewn, do not show or tend to show on right side. Buttonholes are correctly placed, are neatly worked or bound, are correct size for buttons.

Highest Possible Score

85

Total Score Made

Average

74 Objective 2.

To develop increased skill in constructing and maintaining clothes.

EVALUATION OF SKIRT

Name of Student- - - - - - -
Date-------------------

Directions: Score yourself from 1 to the maximum number of points given

for each characteristic of your skirt. Total the points when

you have finished. The maximum number of points is 50.

Standard

Characteristics

Score

Score

1. Staystitching done on waistline edge and sides

of skirt and in right direction

4

2. Pleats even and neat; no puckers

4

3. Seams joined together neatly and evenly using

5/ 8" seam allowance; stitched in right direc-

tion; pressed open and pinked.

4

4. Skirt zipper put in correctly; finished placket

neat in appearance

10

5. Waistband joined to skirt neatly and correctly;

straight stitching; no puckers; seams trimmed

8

and neatly pressed

6. Buttonholes neat in appearance and made cor-

rectly; buttons sewn on neatly and correctly

4

7. Hem neat and even; straight stitching; little or

no stitching showing on the right side; no

puckers; neatly pres sed

8

8. Fit of garment is correct; waistline fits neatly

4

but not too snug; hangs well and does not sag or

pucker

9. Appearance of garment is good; the style, color,

4

and texture of the skirt fit the individual

Maximum Score 50

75

Objective 3. To develop some understanding of how to make wise clothing selection.

.f!. CHECKLIST FOR BUYING READY MADE CLOTHING
(Skirts, Blouses, Dresses)

Directions: Place a check (x) in the appropriate column on the right.

Yes

No

1. Is the fabric of good quality?

2. Is it serviceable for my needs?

3. Does the label give adequate information about fiber content and care?

4. Is the workmanship of good quality?

5. Are the fastenings and placket serviceable?

6. Is the garment cut correctly according to the grain of the fabric?

7. Are plaids, stripes, and checks accurately matched?

8. Are the trimmings of good quality and the belt well made?

9. Is the price in line with the quality of the garment?

10. Is the hem wide enough for lengthening?

11. Is there ample seam allowance and are the seams finished to prevent raveling?

12. Is the fit perfect for me?

76

Objective 4. Some ability to make simple alterations.

ALTERATIONS OF PATTERN (Adapted from The Bishop Method of Clothing Construction)

Directions:

Place the letter representing the correct answer in the blank on the left.

1. Figure Problem: Short Back Fitting Problem: Excess fabric and wrinkles across upper back. (Length of underarm seam is correct. )

'l'tH-ed h~e
ind~t.S qru.'n h11e
D.

77

Objective 4. Some ability to make simple alterations.

ALTERATIONS OF PATTERNS (Adapted from The Bishop Method of Clothing Construction)

Directions:

Place the letter representing the correct answer in the blank on the left.

2. Below are four possible solutions to this problem. Select the one best solution and print the letter of your answer in the blank provided.

A.

B.

c.

D.

-

- - - -SHo~u,./
~~- - - - -

---------

79

Area:

CLOTHING AND TEXTILES

Homemaking III PLANNING FOR AND CONSTRUCTING AN ADVANCED GARMENT FOR MYSELF OR MY FAMILY

Objectives --to develop in pupils:

1. Increased understanding in consumer buying and family finance.

2. Increased ability to make wise clothing purchases for the family.

3. Increased ability to plan, design, and construct clothing for my family.

4. Increased ability to alter and/or remodel garments for myself and others.

5. Increased ability to use homemaking skills for vocations and avocations.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 123 to page 134.

80

Objective 1.

To develop understanding in consumer buying and family finance.

Directions:

CHECKLIST FOR :b_ WELL FITTED DRESS Place a check (x) in the appropriate column on the right.

Question 1. Does the dress look neither too tight nor too loose?
2. Does the dress hang evenly? Is the hem slip-stitched neatly?
3. Are the sleeves comfortable and the correct length? Do they hang straight?
4. Is the bustline correctly fitted-- not too loose and not too tight?
5. Is the waistline of the dress an even straight line around the normal waistline of the body?
6. Are the shoulder seams smooth and straight and in the correct location?
7. Does the skirt allow for freedom of movement, yet not look baggy?
8. Does the placket lie smooth and flat?
9. Do all the seams fall in the right direction?
10. Does the dress have a neat appearance?

Yes No
l

81
Objective 2. To develop increased ability to make wise clothing purchase for the family.

SCORE CARD FOR EVALUATING DRESS

Directions:

Score your dress from 1 to the maximum points given for each characteristic.

DNaatmee------------------------

Characteristics

Standard Score

Score Pupil Teacher

1. Color is appropriate for your coloring; be-

8

coming to you.

2. Style is appropriate for your figure type.

10

3. Fit of the garment is pleasing both in appear- 10

ance and to wearer.

4. All seams are straight and have the correct

5

allowances.

5. Hem is straight and stitches do not show on

8

the right side, is correct width.

6. Zipper smooth with no ripples; machine

5

stitches are straight.

7. Style of dress is correct for type of fabric

8

used.

8. Sleeves are sewn in smoothly with no puckers

8

at top; are not too tight or too loose.

9. Skirt and other parts of the garment are cut

10

on grain; hangs gracefully.

10. Length of dress is appropriate for your figure 5

type; is neither too long or too short; is level

all around; is becoming to shape of legs.

11. Hand stitching is neat; stitches do not show;

7

correct hand stitch was used for place or

position on garment.

12. Machine stitching is straight; top machine

8

82

Characteristics
stitching is straight; tension was not too tight or too loose. 13. Darts come out to a smooth point; are not puckered at the point. 14. Stitching on belt is straight, buckle is neatly and correctly covered.
15. Fasteners are neatly sewn on; are correctly placed.
16. Facings are neat; do not show or tend to show.
17. Buttonholes are correctly placed; are neatly worked or bound; are correct size for buttons.

Standard Score
8 8
5 9 5

Score Pupil Teache1

Total

127

Average

83
Objective 3. To develop increased ability to plan, design and construct clothing for my family.

SCORE CARD FOR OPERATION OF MACHINE

Direction:

Score yourself from 1 to the highest possible score.

Standard Score

1. Knows the parts of the

10

machine.

2. Can thread machine quickly

10

and correctly.

3. Can thread bobbin.

5

4. Can wind the bobbin.

5

5. Can bring up the bobbin

5

thread.

6. Can regulate the stitch.

5

7. Can stitch straight line using

5

guide.

8. Can hand tie threads at end

5

of stitching.

9. Can machine knot thread at end

5

of stitching.

10. Can backstitch evenly

5

Total Score

60

My Score

Teacher's Score

84

SCORE CARD FOR A TAILORED GARMENT

Directions:

On the items below score from 1 to 5 depending upon whether the quality corresponds to the description.

Excellent 5

Very Good 4

Good

3

Fair

2

Poor

1

Seams
1. Straight (stitched) 2. Trimmed to an even width throughout 3. Allowance edge finished suited to fabric 4. Well pressed 5. Vertical seams perpendicular to the floor
Darts
6. Properly placed 7. Stitched straight 8. Cut edges correctly finished for fabric
Hems
9. Even width without pleats or darts 10. Seam line in hem meets seam line in garment-
(coat or suit)
11. Stitches on right side of garment inconspicuous
Sleeves
12. Lining at cuff line turned up to allow a tuck 13. Hems even in width and stitches inconspicuous
on the right side
Lining
14. Fits smoothly without improper wrinkles 15. Is of correct length 16. Has loops holding it to coat at hem line 17. Is attached to coat with a stitch that is not seen
Design
18. Suitable to wearer 19. In style at present date

Perfect Score

My Score

5 5 5 5 5

5 5 5

5
5 5

5 5

5 5 5 5

5 5

85 SCORE CARD FOR A TAILORED GARMENT (Continued)

Color 20. Appropriate for personality of the wearer 21. Enhances beauty of eyes, hair and skin
Fabric 22. Good quality and suited to the individual 23. Adaptable to the pattern design
Fit 2~Free from unnecessary wrinkles 25. Easy in fit, not too loose or too tight
A cce s sorie s 26. Adds to attractiveness of garment 27. Fits personality of the wearer
General Appearance of Ensemble 28. Becoming 29. Smart
Total

Perfect Score
5 5
5 5
5 5
5 5
5 5 145

My Score

Objective 3. To develop increased ability to plan, design and construct clothing for my family.

86

Objective 3. To develop increased ability to plan, design and construct clothing for my family.

RATING SCALE FOR NECKLINES

Directions:

Rate each characteristic listed. If the evaluation falls between the description labeled 1 and the description 3, the rating should be 2. A rating of 1 is the lowest score while a rating of 3 is the highest.

1

2

1. Collar or facing seams are not clipped, beveled or pres sed. Seams roll and undercollar shows.

2. Collar or facing uneven in width.

3. Points not sharp on collar or rounded edge uneven.

4. Collar does not meet at center front or center back.

5. Facings unfinished and uneven.

6. Facings tacked all the way around the neckline or not secured to the garment.
7. Tucks and gathers in bias facing; facing doesn't lie flat.
8. Collar without facing (neck) raw edges show stitches untidy, uneven.

3

:R9-ting

1. Collar or facing clipped, beveled and pressed; lies flat; undercollar doesn't show.

2. Collar or facing same width all the way around.

3. Corners flat and turned to a fine point or a wellrounded curve.

4. Edges of collar meet at center front or center back.

5. Facings even and finished correctly.

6. Facings tacked only at seams and fastening doesn't show on right side.

7. Bias facing lies flat with no tucks or gathers.

8. Collar without neck facing; has edges turned understitched neatly.

Total Score

Highest Possible Score

87
Objective 3. To develop increased ability to plan, design and construct clothing for my family.

SCORECARD FOR BUTTONHOLES AND BUTTONS

Directions: Score yourself from 1 to the maximum number of points given for each characteristic of buttons and buttonholes. Total the points when you have finished.

Name
Date ------------------------------Garment -------------------------------
---------------------------------

lVlax1mum My

Score Score

Buttonholes
...

1. Buttonholes are on the right side of

5

the garment.

2. Buttonholes evenly spaced

5

3. Buttonholes are all the same length

and width.

5

4. Buttonholes made from same thread

as garment.

5

5. Cut on correct grain of material un-

less the design calls for a bias cut.

5

6. The correct size for the button.

5

7. Worked through two or more layers of

material.

5

8. Flat because they have been carefully

slashed, pres sed and trimmed.

5

9. Buttonholes are neat.

5

Teacher s Score

Buttons

10. Buttons are sewn in the correct location 5

(center front, center back, etc. )

11. Buttons have a metal or thread shank

and are firmly sewn in place.

5

12. Buttons are suited to fabric and gar-

ment.

5

88 Objective 3.

To develop increased ability to plan, design and construct clothing for my family.

RATING SCALE FOR SLEEVES AND ARMHOLES
Directions: Rate each characteristic listed. If the evaluation falls between the description labeled 1 and the description 3, the rating should be 2. A rating of 1 is the lowest score and a rating of 3 the highest.
Name----------------------------------
Date
----------------------------------------Garment-------------------------------------

1

2

3 Rating

1. Sleeve is placed too far fol.'ward or back; does not fit naturally.

1. Curved seam fits smoothly; free from pulling (sleeve) .

2. Curved seam does not fit smoothly.

2. Curved seam fits smoothly (on blouse)

3. Tucks and gathers in sleeve

3. Sleeves are free from tucks and gathers

4. Raw edges left on facings.

4. Sleeve facing is suitable to material and type of garment, and is finished correctly.

5. Hand stitches show on right side.

5. Hand stitches are invisible on right side.

6. Facing edges vary in width.

6. Facing edges are correct width.

7. Dolman sleeves aren't reinforced under arm.

7. Dolman sleeves reinforced under arm~

8. Hem or cuff uneven, too long or too short.

8. Hem of sleeve and cuff even in width and length.

Total Score

Highest Possible Score

89
Objective 3. To develop increased ability to plan, design and construct clothing for my family.

Directions:

SCORECARD FOR ZIPPER
Score yourself from 1 to the maximum number of points given for each characteristic of your zipper. Total your points when you have finished.
GarmDNeaantmet -e------------------------------------------------

Maximum Score

1. Seam tape matches or blends with

color of garment.

3

2. The length and tension of stitches

are correct.

3

3. Stitching is parallel to seam line,

and not more than one-half inch wide.

3

4. Teeth and pull tab completely covered.

3

5. Zipper lies flat and smooth.

3

6. Zipper is neat and inconspicuous.

3

7. Zipper slides freely without catching

fabric.

3

21

My Score

Teacher's Score

90

91

Area:

FOODS AND NUTRITION

Homemaking I

PLANNING, PREPARING AND SERVING SIMPLE FAMILY MEALS

Objectives --to develop in pupils:

1.

Some ability to plan, prepare, and serve attractive, simple and

nutritious meals for families on minimum and moderate income

..

levels .

2.

Desirable habits of work.

3.

Some ability to help with the planning for and using pre-cooked

meals and ready-prepared foods.

4.

A desire and some ability to understand and work cooperatively

with parents and other family members.

.

5.

A desire to become well mannered .

6.

A desire to improve food habits.

7.

Some appreciation of preparation of food as a means of personal

achievement.

..

8.

An objective attitude toward food a.id food preparation .

..
This unit is developed in detail in Homemaking Education in Georgia,~ Curriculum Guide on page 137 to page 152.

92

Objective 1.

To develop some ability to plan, prepare and serve attractive, simple and nutritious meals for families on minimum and moderate income levels.

Objective 3. To develop some ability to help with the planning for and using pre-cooked meals and ready-prepared foods.

CHECK LIST FOR LAB PLANS

Directions: Place a check in the appropriate column which best describes your lab plans. 1. Completely filled out and legible 2. Well planned menu 3. Time schedule accurate 4. Correct amounts on order list 5. All table accessories listed 6. All special equipment listed 7. Sketch of cover correctly drawn 8. All recipes included
Pupils -----------------------------
Date

Yes Somewhat No

93

Objective 1.

To develop some ability to plan, prepare and serve attractive, simple and nutritious meals for families on minimum and moderate income levels.

Objective 3.

To develop some ability to help with the planning for and using pre-cooked meals and ready-prepared foods.

Menus Breakfast

FORM FOR REPORTING COST OF MEAL

Cost per Serving

Size of Family

Cost for Family

Lunch

94

Objective 1.

To develop some ability to plan, prepare and serve attractive, simple and nutritious meals for families on minimum and moderate income levels.

Objective 3. To develop some ability to help with the planning for and using pre-cooked meals and ready-prepared foods.

RATING SHEET FOR
PLANNING, PREPARING, AND SERVING A MEAL

Directions: Rate yourself by checking the appropriate column. Use this scale: 1excellent; 2 - good; 3 - fair; 4 - poor; 5 unsatisfactory.

I. Plans: a. Recipe study sheets complete b. Good time schedule c. Neat
II. Personal Appearance a. Apron clean and well pressed b. No sweaters or jackets worn during lab c. Hands and nails clean d. Good posture e. Hair net worn
III. Preparation of meal: a. Equipment and supplies ready b. Used time schedule c. Worked quietly and did not visit d. Kept kitchen clean and orderly e. Good working habits 1. Used accurate measurements 2. Used pot holders at stove 3. Used suitable utensils 4. Used time wisely 5. Worked cheerfully f. Conservative with supplies (did not get too much}

1

2 34 5

. 2 3 4 ; 5

1

2 34 5

Comments Comments Comments

95

1 ... 2

3

4

5 :Comments

IV. Serving Meal:

a. Table correctly set

b. Attractive table flowers

used

c. Meal served correctly

d. Good table manners

practiced

e. Served on time

f. Ate all food on plate

g. Food tasted good

h. Food has variety in color,

texture and flavor

1. Finished on time

1

2

3

4

-. 5 : Comments

v. Cleaning:
a. Floor clean b. Garbage can empty c. Stove clean d. Cabinets clean e. Sink clean f. Dishes in order g. Dish towels clean h. Table and chairs in
order

96

Cumulative Record of Foods Prepared
Name of Pupil-------------------------- School--------------------- Class-----------
Write under the appropriate heading the name of food you prepared. Write S if you prepared it at school and H if you prepared it at home.

Foods Beverages
1.

Where Prepared

2. ---------

- - 3.
Breads

--

-H-o-t

-

-

-

-

1. ---------

2. -----------
Breads - Yeast
1. - - - - - - -

Ca2n.d.i-e:s-----------
1. -------------

2.

3. --,.---------
Cereals
1. --------------
2.

3. C o o k i e s ~---------
1.

D

- - 2.
esserts

-

-

-

-

-

1.

2. ------------
3.

Foods Eggs
1.

2. Fis~ h -----------
1.

2. F r u~ i t--~D~r- i e- d------
1.

2. Fru-it-- - - F~ re-s-h-------
1. -------------------

- - 2.
Meats

-

-

-

-

-

-

-

-

-

-

1. ---------------------

2.

3.

4. _ _ _ _ _ ___ Mea--t~S~u~b~s~ti~t-u_t_e_s
1. ------------------
2. M e a-t-E~x-t - e n~d-e- r s------
1.

2. One~D~~ is~ h ~M~e-a- ls------
1.

2. --------------

Where Prepared

97

Foods Sandwiches
1. ----------------
2. ----------------
3. S a l a d s ~--------------
1. ----------------
2
3. S o u- p- s ---~C~r-e-a-m-- e- d--
1. ----------------
2. ----------------
3.

Where Prepared

Foods Vegetables
l.
2.
3.
4.
5.

Where Prepared

Dates:

From--------------------
To

Objective l.

To develop some ability to plan, prepare and serve attractive, simple and nutritious meals for families on minimum and moderate income levels.

Objective 3. To develop some ability to help with the planning for and using pre-cooked meals and ready-prepared foods.

98

Objective 2.

To develop desirable habits of work.

A CHECK LIST FOR WORK HABITS
Directions: Place an X in the column that best describes your work habits.
Yes Sometimes No
1. Wore an apron and a cotton dress. 2. Washed hands before starting to work. 3. Assembled all supplies before starting to
mix. 4. Used only the supplies needed. 5. Followed the recipe accurately. 6. Measured accurately. 7. Turned on range at proper time. 8. Kept working space clean. 9. Wiped hands on hand towel. 10. Used clean spoon for tasting. 11. Rinsed utensils when finished with them. 12. Scraped bowls and measuring cups clean. 13. Used paper to catch scraps. 14. Put away all equipment. 15. Emptied garbage. 16. Left kitchen spotless.
Name
Date ---------------------------------------

99

Objective 5.

To develop a desire to become well mannered.

A CHECK LIST FOR GENERAL CONDUCT RULES Directions: Place an X in that column that best describes your conduct in the foods lab.
Yes Sometimes No 1. Talked in low tones. 2. Did not call across the room. 3. Stayed in assigned kitchen. 4. Worked quietly with equipment. 5. Allowed others to do their own work. 6. Did not borrow from neighbors. 7. Refrained from telling others what to do. 8. Did not laugh at the mistakes of others. 9. Cooperated with partner. 10. Was courteous to others.
12. Started to work on schedule.
Name--------------------------------------Date----------------------------------------

100

Objective 6.

To develop a desire to improve food habits.

~CHECKLIST OF YOUR FOOD HABITS

Directions: Place a check (x) in the appropriate column which best describes your food practices and habits.

Yes

No

1. Did you eat an adequate breakfast?

2. Did your daily food intake meet your individual needs?

3. Were the calories distributed fairly evenly between the three meals?

4. Did you eat slowly in order to allow for proper digestion?

5. Did you avoid between meal snacks?

6. Did your meals include 4 or more cups of milk?

7. Did your meals include 4 or more servings in the vegetable-fruit group of the Basic 4?

6. Did your meals include 2 or more servings in the
meat group of the Basic 4?

9. Did your meals include 4 or more servings in the bread-cereal group of the Basic 4?

If you have checked all answers "Yes" then you have desirable food habits. If five or m;;-e were answered "No", you have most undesirable food habits and need to begin on an improvement program immediately.

101

Objective 7.

To develop some appreciation of preparation of food as a means of personal achievement.

EVALUATION OF FOODS PREPARED

Directions;

List each single dish prepared. Record reactions to this experience.

What food or foods do you prepare?

What gave you the most pleasure about this experience?

What were the reactions of your family?

What will you do differently the next time you cook?

What will you do the same way?

102

103

Area: Homemaking II:

FOODS AND NUTRITION MEETING THE FOOD NEEDS OF THE FAMILY

Objectives --to develop in pupils:
1. An increased understanding of differences in dietary needs of various family members.
2. Some ability to plan, select, improve, use and store kitchen equipment.
3. Increasing ability to plan, prepare, and serve adequate daily meals within the family income.
4. Increasing ability to make and follow plans which reflect the suitable budgeting of time, energy and money.
5. Some ability to appraise the use of newer products for family use.
6. Ability to recognize and use community resources.
7. Increased ability to work cooperatively in foods laboratory and at home.
8. Some skill in using different kinds of table service, creating flower arrangements, and using social graces.
9. An increased appreciation of preparation of food as a means of personal achievement and creative expression.

This unit is developed in detail in Homemaking Education in Georgia,~ Curriculum Guide on page 153 to page 162.

104

..a._PRE-TEST IN FOODS FOR SECOND YEAR HOMEMAKING CLASSES

DIRECTIONS:

Do not write on these pages. Mark your answers on the answer sheet provided. Some of the following statements are true, some are false. If the statement is true, mark an X by the corresponding number on your answer sheet. Place an 0 if the statement is false.

l. The guest for one meal leaves her napkin refolded at the left of her plate.

2. A cover means a completely set table.

3. The water glass is in the correct position when placed at the tip of the fork.

4. Water and other beverages should be served from the right of the guest.

5. Milk and butter absorb odors readily and should be protected from strong flavored foods when stored in the refrigerator.

6. Planning three meals for an entire day insures a more adequate diet than planning one meal at a time.

7. In low cost diets milk should be omitted because it is too expensive.

8. A calorie is a unit of heat measure.

9. Citrus fruits, tomatoes, and/ or raw cabbage may be eaten daily to provide vitamin C.

10. Dried milk and evaporated milk are poorer sources of calcium and protein than fresh milk.

11. Orange juice for breakfast may be squeezed and strained the night before without decreasing food value.

12. To preserve color and flavor, cook vegetables only until they are tender.

13. To measure flour, pack it firmly into the cup.

14. In standard recipes all measurements are rounded.

15. Allow fresh vegetables to stand in water before cooking to shorten cooking time.

105

16. Cook broccoli, cauliflower, and cabbage a long time to develop a good flavor.
17. Cook vegetables in a covered pan in order to shorten cooking time.
18. Eggs cooked in boiling water are more tender and more quickly digested than those cooked in water at a lower temperature.
19. Overstirring or overmixing muffins causes tunnels.
20. In combining egg and hot milk; add the hot milk to the egg.
21. Salad dressing should be added to crisp salad greens just before serving.
22. The buyer can take better advantage of food bargains when she buys for one meal at a time rather than buying for a week's meals.

The following menu was planned to be served as a luncheon to which mothers of the class have been invited.

Baked Pork Chops

Escalloped Tomatoes

Pear Salad

Hot Rolls

Butter

Jello

Below are several statements about the menu. Some are true, some are false. Mark an~on your answer sheet by the ones which are true and an 2_by the ones which are false.

23. The meal is high in energy foods.

24. There is a variety of textures in the meal.

25. There is an agreeable variety of flavors in the meal.

26. The meal is rather colorless.

27. The meal is rich in vitamin B.

Some of the following suggestions would improve the meal. Mark an X on your answer sheet by the suggestion you think would improve the meal and an~ by those which you think would not improve the meal.

106
28. Substitute apple sauce for the pear salad. 29. Substitute fresh tomatoes for the escalloped tomatoes. 30. Add creamed peas to the menu. 31. Substitute lime sherbert and cookies for the jello. The muffins the class made were peaked and smooth and very brown on top. They had many tunnels inside. Mark an ~by the items which caused this
and an _Q_ by those which did not.
32. Using too little egg. 33. Baking too long. 34. Placing the oven rack too low. 35. Using too little fat and sugar. 36. Stirring batter too much. 37. Having too much cream of tartar. 38. Using too much flour. It is desirable to serve more fruits than cakes and pastries for dessert. Place an~by the corresponding number on your answer sheet if you agree with the
reason and an _Q_ if you do not.
39. Fruits are less expensive. 40. Fruits are easier to prepare. 41. Fruits contain more vitamin C. 42. Fruits are more quickly digested. 43. Fruits have fewer calories. The following items are multiple choice items. Only one response is correct. Write the letter of the correct response on your answer sheet.

107
44. An 'l.ndividual cover" designates: A. All the dishes on the table. B. The linen and silverware on the table. C. All the appointments used by one person. D. The glasses and china on the table.
45. Leafy green and yellow vegetables furnish the body with A. Fat. B. Vitamin A. C. Vitamin D. D. Protein.
46. The chief function of fat in the diet is to A. Furnish energy. B. Build body tissues. C. Aid in digestion. D. Remove waste materials.
47. Proteins are important for A. Giving us heat and energy. B. Helping us to grow. C. Helping us to have better eyesight. D. Regulating body processes.
48. Our best source of calcium is A. Meat. B. Fortified margarine. C. Milk and milk products. D. Whole grain cereals.
49. Iron is needed in the body to A. Develop good teeth. B. Build red blood. C. Help prevent night blindness. D. Keep hair from turning grey.
50. There are two classifications of carbohydrates A. Minerals and vitamins. B. Sugars and starches. C. Fats and oils. D. Proteins and minerals.
51. The largest number of calories may be found in A. One cup of whole milk. B. One cup of skimmed milk. C. One cup of cream. D. One cup of buttermilk.

108
In the following groups of foods, pick the special thing each group does not do for the body.
52. Green and yellow vegetables A. Help us to grow. B. Help us to have a healthy skin. C. Help us avoid the dietary disease rickets. D. Help promote better vision.
53. Citrus fruits, tomatoes, raw cabbage or salad greens A. Help us to stay well. B. Help us to have healthy teeth. C. Help us to avoid a dietary disease scurvy. D. Help prevent night blindness.
54. Bread and cereals - whole grain or enriched or restored A. Give us important vitamins. B. Give us heat and energy. C. Help us to grow. D. Help prevent a disease called scurvy.
55. Milk and milk products A. Give us heat and energy. B. Give us roughage. C. Help us to grow. D. Help us to stay well.
Identify the correct choice 1n each of the following
56. A custard should be A. Cooked at the boiling point. B. Cooked just below the boiling point. C. Boiled a few minutes. D. Boiled a long time.
57. To thicken one cup of liquid to a medium thickness use
A. 2 tablespoons flour. B. 3 tablespoons flour .
c. 4 tablespoons flour.
D. 5 tablespoons flour.
58. To save the minerals in potatoes, they should be
A. Boiled or baked in their skins. B. Pared, and then cooked in a large quantity of water.
c. Pared, and then cooked in a small quantity of water.
D. Pared and cut in cubes to shorten cooking time.

109

Match the definitions in the left hand column with the terms in the right hand column. Write the letter of the term by the number on the answer sheet.

59. To combine fat and sugar, mixing well until light and fluffy.

A. cut in

60. To mix dough with the hands.

B. fold

61. To combine fat with dry ingredients using a pastry blender or two knives.

C. knead

62. To mix food with a circular motion for the purpose of blending.

D. cream

63. A method of combining ingredients with egg whites to incorporate air.

E. roll

64. To cut into irregular small pieces.

F. chop

65. To mix two or more ingredients together.

G. stir

66. To remove the outside covering.

H. dice

67. To cut into small cubes.

I. pare

68. To obtain small particles of food by rubbing on a rough surface.

J. combine
K. grate

L. scrape

69. To cook by dry heat, usually in an ~ven.
70. To bring a liquid to a temperature just below the boiling point.
7 1. To cook in hot fat over direct heat.
72. To cook slowly just below the boiling point.
7 3. To cook under direct flame.
74. To cook in a liquid at a temperature above the boiling point.

A. bake
B. boil C. scald D. broil E. fry
F. sear G. simmer H. steep

110

Match the foods listed in the left hand column with the methods of caring for them in the right hand column. Each method of caring for food may be used more than once or not at all.

75. Butter

A. Store in a cool place where air circulates freely.

76. Left-over pudding

B. Leave in the bag and place on the pantry or cupboard shelf.

77. Dried beans

C. Wash, put in a covered container on the pantry shelf.

78. Eggs

D. Place in a covered container in the refrigerator.

79. Cake or cookies

E. Put in a tightly covered container on the cupboard shelf.

80. Meat

F. Remove wrapping paper, place on a dish and put in the refrigerator.

81. Fresh Milk

G. Store alone in a tightly covered container at room temperature.

82. Dry cereals

H. Store in a refrigerator or other cool place. Do not wash unless very dirty.

83. Potatoes

The following are sets of utensils to be matched. On your answer sheet write the letter of the utensils in the right hand column which matches the item in the left hand column. Some utensils will be used more than once, others not at all.

84. To level a tablespoon of flour.

A. wooden spoon

85. To remove all the batter from the mixing bowl.

B. aluminum spoon

86. To stir white sauce as it cooks. 87. To remove muffins from a pan.

C. spatula
D. aluminum or plastic measuring cup

88. To m1x cake batter. 89. To measure hot water. 90. To measure 1/2 cup of sugar.
Areas Covered by Test Questions Table Setting and Table Service 1, 2, 3, 4, 44.

111
E. rubber scraper F. glass measur-
ing cup

Nutrition and Meal Planning 6, 8, 9, 10, 11, 23, 24, 25, 26, 27' 28, 29, 30, 31, 39, 40, 41, 42, 43, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55.

Buying and Storing Foods 5, 7, 22, 75, 76, 77, 78, 79, 80, 81, 82, 83.

Knowledge of Food Preparation 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 32, 33, 34, 35, 36, 37, 38, 56, 57' 58, 59, 60, 61, 62, 63, 64, 65, 66, 67' 68, 69, 70, 71, 72, 73, 74, 84, 85, 86, 87' 88, 89, 90.

112
Page 1 1. 0 2. 0 3. 0 4. X 5. X 6. X 7. 0 8. X 9. X 10. 0 11. 0 12. X
13. 0 14. 0 15. 0 16. 0
17. X 18. 0

Scoring Key for Foods Pretest

X - True

0 - False

Page 2

Page 3

Page 4

Page 5

Page 6

19. X

35.

X

49. B

57.

A

75.

D

20. X 21. X 22. 0

36.

X

37.

0

38.

X

50. B

58.

A

51. c

59.

D

52. c

60.

c

76.

D

77.

E

78.

H

23. X

39.

X

53. D

61.

A

79.

G

24. X

40.

X

54. D

62.

G

80.

F

25. X

41.

X

55. B

63.

B

81.

D

26. 0

42.

X

56. B

64.

F

82.

E

27. X 28. 0

43.

X

44.

c

65.

J

66.

I

83.

B

84. c

29. 0

45.

B

67.

H

85.

E

30. X 31. X 32. 0

46.

A

47.

B

48. c

68.

K

69.

A

70.

c

86.

A

87. c

88.

A

33. X

71.

E

89.

F

34. 0

72.

G

90.

D

73.

D

74.

B

ll 3
Objective 1. To develop an understanding of dietary needs of various family members.

RECORD OF FOODS EATEN FOR ONE DAY

Please fill in the blanks:

Name-------------------------------------------- Sex-------------------Age------------------------------------ Date-----------------------------
List all the foods you eat each day (24 hour period) including butter and beverages. If you eat 2 helpings of a food write after it (2), if 3 helpings write (3). Tell whether food was cooked or raw, and if the bread was whole wheat, white or cornbread.

FOOD EATEN FOR BREAKFAST

1.--------------------------- 3-------------------- 5. --------------------

2.

4.

6. --------------------

What did you eat or drink between breakfast and noon? ---------------------

FOOD EATEN AT NOON

1.

4.

7.

2.

5. -------------------- 8. --------------------

3.

6. -------------------- 9. ---------------------

What did you eat or drink between the noon meal and the night meal? ---------

FOOD EATEN AT NIGHT

1.

4.

7. --------------------

2.

5.

8.

3.

6.

9. --------------------

What did you eat or drink before you went to bed? --------------------------

114

Objective 1.

To develop an understanding of dietary needs.

.A.DIETARY SCORE CARD

Foods
Green and Yellow vegetables
Citrus fruits or other vitamin C rich foods
Potatoes and other vegetables and fruits.
Milk & milk products
Meat, poultry, fish
Meat, poultry, fish or meat alternates
Eggs

Each Day You Need 1 serving

Score for Your One Day Score
10

1 serving

10

3 servings

5

3-4 cups

20

1 serving

15

1 serving

10

1 daily (4 per wk}

5

Whole grain or enriched

1 serving per meal

10

bread or cereal

Butter or other fats

2-3 tbsp.

5

A good breakfast, including some form of

10

protein, as milk or egg.

Total

100

11 5
NUTRITION CROSSWORD PUZZL~
Objective 1. To develop an increased understanding of differences in dietary needs of various family members.

ACROSS

DOWN

1. Deficiency disease from lack of Vitamin B
3. Deficiency disease from lack of Vitamin C
6. Anti- sterility vitamin 7. Protein food 8. Deficiency disease from lack of
Vitamin D 10. Protective foods 16. Rich in vitamins 17. Lack of this vitamin caused
disease aboard ships in 17th century 18. Vitamin of value in clotting blood.

1. Source of vitamin A 2. Auditory organ (hearing) 4. To prepare food 5. Foods rich in vitamins (abbrev) 6. Latin for "AND" 9. Kind of fruit rich in vitamin C. 11. Conjunction 12. Chemical abbr. for gold 13. Nearly perfect food 14. Pronoun 15. Uses juice from cooked vegetables.

Answers: 1. beriberi 3. scurvy 6. E 7. egg 8.. rickets 10. vitamins 16. fruit

17. c
18. K

1. butter 2. ear 4. cook
5. vegs 7. et
9.. citrus

11. if 12. av. 13. milk 14. it 15. soup

116

Objective 2.

To develop some ability to plan, select, improve, use and store kitchen equipment.

AN EQUIPMENT TEST

Directions:

The following items are multiple choice items. (Only one response is correct. ) Print the letter of the correct response in the blank provided opposite the number.

l. This pan is most suitable for
a. Baking Angel Food Cakes b. Baking Loaf Cakes c. Baking Layer Cakes d. Baking Apples

2. This utensil should be used for a. Stirred custards b. Ladling soup c. Serving vegetables which contain much juice d. Mixing muffins

3. This utensil is most used for a. Cutting shortening into pastry b. Incorporating Air c. Grinding meat d. Mashing potatoes

4. This would be best to use when a. Making a stirred custard b. Cooking green vegetables c. Boiling water d. Boiling potatoes

5. This would be most appropriate for
a. Measuring 3 eups sifted flour b. Measuring 2 1/2 cups milk c. Measuring 1/4 cup milk d. Melting chocolate
6. This should be used for a. Peeling potatoes b. Chopping nuts c. Slicing apples d. Slicing bread

117

Directions:

Match the utensil named in Column II to the correct kitchen utensil in Column I. Print the letter of your answer in the blank provided. No answer should be used more than once. Some items in Column II will not be used at all.

I. KITCHEN UTENSIL 7.

8.

~"A.

AAAJ\ liA,AI\.4

AI\~<\

A,A A A 1\

Af\4,. 4,_""AI\
""~"
9.

10.
c
ll.

12.

II. NAME OF UTENSIL A. Sifter B. Pastry Blender C. Dry Measuring Cup D. Potato Peeler E. Colander F. Whish G. Egg Beater H. Grater I. Liquid Measuring Cup

ANSWERS

l.

B

7. I

2.

c

8. H

3.

B

9. B

4.

A

10. F

5.

B

ll. D

6.

D

12. E

13. A

13.

118

Objective 3. Objective 7.

To develop increasing ability to plan, prepare, and serve adequate daily meals within the family income.
To develop increasing ability to work cooperatively in foods laboratory and at home.

RATING SCALE ON MEAL PLANNING
Directions: On a separate sheet of paper, number one (l) to mne (9). Using the score card, rate your menu, work plan, and market order. You may want your teacher to rate your meal planning, too.

A. Menu l. Time (Use of) 2. Cost 3. Contrasts
4. Suitability

l

2

3

4

5

: Meal elaborate : cannot be easi: ly prepared in : time available.
:Excessive cost:: : foods out of sea-t
son, too expen- : sive for school : or home use. Little or no con-t : trast in color, :texture, flavor, : : temperature, shape and nutri-: ents.
: Menu unsuited : to both equip: ment available : and energy in:volved in preparation.

Meal somewhat :Meal simple, could

complicated

:easily be prepared

could be prepared :in time available.

in time but might

rush workers.

Moderate cost: : Reasonable cost:

some unneces- : no extra expense

sary expense

: involved.

involved.

Some contrasts

Good contrasts in

in either color,

color, texture,

texture, flavor,

flavor, tempera-

temperature,

: ture, shape and

shape or in nutri- : nutrients. An in-

ents. Meal

teresting meal.

rather interesting.:

Menu suitable

Menu suited both

for equipment or to available equip-

for energy, but

ment and for wise

not for both.

use of energy.

B. Working Plan 5. Time

Time not given for tasks, or not accurate.:

Time given for two of the three tasks (preparation, service or clean up. ), but not all three.

Time given for all three tasks, (preparation, service, and clean up); schedule seems reasonable.

-119 Rating Scale (con't.}

1

2

3

4

5

6. Sequence Sequence implied: Sequence given

Sequence given for

of tasks

but not given or for part of work: all tasks- seems

not suitable.

for preparation, reasonable.

or for service

and/ or clean up.

7. Share of Share of indivi- Share of indivi-

Share of individuals

individuals: duals implied-

duals given for

given for all tasks.

not detailed.

some tasks, may : Division of tasks fair.

not be fair share.:

C. Market Order
8. Order Lists
9. Costs

Not all foods needed are included, quantities not stated or not suitable.
Not given or given for part of foods or inaccurate.

Most of foods needed are included, quantities may be questioned for service of group. Cost for meal given fairly accurately but not summarized.:

All foods needed are included, in reasonable quantities for service of group.
Costs given, summarized, seems reasonable.

Adapted from the Ohio State Department of Education, Division of Vocational Home Economics, Suggestions for Methods, Content anci Evaluation to be Used in the Teaching of Foods, October, 1951.

120 Objectives 3 and 7
MEAL PREPARATION EVALUATION SHEET In a few words, appraise the meal preparation experience of the family group.
Date------------------------ Family Name--------------------------------------
Meal as a whole

Menu---------------------------------------------------------------------------

Work of Family Members:
1. Mary----------------------------------------------------------------------

2. Jane---------------------------------------------------------------

3. Betty--------------------------------------------------------------

4. Sally-------------------------------------------------------

Time Schedule Meal served Meal finished Dish washing finished Kitchen duties finished

As Planned

Actual Time

121

con't.

EVALUATION OF PRODUCTS

Directions: Write name of dish prepared under column labeled "Food" and write in the
characteristics of the foods that were good, fair, poor.

Food

Good

Fair

Poor

Remarks

What did we do well today? 1. 2. 3. 4. 5. What will we do better next time? 1. 2. 3. 4. 5.

122

Objective 4

To develop increasing ability to make and follow plans which reflect the suitable budgeting of time, energy and money.

CHECK YOUR SHOPPING HABITS
Directions: Answer each question by checking yourself in the appropriate column.

1. Were like foods listed together on your list.
2. Did you go up one aisle and down another as you came to them?
3. Did you check items off the list as you bought them?
4. Did you read labels? 5. Did you refrain from buying more than
one "extra"? 6. Did you buy only the quantity you needed? 7. Did you compare prices? 8. Did you buy familiar brands? 9. Did you select your own fruits and vege-
tables? 10. Did you refrain from "fingering" the food
on the counters? 11. Were you considerate of other shoppers? 12. Did you stay within your food budget?

Always

Usually

Never

Name---------------------------------------
Date

-123
Objective 4. To develop ability to make and follow plans which reflect the suitable budgeting of time, energy and money.

TIME MANAGEMENT STUDY List in order the work that was done. Completely fill in all columns.

:Number of

Work to be : Utensils

done

: Needed

Time Taken For
Preparation

Time Taken: Time Taken

for

for

Cooking

Serving

Time Taken for
Cleaning Up

1.

2. 3

4.

124

Objective 8

To develop some skill in using different kinds of table service, creating flower arrangements, and using social graces.

? ARE YOU A GOOD HOSTESS
Directions: Rate yourself by placing a check (x) in the appropriate column according to the following scale: 5 - excellent; 4 - good; 3 - fair; 2 - poor; and 1 - unsatisfactory.

1. Am I friendly?
2. Do I make proper introduc-
tions?
3. Do I keep the conversation going?
4. Do I stay on appropriate topics?
5. Am I tactful?
6 Am I poised?
7. Do I serve correctly?
8. Am I well- groomed?
9. Do I demonstrate good
etiquette?
10. Do I receive guests with warmth?

54 32 1
i i
i
i
!
t
I
I

Comments

I
I I

125

Objective 8

To develop some skill in using different kinds of table service, creating flower arrangements, and using social graces.

CHECK LIS.I..QN. TABLE SETTING

Directions: Place an X in the appropriate column.
1. Is the table cloth or place mat on straight? 2. Are the covers opposite each other? 3. Is the centerpiece low and placed in the cen-
ter of the table? 4. Is there just enough silverware and china so
that the table does not appear crowded? 5. Is each individual cover set properly? 6. Are the serving dishes arranged for the con-
venience of the host and hostess? 7. Does each person have about 18 inches for
his cover? 8. Are the chairs placed so that they will not
have to be pulled out from under the table when each guest sits down? 9. Have you remembered everything that should be on the table? 10. Are the dishes far enough away from the edge of the table? 11. Are all dishes free of finger marks? 12. Is all the serving silver on the table and in place?

Yes ., Somewhat

No

126

127

Area: Homemaking III

FOODS AND NUTRITION
EXPERIMENTING WITH FOOD FOR FUN AND FAMILIES.

Objectives- -to develop in pupils:
1. A desire and some ability to experiment and to be creative with foods.
2. An understanding of how to have fun becoming acquainted with the foods and food habits of other lands.
3. Increasing ability to plan, prepare and serve nutritional, economical and attractive quick meals, meals for two and foods for special occasions.
4. An understanding of possibilities of vocations and avocations in the area of foods.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 163 to page 17 4.

128

Objective 1. Objective 3.

To develop a desire and some ability to experiment and to be creative with foods.
To develop increasing ability to plan, prepare and serve nutritional, economical and attractive, quick meals, meals for two and foods for special occasions.

-A-N-- EVALUATION -O-F- M--Y- PARTY (checklist)
Directions: Place a check (x) in the appropriate column.

Yes

No

l. Were the invitations given at least three

days before the party?

2. Did I get the party room ready and make it

attractive for my guests?

3. Did I plan enough entertainment for the

evening?

-------------------1 4. Did I plan inexpensive yet tasty refreshments?
5. Was my family included in the party plans?

6. Did I greet my guests at the door?

7. Did I make introductions when necessary?

8. Did my guests seem to enjoy the party?

9. Did I try to see that everyone had a good

time?

10. Were the refreshments served attractively?

11. Was I present to say goodnight to my guests?

12. Did I take the responsibility for seeing that the party room was left in order?

.Jl'

Now go back to those questions to which you answered no". Ask yourself why the answer was no, then plan how you can make it a ye s 11 answer the next time.

Objectives 3 :

129

OBSERVATION RATING SCALE F'OR F'OODS LAB

Directions:

~

Rate the student that you are observing by checking the appropriate column

(

according to the following scale: 5 - excellent; 4 - good; 3 - fair; 2 -poor;

and 1 - unsatisfactory.

I. Personal Qualities a Appropriate dress for food prepa-

5 4 321

ration.

b. Clean and pressed apron.

c. Hair confined with hair net or head

band.

d. Talked quietly and only when necessary.

e. Worked independently.

II. Plans a. Had good time schedule. b. Knew what to do. c. Had complete written plans.

III. Preparation of Meal a. Assembled equipment and supplies. b. Used time schedule. c. Kept kitchen clean and orderly. d. Used accurate measurements. e. Used pot holders at stove. . Used suitable utensils. g. Did not place hot pans on stove surface. h. Worked cheerfully.

IV. Serving Meal a. Table properly set. b. Attractive centerpiece. c. Served properly. d. Used good table manners. e. Served on time. f. Food tasted good.

V. Cleaning a. Floor swept. b. Garbage can emptied. c. Cabinets and counters left clean and dry d. Sink cleaned. e. Tables and place mats wiped clean. f. Chairs and tables arranged orderly. g. Finished on time. h. Apron put away properly .

Comments
i
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I
i I
I
I
I
I
I
I
!
I
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130

Objective l.

To develop a desire and some ability to experiment and to be creative with foods.

Objective 3.

To develop increasing ability to plan, prepare and serve nutritional, economical and attractive, quick meals, meals for two and foods for special occasions.

RATING SCALE FOR TABLE CENTERPIECE

Directions: Rate the table centerpiece according to the following scale:

4- Superior; 3- Good; 2- Fair; 1 -Poor.

My Rating

Teacher's Rating

l. Centerpiece is suited to the occasion.

2. It shows originality and creativity.

3. It shows good workmanship.

4. It has a good color combination ( s ).

5. It is in harmony with table settings.

6. It is appropriate for use as a table centerpiece.

7. It is neat and attractive.

\

Total Score

131

Objective 1. Objective 3.

To develop a desire and some ability to experiment and to be creative with foods.
To develop increasing ability to plan, prepare and serve nutritional, economical and attractive, quick meals, meals for two and foods for special occasions.

SCORE CARD FOR A FAMILY MEAL
Score as follows: 1 - excellent; 2 -very good; 3 - good; 4 - fair; 5 - poor
Score
1. Interesting and tasty menu 2. Suitable for season of year 3. Suitable for group 4. Nutritionally good 5. Both hot and cold foods 6. Table properly set 7. Prepared in time allotted 8. Attractively served 9. Food correctly served 10. Pleasing contrast of textures 11. Correct amount prepared 12. Good work habits used
Total Score
Pupil----------------------------------

132

Objective 1.

To develop a desire and some ability to experiment and to be creative with foods.

Objective 3.

To develop increasing ability to plan, prepare and serve nutritional, economical and attractive quick meals, meals for two and foods for special occasions.

j
.l

RATING SCALE FOR ICE CREAM

Directions: Write the number that best describes your ice cream in the space provided.

Texture

1 Smoothvelvety

2

3

:Score

Coarse - ice

Body

Firm- holds shape

Hard or runny

Flavor

Delicate

Flat or highly flavored

Appearance

Well blended color

Pale or too vivid

Temperature

Right for eating

Too cold or warm

TOTAL AVERAGE

133

Objective 1. Objective 3.

To develop a desire and some ability to experiment and to be creative with foods.
To develop increasing ability to plan, prepare and serve nutritional, economical and attractive, quick meals, meals for two and foods for special occasions.

A CHECK LIST FOR CANNING

Directions: Place an X in the appropriate column.

Yes

No

1. Were foods fresh and sound?

2. Were foods clean?

3. Were foods of uniform size?

4. Were jars or cans thoroughly washed and rinsed?

5. Was food pre-cooked the specified time?

6. Were containers quickly filled?

7. Were air bubbles removed?

8. Were jars or cans sealed while food was steaming hot?

9. Was processing done for the correct length of time and at the right temperature?

10. Were jars or cans properly labeled?

TOTAL
Name---------------------------------------
Date

h

134

135

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Area:

HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT

Home making I

MAKING AND KEEPING OUR HOMEMAKING DEPARTMENT AND HOME CLEAN, ORDERLY, AND ATTRACTIVE.

Objectives- -to develop in pupils: 1. Desirable habits of work and of good housekeeping.

2. Some ability to use aesthetic principles at school and at home.

3. Some skills necessary to have an attractive and orderly home and school.

4. A desire and ability to carry out tasks for which one is responsible.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 177 to page 186.

136

.,

Objective 1.

To develop desirable habits of work and of good housekeeping.

A CHECKLIST FOR KITCHEN EFFICIENCY

Directions:

Place a check (x) in the appropriate column which best describes the kitchen which you are evaluating.

Yes
1. Does the kitchen provide enough space and equipment for the activities of meal planning and clean up?
2. Are the work and storage spaces
adequate and well organized around the principal work centers?
3. Is lighting adequate at each center?
4. Is the kitchen arrangement economi-
cal of time and motion?
5. Does the plan make good use of space?
6. Is the kitchen easy to clean and keep up?
7. Can the arrangement be changed later
if necessary?
Suggestions for improvement:

Somewhat No

137
Objective 2. To develop some ability to use aesthetic principles at school and at home.

A CHECKLBT FOR FLOWER ARRANGEMENTS

Directions: Place a check (x) in the column which best describes your flower arrangement. Yes Somewhat No

1. Is the arrangement suitable for the particular type of room?

2. Is the type of flowers and the type of container harmonious?

3. Is there correct proportion between the size and shape of the container and the size and shape of the arrangement?

I

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4. Have the rules of balance been observed in the arrangement?

5. Is the arrangement of proper height for its intended use?

6. Is the arrangement pleasing?

7. Does the arrangement show the individuality of the arranger?

138
Objective 3. To develop some ability to have an attractive and orderly home and school.

NDaatmee-------------------------------

CHECKLIST FOR EVALUATING "MY HOME DUTIES AT SCHOOL"

Directions:

Place an (x) in the column on the right hand side that best answers each question.

1. Do you complete your housekeeping duties within time alloted?
2. Do you work orderly? 3. Do you cooperate within your group? 4. Do you have work organized to make
cleaning easier? 5. Do you accept your share of responsi-
bilities? 6. Do you practice quick, easy and efficient
methods of housekeeping? 7. Do you accept your duty willingly? 8. Did your experience in class help you
with home duties? 9. Do you think home duties are necessary
at school to have a neat, orderly department? 10. Did you learn anything by doing the duties? 11. Do you think demonstrations in class are unnecessary to complete homemaking practices? 12. Do you think home duties at school are necessary for students?
Suggestions: Give suggestions for improving our methods of keeping the department clean, orderly and attractive.

Yes Somewhat No

139

Objective 4.

To develop a desire to carry out tasks for which one is responsible.

DIARY OF HOME RESPONSIBILITIES

Directions:

Record each day the jobs you assume for keeping your home clean and orderly. Place a plus mark ( ) by those you feel

I

Monday

you do well.

Friday

r

Tuesday

Saturday

Wednesday

Sunday

Thursday

140

141

Area:

HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT

Homemaking II IMPROVING THE LIVABILITY OF MY HOME

Objectives- -to develop in pupils:

1. An increasing de sire and ability to make one's horne livable, attractive and convenient.

2. Some ability to plan, select, improvise, use and arrange furnishings and equipment.

I

This unit is developed in detail in Homemaking Education in Georgia,

A Curriculum Guide on page 187 to page 202.
t

142

Na Da

mte-e------------------------------------------------------------

RATING SCALE FOR EVALUATING ARRANGEMENT OF WORK AREAS

Directions:

Place the rating you select in the last column on the right under r11 ating'! If the rating falls between 1 and 2, it will be evaluated as 11 poor 11 , 3 and 4 will be average, and 5 will be excellent. Use a number for rating.

1

2

3

4

5

Rating

Kitchen Work Area's

l. Space limited for work areas.

Some space provided.

Adequate work space in all work areas

2. Not enough cabinets for storage.
3. Confusion and cross traffic, doors not located in proper area.
4. No windows provided in kitchen for ventilation or light.
5. Unorganized but
compact.
6. Scattered appli-
ances.

Cabinets for the essential storage, such as groceries, small utensil and dishes.

Cabinets for all storage space and counters of convenient heights.

Three doors in kitchen adds some cross traffic, but located fairly good.

Work areas reasonably free of cross traffic because only two doors are used and are located in convenient locations.

One window but in wrong location for light.

Adequate windows for lighting and ventilation.

Work areas organized but rather rambling.

Work areas organized into reasonably compact centers and convenient.

Appliances that are inconveniently located in the room.

Appropriate appliances arranged for convenience in diferent centers.

143

1

2

3

4

5

Rating

7. Enough space only for preparing meals and clean-
ing.

Space provided for meal preparation, cleaning and dining area.

Kitchen provides space for all family activities such as eating, visiting, desk and laundering.

Laundry Area
8. Washer installed
but dryer not installed with outside ventilation.

Washer and dryer used but in separate locations.

Washer and dryer located close to each other and properly installed.

9. Sink nor cabinet
space provided, only table for sorting clothes.

Sink provided but no cabinet close to washer for storage of laundry supplies.

Adequate countertop space and cabinet close to washer.

Objective 1.

To develop an increasing desire and ability to make one 1s home livable, attractive and convenient.

144

Objective 2.

pNaatme -e ----------------------------------------------------------------
RATING SCALE FOR SELECTING FURNITURE

Directions:

Rate each characteristic for selecting furniture. If the evaluation falls between the description labeled 1 and the description labeled 3, the rating. should be recorded as 2. The same applies to the rating of 4. Place your rating in the column on the right. Total your score.

1

2

3

4

5

Rating

Family Needs

1. Selected by impulse buying.

Selected according to activities of the family.

Selected according to the type of family, age, and number of family members. Consider style of house.

2 Selection based on design of furniture.

Selection based on appearance of room.

Selection based on the needs of the individuals.

3 Selected according to the fashion in furniture styles.

Selected according to size of the room.

Selected according to physical and psychological needs.

4 Selected for color and design.

Selected to be used in one room.

Selected for its multi-usefulness qualities.

.Economy
5. Select all cheap furniture to save money.

Select expensive pieces to be used with cheaper pieces of furniture.

Select furniture in one price range.

6. Selection on long term payments. Good quality furniture.

Selection to expensive for budget. Best quality furniture.

Selection of medium price furniture in keepiPg with your budget.

TOTAL -page 1

145 Rating Scale continued:

1

2

3

4

5

Rating

7. Select furniture on basis of price tag.

Select furniture with frame made from soft wood using expensive upholstering material.

Select well constructed furniture frame using less expensive upholstering material.

Suitability

8. Selection made without a plan.

Selection made by eye-appeal.

Selection that follows its function.

9. Select large pieces of furniture for a small room.

Select furniture that is unlike in wood finishes.

Select furniture that is in scale with size of room.

10. Select color without a planned scheme.

Select color that is popular on the market.

Select color that will harmonize with other colors in the room.

11. Select several periods of furniture.

Select all furniture in one period.

Select furniture pieces that can be combined with other periods.

12. Select furniture with deep crevices.

Select furniture with glossy finish.

Select furniture that requires little care.

13. Select upholstered pieces all of different textures.
14. Select furniture for beauty.

Select upholstered pieces all of same texture.
Select furniture for durability.

Select upholstered pieces similar in texture.
Select furniture suitable for existing conditions.

TOTAL--. page 2 pagel
--------~---------~
Total Score

146

Objective 2.

To develop some ability to plan, select, improvise, use, and arrange furnishings and equipment.

DNaatme-e--------------------------------------------------------------

CHECKLIST FOR FURNITURE ARRANGEMENT

Directions:

Place a check (x) in the column on the right that best describes the furniture arrangement in a room.

Yes
1. Is the furniture in scale with the size of the room?
2. Is the furniture arranged conveniently? 3. Is the furniture grouped into centers
for different activities? 4. Is ample space provided for passageway
in the room? 5. Is the furniture arranged for the best
use of space? 6. Is there a pleasing distribution of low
and high pieces of furniture in the room? 7. Is the furniture balanced with the architectural features of a room? 8. Is the furniture arranged to emphasize the most pleasing proportions of the room? 9. Is the furniture group similar 1n characteristics? 10. Is the color combination harmonious? 11. Is the lighting sufficient for each center? 12. Is the furniture arrangement suitable for the families way of living?

Somewhat No

147

A WELL OF QUESTIONS FOR HOUSING AND MANAGEMENT

Directions:

Some of the following statements are true, some false. If the statement is true, mark an ~by the corresponding number on your answer sheet. Place an 0 if the statement is false.

1. Good management is only a matter of saving time and energy.

2. Learning to be a good manager helps people to look at several choices

and decide what they want most.

3. Division of labor is the most important basis of good management.

I r

4. Efficient tools make an effective manager. 5. A good manager always chooses the latest labor saving equipment.

6. A schedule of homemaking jobs is impossible to put into operation.

7. Good management requires careful planning ahead of time.

8. Checking the success of results is an important part of management.

9. The pattern of management is unaffected by the cycle of family living.

10. Standards of homemaking have little effect on management practices.

11. Good management requires skill and practice.

12. The relationship of time used to energy is always the same.

13. Time should be divided between light and heavy tasks.

14. The best way is the one by which a person gets the desired results with

the use of a minimum of resources.

15. Cutting down time means we may use more energy.

16. Use only one hand to dust.

17. Wash a plate with a straight-line motion.

18. Dishes should be stacked in the order of washing.

19. Start dusting a table at the bottom and work toward the top.

20. Posture does not effect the use of time and energy.

21. An inexpensive dish drainer is a time and energy saver.

22. The family wash should always be done on Monday.

23. Frequent rest periods relieve fatigue and so help the worker accomplish

more.

24. Food preparation takes more time per week than any other activity.

25. Good arrangement of kitchen equipment and food supplies has little to

do with saving time and steps.

26. Bath towels need to be ironed.

27. It is easier in the long run for the homemaker to do all the household

tasks than to train members of the family to cooperate.

28. As much as 15 minutes a day can be saved if dishwashing is properly

organized and carried through.

29. An iron in the sewing room is not a time saver.

30. Using a tray or movable table for meal preparation and clearing away

saves time and steps.

31. There is no way to prevent interruptions.

32. An established routine of work makes housework more difficult.

33. Tools should be assembled before work is begun.

148
34. Orderly habits take time and effort. 35. Long term planning is effective if it is simple, complete and flexible. 36. Planning daily activities uses time that could be used better for some
other activity. 37. Energy and time are limited. 38. Planning use of time saves confusion but not necessarily energy. 39. Storing equipment for clear visibility and easy accessibility saves
confusion. 40. Using a mix saves preparation time for baking. 41. Pre-planning for food purchases will save time and effort when going
to the store. 42. A busy student does not need to learn to iron her own personal laundry
to save time and energy. 43. Food intake does not influence the use of time and energy. 44. The method of work selected will help to get the job done with less time
and energy spent. 45. Ironing at comfortable height prevents fatigue. 46. The wise use of time is not influenced by previous experiences. 47. Practice always makes for efficient use of time. 48. Management is solving problems with least time and energy spent. 49. The principles of good management can apply in any situation. 50. Work simplification may demand greater use of time and energy in
doing household tasks.
DIRECTIONS: The following items are multiple choice items. Write the letter of the correct response in the blank on the left.
51. Mary is a bride and she wants to be a good housekeeper. In determining her own standards of housekeeping, Mary should consider
A. the standards which are important to her and to John, her husband.
B. those standards which she can reasonably maintain in terms of time, energy and money.
C. a flexible work schedule. D. all of these.
52. Since Mary also has an office job, she should
A. hire a part time cleaning woman. B. do all of the housework because that is a woman's job. C. work out a cooperative plan with John for handling the housework. D. call on John for the extra jobs he can do.

149
53. Mary is discussing housekeeping methods with some of her neighbors. Which of the following statements is the most correct.
A. Mrs. Turner says each task should be done at the same time every week because routine saves effort.
B. Mrs. Sawyer says it is best to do household tasks at different times each week to avoid monotony.
C. Mrs. Adams says it is best to put off any job like the laundry until you really feel like doing it.
D. Mrs. Smith says it is best to fit the routine around the activities of the family.
54. Mary wants to get into some community activities. What consideration should be most important in making a choice?
A. Choosing activities in which her friends participate. B. Choosing activities which will allow her to use her talents
and meet her social needs. C. Choosing activities which will help John's future. D. Choosing activities which fit her money budget.
55. A mother will enjoy her housekeeping more if she
A. has the right equipment. B. has someone to talk to while working. C. does the tasks systematically. D. has a working plan suitable to herself and her family.
56. Work simplification can be explained by
A. eliminate, combine, rearrange, simplify. B. good equipment, routine, ample time. C. neither of these. D. all of these.
57. Which of the following suggestions do not save time and energy when washing dishes?
A. draining instead of wiping. B. leaving dishes in the drainer. C. washing dishes only once a day. D. washing dishes after each meal.

150
58. Jane has an hour before her date arr1ves. She has not cleaned the living room as he promised her mother, she must bathe and dress, and she hasn't studied her French lesson. Which of these is the best solution to her problem?
A. Break her date and do her assignments. B. Do the dusting, dress quickly, and come in early from her
date to study her French. C. Get her mother to do the living room and take a chance on
getting her French at school. D. Apologize for the living room, make an excuse for French
and spend her time dressing.
59. Helen's mother works and she is responsible for keeping the house clean but she never seems to get all the jobs done. Which one of the following ideas is not very good.
A. Make a list of all the jobs that need to be done. B. Continue cleaning but do it less thoroughly. C. Plan to do certain jobs on certain days. D. Try out various ways of doing different jobs.
60. Eleanor realized one morning that it takes her too long to dress and one reason was probably the way her room was arranged. What should she do first?
A. Move the furniture around to see if she could make more room. B. Draw the room on paper. C. Write down the steps in getting dressed. D. Use a plan-a-room kit with miniature models.
61. Which of these suggestions do not save time when making a bed?
A. Start on the side where you have placed the pillows. B. Miter the corners of the sheet. C. Slide the bedspread under the pillows. D. Follow a U pattern when making the bed.

15 1
62. Alice is short and knows most work surfaces are too high for her. This is not true of other members of her family. Which of these would probably work best for her?
A. Cut off the legs of the tables. B. Wear high heel shoes. C. Use a platform in front of work areas. D. Sit down to do all her work.
63. Which of the following is not a suggestion for correct storage of equipment?
A. Measure the size of food packages to be stored. B. Leave 2 inches between top of containers and shelves. C. Label boxes and containers. D. Avoid waste space between containers.
64. There are different ways to renew energy. One of the best ways for the busy homemaker to do so is to
A. keep working until she is through and then rest. B. change from one activity to another of a totally different kind. C. sing and just take her mind off of everything she is doing. D. drink plenty of cokes and candy to keep the energy supply up.
65. We all want to be efficient homemakers. The way to become efficient is to
A. be patient and efficiency will naturally develop as we gain experience.
B. study the task at hand, analyzing it, and work out easier and quicker ways to perform the task.
C. concentrate on what you are doing regardless of how often you have done it.
D. ask your mother to show you how she does the job because she has experience and will know the best method.
66. A vacuum cleaner is superior to other tools for cleaning wall, woodwork, furniture, mattresses, springs and draperies because
A. it actually removes the dirt from the room rather than redistributing it the way a brush or broom may.
B. it is guaranteed by the manufacturer and, therefore, it would need no particular care nor replacing.
C. children will help with chores when they have a vacuum cleaner but probably would not help if they were using other tools.
D. a vacuum cleaner is expensive and if it was not superior to all other equipment it would not be so expensive.
6

152
67. Mary is deciding where to store dishes and utensils in her kitchen. Of least importance is
A. the amount of stretching and bending required to place and replace them.
B. their frequency of use. C. having all of one kind stored together. D. their place of use.
68. In many household tasks such as folding laundry and making beds, Mary will work more efficiently if
A. her movements are fast. B. her movements are smooth. C. her movements are slow and deliberate. D. each hand works separately but in relation to each other.
69. The best way to clean small deeply-tufted rugs is by
A. using a vacuum cleaner. B. using a carpet sweeper. C. shaking. D. sweeping with a broom.
70. The best regular treatment for a waxed floor is to use
A. a dry mop. B. an oiled mop. C. a broom. D. soap and water.
71. Mary and Jim have four children and Jim suggested that Mary place a laundry bag or hamper in every bedroom, in the bathroom and in the kitchen.
A. This would be a very practical way to save time in such a large family.
B. This would not save time since the clothes would have to be collected on wash day.
C. Time could be saved more effectively by having a central place and each person asked to put his or her own clothes there.
D. New ideas are difficult to begin in a family, therefore, more time can be saved by using the same system they now use.
J
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153

72. Jim said he supposed there was just no way to save time or energy when laundering. Mary said there were a number of ways, but one of the best ways to save time and energy is to think before buying; many clothes could be bought with ease of laundering in mind. Which conclusion is correct?

A. Mary was wrong because all clothes launder with the same

1

difficulty or ease or else can be dry cleaned.

B. Mary was right because some textiles require laundering less

often.

C. With automatic laundering equipment this is of very little con-

cern to the modern housewife.

D. Jim was right because laundering has to be done at regular times.

73. Mary used the table to sort her laundry. What do you think of such a practice?

A. This was a foolish idea since the table probably wasn't near the laundry machine.
B. This would be an unsanitary practice, therefore, it would not be recommendable.
C. It would be a good practice since she would avoid bending. D. This practice could neither help nor hurt as far as time and
energy expendature is concerned.

74. You feel that you need some help in planning ways to save time and energy. The best place to get such information would be

A. to write to the Georgia Department of Public Health, Atlanta, Ga. B. the Home Service Economist. C. bulletins from the United State Department of Agriculture. D. the college of Home EcC?nomics, Athens, Georgia
75. Jim liked to keep everything such as magazines, newspapers and boxes because he felt he might want to use them sometimes. Mary said she could not keep house with such "junk" in the house. Which is the best solution?

A. Throw everything away that has no immediate use. B. Save those items which are of immediate interest to the family
and discard all the other. C. Let Jim have a room in the house to store his things. D. Any one of these methods would be as effective as any other.

154
76. Sally complained that when she was preparing food and she needed salt she had to stop and look for the salt box. The best solution would be
A. teach Sally to not complain. B. have a salt dish at all the centers where salt is used in the
kitchen. C. decide on a place in the kitchen and keep the salt box there. D. keep salt on the working surface near the stove.
77. Some homemakers never seem to have time to do anything except clean house; you hear them say, "I never have time even to read the paper". A main reason for this lack of time may be:
A. the days simply are not long enough. B. the way they use their time. C. they are just slower than most people. D. they probably live in a big house.
78. When you are going to the market to shop, it is better to make a list before you go because:
A. this is a time saving habit. B. it is possible to group types of foods together to save steps. C. this will probably save another trip to the grocery. D. all of these.
79. Mary is selecting a chair for use at their work table. Which statement is true?
A. If she is standing while working, the distance from her elbow to the floor should be greater than when sitting.
B. If she is sitting while working, the distance from her elbow to the floor should be greater than when standing.
C. The distance from her elbow to the floor should be the same whether standing or sitting.
D. There is no direct relationship between height of working surface and standing or sitting position.
80. In caring for a broom, one should
A. wash it frequently. B. keep it standing in a corner. C. hang it on a hook when not in use. D. soak bristles in oil occasionally.

155

ANSWER SHEET

TRUE--FALSE

1.

0

2.

X

3.

0

4.

X

5.

0

6.

0

7.

X

8.

X

9.

0

10.

0

11.

X

12.

0

r

13. X

14.

X

15.

X

16.

0

17.

0

18.

X

19.

0

20. 0

21. X

22. 0

23.

X

24. X

25. 0

26. 0

~

27. 0

28.

X

29. 0

f

30. X

~

31. 0

~

32. 0

~

33. X 34. 0

35.

X

~

36.

0

37.

X

38.

0

39.

X

40.

X

41.

X

42.

0

43.

0

44.

X

45.

X

46.

0

47.

0

48.

X

49.

X

50.

0

MULTIPLE CHOICE

51.

D'

52.

c

53.

D

54.

B

55.

D

56.

A

57.

D

58.

B

59.

B

60.

c

61.

B

62.

c

63.

B

64.

B

65.

B

66.

A

67.

c

68.

c

69.

A

70.

A

71.

c

72.

D

73.

c

74.

B

75.

D

76.

B

77.

B

78.

D

79.

c

80.

c

156

157

Area:

HOME IMPROVEMENT, HOUSING AND HOME MANAGEMENT

Homemaking III PLANNING AND MAINTAINING A FUNCTIONAL HOME

Objectives- -to develop in pupils: l. Increasing under standings 1n consumer buying and family finance.

2. Increasing appreciation and skills in constructing, improving, and decorating home interiors and exteriors.

3. An understanding and some ability to plan and furnish a home.

4. Increasing ability in using community resources in improving home and community living.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 203 to page 210.

158 Objective 1.

To develop increasing under standing in consumer buying and family finance.

NDaatmee----------------------------------

SCORE CARD FOR BUYING LARGE EQUIPMENT

Directions:

In the column to the right, score each item 1 to 4 points. Determine your score by the characteristics of large equipment. Total your score by adding all the points together.

Characteristics

Perfect Score

Your Score

Appropriateness

1. For family needs

4

2. For family size

4

3. For individual preferences

4

4. For amount of money

4

5. For design of other appliances

4

6. For alloted space

4

7. For color scheme

4

8. For existing conditions of location in area

4

Serviceability

9. Easy cleanability

4

10. Recognizable brand

4

1 1. Reliable dealer

4

12. Reliable guarantee

4

13. Clearly stated instruction book

4

Construction

14. Feels steady and solid

4

15. Interior smooth without cracks and crevices

4

16. Good insulation

4

17. Motor is quiet when running

4

18. Leveling feet

4

19. Exterior made of durable material

4

2 0. Interior made of resistant material

4

2 1. Trays, racks, and dispensers made of rust

4

resistant material

22. Conveniently located removable parts or vents 4

2 3. Conveniently located controls

4

2 4. Conveniently hinged door

4

2 5. Door or parts fit securely

4

Total Score

100

l

159
Objective 2. To develop an increasing appreciation and skill in decorating a home.

NDaamtee----------------------------------
A CHECKLIST FOR THE ARRANGEMENT OF ACCESSORIES Directions: Place a check (x) in the appropriate column.

Yes
Selection of Accessories
1. Is is appropriate for the type furnishings?
2. Are good art principles applied? 3. Is the size, color and texture suitable
for the room and family? 4 Do~s the accessory express the person-
ality of the owner?
5. Is it useful or serviceable?
Use of Accessories
l. Is it arranged at most attractive place?
2 Does the accessory complement flower arrangements?
3 Are the accessories used with good taste? (not too crowded nor too many?)

Somewhat No

160

161

Area:

HOME NURSING

Homemaking II CARING FOR THE SICK IN THE HOME

Objectives- -to develop in pupils:

l. An interest in caring for the sick in the home.

2. A knowledge of the common symptoms of physical illness.

3. An understanding of and desirable attitude toward mental health.

4. Some understanding of home nursing procedures.

5. The desire to provide our homes with necessary equipment for emergencies.

6. The desire and ability to make homes cleaner and safer places to live.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 213 to page 228.

162

HOME NURSING QUESTIONS

Directions:

On your answer sheet, mark an~ for those statements which are false, and mark an 0 for those statements which are true.

l. Many patients make more rapid recovery in the security, affection, and familiarity of their home environment than they do in a hospital.
2. Being a nurse is not a natural part of homemaking. 3. A home nurse should guard her own health when caring for a patient. 4. It is important to have regular scheduled relief for the home nurse. 5. A home nurse need not have a schedule of routine tasks. 6. Jewelry is to be avoided when making the patient's bed, giving him
a bath, or other treatments. 7. A blend of gentleness and firmness establishes an atmosphere in
which a patient feels loved and secure but also realizes his own responsibility in making a return to health. 8. The sickroom in the home should be easy to clean and to keep clean. 9. Normal room temperature for the most healthful conditions is around 85~ 10. The body feels most comfortable when the humidity is about 70%. 11. A sickroom should have very little light so that the patient will sleep more. 12. One should talk in hushed tones in the sickroom. 13. Monotony in routine should be avoided for a sick person. 14. The spiritual needs of a patient is just as important as his emotional and physical needs. 15. Food for a patient should be nutritious but not necessarily attractive. 16. A delirious or unconscious patient should be restricted by the most severe conditions. 17. The mattress to be used in the sickroom should be firm. 18. The sheets to be used in the sickroom should be of fairly fine quality and strong. 19. Blankets for the sickroom should be very warm and heavy. 20. A warm stimulating drink before bedtime will probably help the patient go to sleep easier. 21. The normal oral temperature is 98. 6F. 22. The normal rectal temperature is 99. 6F.
23. The normal temperature by axilla or groin is about 97. 60F. 24. The oral temperature is most accurate. 25. A communicable disease is not infectious or contagious.

163

Directions:

Multiple Choice
On your answer sheet mark the space with best answer for each question.

26. When considering home care for an ill member of the family, one should consider:

A. the patient's preferences. B. time, stamina, skill, and emotional maturity of someone
in the family to undertake the job. C. overall effect on the family. D. all of these.

27. To be a good home nurse, one must:

A. realize the limitations of her job. B. be sure that she understands the doctor's instructions. C. report accurately to the doctor any information which
will help him judge the patient's progress. D. all of these.

28. When giving a patient a bath-

A. remove all his clothing at once to facilitate a faster and easier bath.
B. remove or uncover each part as you are ready to wash it. C. uncover half of the body at one time then uncover the other
half as you get to it.

Matching

Directions:

Match the words with the definitions which best describe each word and mark the appropriate space on your answer sheet.

29.

Ventila tion

A. the number of heartbeats per minute.

30.

Temperature

B. consists of providing a sufficient amount of clean air with the proper degree of moisture at a comfortable temperature.

L

164 31. 32.
33. 34. 35. 36. 37.

Pulse Respiration
Bacteria Carrier Contamination Contagious Germicide

C. rate of breathing.
D. the degrees of heat given off
by the body.
A. a person who harbors germs in
his body without being sick himself.
B. microscopic organisms called "germs".
c. the presence of living bacteria
in or on any object.
D. capable of being spread from one
person to another.
E. a substance that destroys germs.

TRUE FALSE

1.

0

2.

X

3.

0

4.

0

5.

X

6.

0

7.

0

8.

0

9.

X

10.

0

11.

X

12.

X

13.

0

14.

0

15.

X

16.

X

17.

0

18.

0

19.

X

20.

X

ANSWER SHEET

21.

0

22.

0

23.

0

24.

X

25.

X

MATCHING

26.

D

27.

D

28.

A

29.

B

30.

D

31.

A

32. c

33.

B

34.

A

35. c

36.

D

37.

E

165

Objective 4. To develop some understanding of home nursing procedures.

Directions:

Record the date of any skill you practice at home. Use the right column for comments.

Skills

SKILLS CHART Date

1. Reading to patient

2. Playing games with patient.

3. Pillow Back Rest

4. Changing bed

5. Helping patient in and out of bed.

6. Hot water bottle

7. Bed Cradle

8. Feeding patient in bed

9. Use of bed table

10. Taking temperature

11. Counting pulse

Comments

166

Area:

167 RELATIONSHIPS -PERSONAL, SOCIAL, FAMILY

Homemaking I

MAKING MYSELF A MORE ATTRACTIVE AND ACCEPTABLE PERSON AND GETTING ALONG WITH SELF AND OTHERS

Objectives --to develop in pupils:

1. A wholesome attitude toward self and others, and some ability to get along.

2. A desire to be a well-groomed, appropriately dressed person.

3. A desire to become well mannered.

4. A desire and some ability to understand and work cooperatively with parents and other family members.

5. A wholesome attitude toward self and others, and the ability to get along.

6. Some desire and ability to carry out tasks for which one is responsible.

7. Some ability to become acceptable as a high school student.

8. Some ability to manage time and money wisely.

This unit is developed in detail in Homemaking Education in Georgia, A Curriculum Guide on page 231 to page 246.

168

Objective l.

To develop a wholesome attitude toward self and others, and some ability to get along.

A RATING SCALE- HOW I RATE AS A FAMILY MEMBER

Directions:

If your evaluation of yourself falls between the description labeled 1 and the description labeled 3 your rating will be 2. The same thing applies to a rating of 4. 1 is the poorest or lowest rating, 3 medium or average, -.,-.d 5 highest or excellent.

1

2

3

My

4

5

Rating

l. Moody, unhappy person.
2. Completely disinterested in interests of other family members.
3. Make no effort to understand parent's viewpoint.
4. Never discuss important matters with parents.
5. Make no effort to have friends and parents know each other.
6. Not dependable. 7. Do unpleasant tasks
unhappily.
8. Take no advantage of opportunities parents gLe me.
9. Ask special favors that other family members do not get.

Usually cheerful
Partially interested in interests of other family members. Makes some attempt to understand parent's viewpoint. Some times discuss important matters with parents. Make some effort to have friends and parents get to know each other. Usually dependable. Usually do unpleasant tasks willingly.
Take some advantage of opportunities that parents give me. Sometimes ask spe.cial favors that other family members do not get.

Cheerful, happy at all times. Extremely interested in interests of other family members. Makes a sincere effort to understand parent's viewpoint. Discuss all important matters with parents.
Make a big effort to have friends and parents get to know each other. Always dependable. Carry out unpleasant tasks cheerfully and willingly at all times. Take advantage of all opportunities that parents give me. Never ask special favors that other family members do not get.

169

1
10. Spend family money freely.
11. Do nothing that I don't have to do.
12. Am inconsiderate of other family members.
13. Never show family members my love and appreciation.

My Rating

Make some attempt to spend family money wisely. Take on some family responsibility at times.
Sometimes considerate of other family members. Sometimes show amily members my love and appreciation.

Try to be censervative with family money at all times Make an effort to take my share of the family responsibilities at all times. Am considerate of other family mem hers at all times. Always show ami ly members my love and appreciation.

My Total Score

Highest Possible Score

45

Lowest Possible Score

13

My Score

170

Objective 1.

To develop a wholesome attitude toward self and others, and some ability to get along.
- - - - - - - WHAT KIND OF FRIEND ARE YOU ?

Yes

No

1. Are you usually cheerful when with others?

2. Do you borrow money from your friends?

3. Do you compliment others upon the good things they do?

4. Do you frequently ask your friends to wait for you?

5. Do you restrain yourself from repeating gossip you hear?

6. Do you find yourself resenting it when one of your friends is friendly to someone else?

7. Do you make cutting remarks about others?

8. Are your friends just those who "rate" at school?

9. Do you spend much time telling your troubles to your friends?

10. Are you a good listener?

11. Would you like to have for a friend a person who had the same personality traits you have?

12 Do you frequently quarrel with friends?

13. Have you had one or more of the same friends for several months of this year?

14 Do you have more than one friend?

15. Are you ever jealous of your friends?

16 Do you make friends easily with both boys and girls?

17 Do you trust your friends?

171

Objective 2.

To develop a desire to be a well-groomed, appropriately dressed person.

A PRE-TEST IN GROOMING FOR FIRST YEAR HOMEMAKING CLASSES
DIRECTIONS: Some of the following statements are true; some are false. If the statement is true, mark an X in the answer column. Place an 0 if the statement is false.
Answers:
1. Poor posture is frequently caused by poor health, lack of sleep
and the wrong kind of food.
2. When picking up something from the floor, bend over from the waist.
3. When you are going up stairs, slant your body slightly so that you bend from the waist.
4. When you are sitting, the lower part of your backbone should touch the back of the chair.
5. When walking, hold your body straight but relaxed.
6. A safe rule to follow in using make -up is to use just enough to look natural.
7. Lightly pat on face powder with a clean puff; never rub powder into your pores.
8. It is important that the brush and comb be cleansed frequentlyat least as often as you wash your hair.
9. Select vivid colors of nail polish for school so your friends will
be sure to notice your hands.
10. Nail care equipment is too expensive for most girls to own.
11. A manicure kit should contain emery boards, manicure scissors, cuticle remover, orange stick, polish and polish remover.
12. Toenails should be rounded at the edges so that they will match your fingernails.
13. Nail biting is an indication of nervousness.
14. When they are not in use, keep your hands relaxed in your lap.
15. In buying cosmetics, you will find that the most highly advertised are always the best.

172
16. In-grown toenails result from using polish on the toenails.
17. Putting on lipstick or powder iri the classroom or at the lunch table is very bad manners.
18. During the teen years is the time when most skin problems start.
19. What you eat, when you eat, and how you eat will affect your complexion.
20. The chief sources of skin trouble are rich desserts, chocolate, and other foods rich in fat.
21. Before you can understand how to get along with others, you must first understand yourself.
22. The way you act and what you say tell others the kind of person you really are.
23. A hostess has more to do than anyone else in making a party a success.
24. As a teenager you need not worry now about learning to be .a good hostess as you will have plenty of time for that later on.
25. If there is any doubt in your mind about what to wear when you are invited to something, it is perfectly all right to ask your hostess.
26. If you are invited for a weekend visit and are having fun, by all means stay longer.
27. On her return home, a good house guest shows her appreciation by sending a thank you note and sometimes a gift.
28. When an invitation does not include R. S. V. P. or ask for an answer, you should let the person who invites you know as soon as possible whether or not you can attend.
2 9. Your "features" make very little difference to family members or old friends, but your "general appearance" plays an important role in making and keeping friends.
30. If you do not act self-conscious about an unbecoming feature, usually others are not conscious of it either.

173
31. Being clean is not as important as wearing the right clothes.
32. Throughout life, every one needs praise to gain and keep selfconfidence.
33. The more you know about getting along with your family and friends, the happier you will be.
34. The manners that you use at home with your family are the ones that you will unconsciously use away from home.
35. Glossy hair depends on two things: good general health and good regular care.
36. Avoid watching your feet as you walk or go up and down stairs, as that throws your body out of line.
37. Good grooming is mainly having enough money to spend on yourself.
38. Money is wasted on good-looking clothes when a person slouches or moves awkwardly.
39. Stained nails and fingers may be whitened by using lemon juice on the stains.
40. A baking sod a solution can be used as an effective deodorant.
41. If a teenager has poor posture, nothing much can be done about it.
42. Courtesy is a set of formal rules about when to shake hands, or stand or sit.
43. Remove every trace of old make-up before applying more.
44. Choose certain brands of cosmetics because they are endorsed by movie stars.
45. It is best to use no more than powder and lipstick for school.
46. In shampooing, never rub the hair with a bar of soap.
47. The health of teeth and gums depends entirely on the kind of brush and toothpaste you use.

174
Directions:
The following are multiple choice items. MORE than one response may be correct. Place an X to the left of the correct response or responses.
48. A good hostess
a. Keeps conversation going. b. Does most of the talking. c. Lets little upsets disturb her. d. Waits until the last minute to plan the entertainment. e. Sees that the guests are introduced.
49. When you are a guest at a party you should
a. Sit to one side and be as quiet as possible. b. Mingle with the other guests. c. Thank the host or hostess for his or her hospitality. d. Call attention to yourself as much as possible so everyone will
know you are there.
50. The following combinations of color and fabric would make attractive school outfits:
a. Dark green plaid wool skirt and dark green blouse. b. Red and white striped cotton pleated skirt with a red polka dot blouse. c. Brown wool skirt with beige blouse. d. Purple wool skirt with blouse having a white background and small
sprigs of purple flowers printed on it. e. Lime green corduroy skirt with an orange blouse.
51. In styling your hair you should choose a style that
a. Is easy to manage. b. Makes your face more oval. c. Calls attention to your less attractive features. d. Is flattering to you.
52. In caring for your hair you should
a. Brush daily with a stiff- bristled brush. b. Share your brush and comb when your friends forget theirs. c. Shampoo it at least every week or as often as necessary. d. Wear your hair "rolled up" and covered with a scarf as often as
possible when shopping so you'll be ready for an unexpected party or date.

175
53. To wash your face properly you should
a. Use warm water and a mild soap. b. Use a rough wash cloth to apply soapy water to your face. c. Scrub your face hard and rinse slightly. d. Leave a slight film of soap on the face to promote smoothness.
54. To have prettier nails you should
a. File your nails when they are soft after soaking them in water. b. Push the cuticle back around each nail with your towel as you
dry your hands. c. Use polish carefully. d. Watch your diet. e. Remove polish as soon as it becomes chipped.
55. Since your posture affects your appearance you should
a. Hold the chest high, the head erect, and the chin in. b. Wear proper foundation garments. c. "Stand Tall" always. d. Bend from the waist with the knees rigid to pick up something
from the floor.
56. Some criteria for personal attractiveness are
a. Good posture at all times. b. Expensive clothes. c. Cleanliness of clothes, hair and body. d. Curly hair.
57. Certain habits of eating are necessary to insure a clear skin. Some of these are:
a. Green and leafy vegetables. b. Milk and meats. c. Chocolate candy. d. Fruits. e. Rich desserts.

176

Directions: Match the words in Group I with the letter for the words from Group II that best describes the numbered item. Print the letter of your answer in the blank opposite the number.

GROUP I

GROUP II

58. Hands and nails 59. Corns and calluses 60. Antiperspirants 61. Comfortable shoes 62. Deodorants 63. Oily hair 64. Nine or ten 65. Brush and comb

(a} Needs frequent shampoos (b) Prevent body odor (c) Hours of sleep needed by teenagers (d) Permit easy, graceful walking (e) Caused by shoes that fit poorly (f ) Lessen the flow of perspiration (g) Must be clean to be attractive (h) Use ammonia to clean

* * * * * * * * * * * * * * * * * * * * *

GROUP I

GROUP II

66. Skin blemishes 67. Manicure 68. Posture 69. Warm bath 70. Hot tub bath
71. Shower 72. Pimples and blackheads

(a) Stimulates you (b) The way you sit, stand and walk (c) Peps you up (d) Complete care of the nails (e) Caused by fried foods, chocolates,
sweets (f) Makes you relax (g) Caused by poor diet, poor habits
of health and hygiene, nervous tension, and worry.

********* ********

GROUP I

GROUP II

73. Poise 74. Table d'hote
75. "R. s. v. P. II
76. Formal invitation 77. a la carte 78. "Bread and Butter" letter 79. Hospitality

(a} Foods ordered and priced separately (b) Note expressing appreciation for
a pleasant visit. (c) Making friends feel welcome in
your home (d) Good manners (e) Expressed in the third person (f) An entire meal for a fixed charge (g) "Please Reply''

177
Areas Covered by Test Questions Being Aware of the Relationship of Attractiveness to Acceptability 21, 22, 29, 30, 31, 32, 33, 37' 50, 56.
Caring for and Styling My Hair With or Without A Permanent 35, 46, 51, 52.
Caring For My Complexion and Using Cosmetics 6, 7' 15, 17' 18, 43, 44, 45, 53, 66, 69, 70, 71, 72.
Caring for and Gracefully Using Hands and Feet 12, 13, 14, 16, 36, 39, 54, 67.
Improving Posture by Developing Better Standing, Walking and Sitting 1, 2, 3, 4, 5, 38, 41, 55, 68. Relating Adequate Diets, Sleep, Recreation and Work to the Development of an Attractive Person 19, 20, 57, 58, 59, 60, 61, 62, 63, 64, 65.
Selecting, Caring for and Storing Personal Grooming Supplies 8, 9, 10, 11, 40, 47.
Understanding Accepted Social Customs, such as: Manners, Introductions, Letters, Invitations, and Replies, in School, Home and Public. 23, 24, 25, 26, 27, 28, 34, 42, 48, 49, 73, 74, 75, 76, 77, 78, 79, 80.

178

Scoring Key for Grooming Pretest

Page 1

1.

X

2.

0

3.

0

4.

X

5.

X

6.

X

7.

X

8.

X

9.

0

10.

0

11.

X

12.

0

13.

X

14.

X

15.

0

Page 2 16. 0 17. X 18. X 19. X 20. X 21. X 22. X 23. X 24. 0 25. X 26. 0 27. X 28. X 29. X 30. X

X- True F - False

Page 3 Page 4

Page 5

Page 6

31. 0 48. a, e. 53.

a

66. g

32. X 49. b, c. 54.

b,c,d,e. 67.

d

33. X 50. a, c, d. 55.

a, b, c.

68.

b

34. X 51. a, b, d. 56.

a, c.

69.

f

35. X 52. a, c. 57.

a, b, d.

70.

a

36. X

58.

g

71.

c

37. 0

59.

e

72.

e

38. X

60.

f

73.

h

39. X

61.

d

74.

f

40. X

62.

b

75.

g

41. 0

63.

a

76.

e

42. 0

64.

c

77.

a

43. X

65.

h

78.

b

44. 0

79.

c

45. X

46. X

47. 0

179

Objective 7.

To develop some ability to become acceptable as a high school student.

- - - - - HOW DO I RATE AS A CLASS MEMBER ?

Directions:

V Score yourself using a

to indicate always, an~ if you

don't have a perfect score, and a o (zero) to indicate a

need for much improvement.

l

1

2

3 456

l. Was I in place, quiet, and ready with pencil, paper and notebook to begin class on time?

2. Was I prepared for class every day? Had I prepared my homework, re-read my notes to refresh my mind? Would I have made a satisfactory mark had a quiz been given any day this week?

3. Did I contribute intelligently to class discussions, talking in a low-pitched voice and only when I had the attention of every member of my class? Did I bring up unrelated topics? Was I a good listener?

4. Did I follow directions given the class thereby using my class time properly?

5. Did I refrain from primping and chewing gum in class?

6. Did I voluntarily make up missed work before coming to class?

7. Did I proceed with my work when the teacher was not with the class?

8. Did I wait for the class to be dismissed or the bell to ring before putting away my work?

9. Considering the above questions, was my class better because I was present?

10 Did I try to apply what I learned this week to myself in home practice?

J

\

l - - - - - - - - - - - - - - - - - - - + - - - ~--+-_ _....._ _,....,______j__--.J.

180

181

Area:

RELATIONSHIPS: PERSONAL, SOCIAL, FAMILY

Homemaking II ACHIEVING PERSONAL MATURITY AND DESIRABLE FAMILY RELATIONSHIPS

Objectives--to develop in pupils:

1. A desire and increased ability to plan and assume some family responsibilities.

2. Increasing understanding and appreciation of the role of boys and girls as maturing individuals.

3. An appreciation of the contributions which family members make in the home and community to the welfare of others.

4. Some ability to locate and use community resources.

5. Some skill in the use of social graces.

This unit developed in detail in Homemaking Education in Georgia,~ Curriculum Guide on page 247 to page 258.

182

Objective 1. To develop a desire and increased ability to plan and assume some family responsibilities.

DIARY OF HOME RESPONSIBILITIES

Djrectjgns:

Record every day the responsibilities or chores you do at home. At the end of the week, add up the total number of chores and count the number of different responsibilities you have done.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Total number of chores
Total number of different responsibilities

183

Objective 2.

To develop an increasing understanding and appreciation of boys and girls as maturing individuals.

_h. SCORE C_A_R_D _F_O_R T_H_E QUALITIES O_F A G.;;;;..O.;;;;..O.;;...D~MATE

Directions:

Score yourself from 1 (one) to the maximum number of points given for each characteristic given. (One is the lowest score).

Qualities

Standard Score

Your Score

1. Independent

4

2. Responsible

5

3. Courteous

4

4. Unselfish

5

5. Dependable

5

6. Honest

5

7. A hili ty to love

5

8. Ability to be loved

5

9. Ability to get along with others

5

10. Ability to face reality

5

11. Healthy attitude toward self

5

12. Favorable attitude toward marriage

5

13. Tolerant of others

4

14. Ability to adjust to new situations

5

15. Ability to make decisions

4

16. Desirable of children and home

5

17. Basically happy per son

5

18. Willing to work for family goals

5

19. In good health

4

Total Score

90

184

Objective 3.

To develop an appreciation of the contributions which family members make in the home and community to the welfare of others.

Directions:

INTERVIEW FORM
Interview three persons and list the contributions they feel a family and a community can each make to the other.

I. Ptheerisrocnoimntmerevnitesw: ed------------------------------ D - ate ---------

II.

Perso their

n intervi commen

ew ts:

ed------------------------------

Date---------

III.

Person their c

oimntmerevnitesw: ed-----------------------------

D - ate --------

185

Objective 4. To develop some ability to locate and use community resources.

CONTRIBUTIONS .QE. COMMUNITY RESOURCES

Directions:

Visit a community agency such as the Departments of Health and Welfare, Red Cross, Public Library. Ask the director what they do to serve famiLies. Record a summary below.

Agency visited----------------------------------- Date-------------------
Summary:

186

187

Area:

RELATIONSHIPS: PERSONAL, SOCIAL, FAMILY

Homemaking III PREPARING NOW FOR MARRIAGE IN THE FUTURE

Objectives--to develop in pupils:

1. An increasing understanding of responsibilities and satisfactions of marriage and parenthood.

2. Increasing skills in using acceptable rules of social behavior in the home, in business and in social life.

This unit is developed in detail in Ho,nemaking Education in Georgia, A Curriculum Guide, on page 259 to page 266.

188

Objective l.

To develop an increasing understanding of responsibilities and satisfactions of marriage and parenthood.

Directions:

OPINIONNAIRE -MARRIAGE READINESS
Place a check (x) in the column that most nearly represents your opinion. Use this to discuss with your friends the reasons why you differ.

Opinion

Yes

1. You should be mature before you marry? 2. Girls and boys in high school should never marry? 3. Successful family relationships are necessary
to a good marriage? 4. Money is the root of family difficulties? 5. Talking things over prevents serious quarrels?
6. Determination to succeed at marriage is the
main determining factor.
7. A person must reach a certain level of maturity
before he can understand and appreciate the satisfactions of marriage. 8. Weddings should be planned in keeping with income.
9. Knowing how to "keep house" prevents frustra-
tion for both husband and wife. l 0. Knowledge is important for success in marriage. 1 1. A wife should not work. 12 Children are necessary for a happy marriage. 13. Sexual incompatibility is a symptom of failure
in other adjustments. 14 Differences should not be postponed. 15. A couple should have a joint bank account.

No Maybe

189

Objective 2.

To develop increasing skills in using acceptable rules of social behavior in the home, in business and in social life.

~ DOES YOUR SOCIAL CONDUCT RATE ?

Directions:

Rate yourself 1 if you can answer the question, yes, most of the time, 2 if you can sometimes answer it yes, and 3 if usually answer it no.

Social Practice --Do You:
1. Talk freely with other people? 2. Draw others into conversation? 3. Discuss a variety of subjects? 4. Introduce people correctly? 5. Show interest in people you are with? 6. Arrive at the specified time? 7. Greet your host and hostess graciously? 8. Join in the activity of the group? 9. Help others enjoy the occasion? 10. Attempt to be courteous at all times 11. Wait until your hostess begins to eat? 12. Allow a gentleman to seat a lady? 13. Open doors for older people(and if a boy for young
woman) ? 14. Show consideration for others at all times?

Rating

190

191
HOME PROJECT EVALUATION DEVICES for
HOMEMAKING I HOMEMAKING I I HOMEMAKING III

192 Name
MY EVALUATION OF MY HOME PROJECT
Name of Project------------------------------------------------------------
Directions: Place a check (X) in the column on the right that best answers each question about your home project. Yes Somewhat No
1. Did it improve you personally? 2. Did it have your parent's approval? 3. Did you enjoy doing it? 4. Did it further develop a skill? 5. Did you learn something? 6. Did it help you to accept responsibility? 7. Did you make good use of your time? 8. Did it cost no more than you could afford?
If you were doing this project again: (a) What would you do the same way?
(b) What would you do differently?
(recommended for the first project in Homemaking I)

193

Name

A BEFORE AND AFTER EVALUATION OF MY HOME PROJECT

Directions:

After you have planned your home project, write in the blank on the left, the answer to each question. After you have completed the project, answer the same questions 1n the blank on the right. You may answer each question either yes, somewhat, or no.

Name of Project---------------------------------------------------------------

Will it

Did it

l. Prove to be interesting to me?

2. Fit in with time available?

3. Fit in with money available?

4. Meet a need of mine or my family?

5. Help me grow?

6. Give me problems to solve or decisions to make?

7. Help me learn something new?

8. Provide experience in planning?

9. Fit in with my ability butalso challenge me?

------ 10. Prove to be related to what we have studied in class? ----------
_____ 11. Have a record of plans and progr~ss?

------ 12. Have my parent's approval?
Give your reasons for each no you wrote in the column on the right.

If you did this project again, what would you do differently?

(recommerrled for Homemaking I)

194
Name--------------------------------
EVALUATING A HOME PROJECT-- SUMMARY OF MY PROGRESS
Name of Project-------------------------------------------------------------
Directions: For each activity planned to reach your goal(s), list what you have learned and how you have made progress.
Activity:--------------------------------------------------------------------
Activity:--------------------------------------------------------------------
Activity:----------------------------------------------------------------------
Activity:---------------------------------------------------------------------
(recommended for Homemaking I)

195
Name CUMULATIVE HOME PROJECT RECORD Directions: As you complete each project, write the major goal (s) in the
appropriate square.

Area

Homemaking I Homemaking II Homemaking III HomemakingiV

Relationships: Personal Social Family

Child Care and
Guidance

Foods and Nutrition

Clothing and
Textiles

Home Improve ment, Housing
and Management
Home Nursing

1
196

Name--------------------------------
" HOW MY PROJECT RATES"

Name of Project---------------------------------------------------------

Directions:

Rate each characteristic of the project using the following scale: 5-Excellent, 4-Very good, 3-Good, 2-Fair, 1-Poor. If a characteristic does not apply, leave it blank.

Character:!. stic
Selecting the Project
1. Met a personal need 2. Met a home need 3. Related to class and/ or FHA 4. Used skills and information learned at
school. 5. Size and scope was appropriate
6. Involved new skills and understandings
Planning the Project
7. Included definite goal ( s) 8. Reasons given were realistic 9. Activities were appropriate for the goal. 10. Needed sources of help and materials
were listed. 1 1. Ways of evaluating were selected
Carrying Out the Project
12. Worked skillfully and efficiently 13. Improved homemaking skills 14 Managed time and energy wisely 15. Assumed responsibility
16. Sought help when needed
Evaluating the Project
17. Kept accurate records
18 Rated the experience a success 19 Goals were accomplished 2 Q Make contribution to better family living
Total Average

Pupil !Mother Teacher

(recommended for Homemaking II)

197

Name-------------------------------
" MY REACTIONS TO MY HOME PROJECT"

Name of Project-------------------------------------------------------------------

Directions:

Describe how you feel about your home project as well as what you have learned by completing each of the lines below with the first thing that "pops into your head".

1. My home project

2. My mother

3. The new skills I gained

4. The understandings I gained

5. Next time I do a project

(recommended for Homemaking II)

198
Name--------------------------------
COOPERATIVE RATING SCALE FOR HOME PROJECT

Name of Project------------------------------------------------------------------

Directions:

The teacher and the pupil together will rate each characteristic listed. If the evaluation falls between the description labeled 1 and the description labeled 3, the rating should be 2. The same applies to the rating of 4.

1

2

Selecting the Project

3

4

Rating

1. "Have to Have a Project"

Willing to work on a project.

Sees need for carrying out this project.

2. Involves little or no new learning.

Involves some new learning.

Involves much new learning.

3. Not related to previous class experience.

Somewhat related to previous class experience.

Related top revious work in class.

4. Will contribute little to personal development.

Will make a contribution to personal development.

Will make considerable contribution to personal development.

5. Is unrelated to home needs.

Makes a contribution to a home need.

Selected to meet a recognized home need.

Planning the Project

6. Started project with- Talked over goals and

out making plans.

plans before starting.

Set up goals and planned project before starting.

7. Very few, if any reasons given.

Reasons did not always relate to goals.

Each goal was based on excellent reasons.

8. Insufficient planning of activities.

Some, but not all, activities were suitably planned.

Appropriate activities were planned for each goal.

199

1

2

3

4

5

Rating

9. Few references were listed.

Fairly adequate list of references.

All necessary refer ences and materials were included.

10. Ways of evalua-

Evaluation included

tion were n'Ot in-

but inadequate

cluded.

Carrying Out the Project

Appropriate ways of evaluation listed for each goal.

11. Followed few plans. Followed most of plans.

Carried out plans, making changes where needed.

12. Completed project after long delay.

Delayed in completing project.

Completed project on time.

13. Worked inefficiently with little skill.

Work indicated some skill and efficiency.

Worked very efficiently and very skillfully.

14. Time and energy were poorly managed.

Sometimes managed time and energy wisely.

Almost always man aged time and energy well.

15. Did not always as- Assumed responsibility sume responsibility. when necessary.

Responsibility assumed with eagerness and pleasure.

16. Seldom sought or ac- Accepted help when
cepted needed help. offered.
.Evaluating the Project

Asked for and utilized help when needed.

17. Inadequate and poor- Fairly complete records ly written records. kept.

Kept very accurate and appropriate records.

18. Several activities not completed.

Goals were attained with fair success.

Goals successfully met by the planned activities.

19. Evaluation notrelated to goals.

Evaluation somewhat related to goals.

Evaluation done in terms of goals.

(recommended for Homemaking II)

200

Name-------------------------------
SCORE CARD FOR EVALUATING HOME PROJECT

Name of Project------------------------------------------------------------

Directions:

Score yourself from 1 to the maximum number of points given for each characteristic.

Standard

Score

Score

Pupil

Teacher

1. Selecting the Project (20)

Based on personal or family need

5

Involved new learnings and skills

5

Size and scope were appropriate

4

Selected because of interest

3

Related to class and/ or FHA work

3

2 Planning the Project (25}

Goals were definitely stated

6

Project was based on reasons given

5

Each needed activity was written down

5

Necessary sources of help were given

4

Ways of evaluating were appropriate

5

3. Carrying out the Project (30}

Plan was effectively carried out

6

Necessary changes were made

4

Time and energy were managed wisely

5

Assumed responsibility

5

Sought help when needed

4

Homemaking skills were improved

6

4 Evaluating the Project (25}

Kept accurate records

5

Worth time and effort spent

4

Family was interested

6

Improved my home or ~

5

Received personal satisfaction

5

Total Score

100

(recommended for Homemaking III}

201

Name

EVALUATION OF GROWTH AND PROGRESS THROUGH MY HOME PROJECT

Name of Project-------------------------------------------------------

Directions:

In the appropriate sections state your goals, list the activities you have carried out, and record the evidences of your growth and progress. Use additional sheets if you need more space.

Goal: To improve my personal appearance.
Activities carried out:

Evidence of Growth:
1. List new skills gained and those further developed.
2. List new understandings gained. 3. Tell other values renewed. 4. List changes you would make if doing
project again.

(rcommended for Homemaking III)